EDU 580

TECHNOLOGY FOUNDATIONS FOR EDUCATION

Lesson Plan Integrating Technology & Pedagogy Directions and Outline
Name: Molly Martindale Date: 4/27/17
Construct a lesson plan utilizing good pedagogical practices and incorporating technology as a
tool for teaching and learning. Focus on a concept or skill in your content specialty area and
support student activities with the use of hardware and/or software.
*Note: Do not make the emphasis of the lesson a "how-to" with technology. An outline for your
lesson plan is provided below:

(1) (9) Standards:

1.) CCSS.ELA-Literacy.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account
of the same period as a means of understanding how authors of fiction use or alter history.

2.) CCSS.ELA-Literacy.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) in a section of a story or drama.

ISTE Standards:
1.) Empowered Learning ISTE NETS for Students standard: 1c- Students use technology to seek
feedback that informs and improves their practice and to demonstrate their learning in a variety
of ways.

2.) Global Collaborator ISTE NETS for student standard: 7b- Students use collaborative
technologies to work with others, including peers, experts or community members, to examine
issues and problems from multiple viewpoints.

(2) Lesson Objective(s): Specifically describe what the student will be able to do.
 Students will be able to distinguish between historical information and historical narratives.
Students will be able to analyze the characteristics of a historical narrative through quotes from
Gary Paulsens NightJohn.

(4) Introduce the Learning Activity:

A. Describe how you will communicate the lesson objective to the students. How will you tell
them what they will learn in this lesson?
I will communicate the lesson objectives to the students by having them first go to my website,
http://mollymartindale.weebly.com/. The student learning objectives are on the main page of my
website just below the title and the link to the resource. The learning objectives will also be
available on the google document that was sent out to students before class.

B. Describe how you will provide a motivator. How will you get students interested in this
lesson?
Hook: To grab my students attention and elicit interest in my lesson, I will direct them to a
Note.ly page, where students will be asked to create a virtual sticky note with a FACT about
slavery (from previous history lessons/media/something they could support with historical
evidence), and a sticky note with a PERSONAL OPINION about slavery (emotion, dialect, word
choice) to open up a conversation about historical information versus historical information, and
the benefits of both in literature, which will directly lead into the vocabulary for the lesson.
Website: http://note.ly/mmart053plattsburghedu

(5) Provide Information:

A. Describe how you will provide any definitions, explanations, descriptions, procedures,
examples, and/or samples needed for this lesson.
Definitions:
Students will be given definitions and characteristics of both historical narratives and historical
information through the google document that will be sent before class. The terms analyze and
characteristics will also be defined on the google document.

Explanations:
The teacher will verbally explain the differences of historical narrative and historical information
after the students are directed to the google document definitions.
The teacher will use the quotes from the novel NightJohn by Gary Paulsen to demonstrate the
characteristics of a historical narrative.
The teacher will also be available for any further explanations that are needed for student
questions during the activities.

Procedures:
Procedure instructions for the hook activity will be written on the Note.ly page, and also given
verbally as students are opening up the website.
Procedure for the opening the google document and websites for viewing will be explained
verbally.
Procedure for the guided practice activity (Google doc discussion thread) will be written on the
google document, and also explained verbally, with a check for understanding from the teacher.
Procedure for the independent practice (Mind Map) will be given on the google document, and
also explained verbally, with a check for understanding from the teacher.
The procedure for the exit slip will be written on the google document, and also explained
verbally. Students can submit their responses either through the website, or by texting through
their cellular device.

Examples/samples:
On my website and google document, students will be given a link to a PBS timeline about
slavery, which will provide examples of historical information that is accurate and true
(http://www.pbs.org/wnet/slavery/timeline/).
Next, to see examples of historical narratives, students will be given a link to historical narratives
from slaves from the website (http://newdeal.feri.org/asn/asn00.htm).
Students are also given a list of characteristics for both historical narratives and historical
information so they are able to distinguish the indicators of both forms of text.
There will also be quotes available on the google document from the novel NightJohn by Gary
Paulsen to show examples of historical narrative quotes from the text.

(6) Provide Practice:

A. Describe how you will give students an opportunity to practice the exact task stated in the
objective.
Students will practice the first objective (distinguishing between historical narratives versus
historical information) in the google document provided. Students will be able to work as a
group for practicing this objective and will create a brief discussion thread about their
justification for distinguishing a quote as either historical narrative or historical information.
B. Describe how you will give students an opportunity to practice the exact task stated in the
objective individually, as well as in groups.
Individually, students will practice the second objective, of analyzing quotes from NightJohn
by Gary Paulsen, with the independent practice for the mind map.
Students will also individually practice both objectives in the exit slip, where they are asked to
both compare historical information to historical narratives and also, analyze a quote from
Nightjohn.

(7) Provide Knowledge of Results:

A. Describe how you will provide verbal feedback to the students on their practice efforts.
I will provide verbal feedback to the students on their practice efforts by encouraging students
during the guided practice group activity, and during the independent practice activity of creating
the mind map. As the students are engaging in all of the interactive sites in my lesson plan, I
work the room and make sure I am available to any student who may need my assistance,
guidance, or scaffolding.

B. Describe how you will provide written feedback to the students on their practice efforts.
I will provide written feedback to the students on their practice efforts by writing narrative
feedback on their mind maps, which will be printed out at the end of the week.

(8) Review the Activity:

A. Describe how you will, or how you will have students, summarize the important points in this
lesson.
The students will begin with the website Note.ly.com and the teacher will ask the students to
create two sticky notes. One sticky note with a fact that they know about slavery from their past
experiences with Social Studies or any other medium, and also another sticky note with an
opinion about slavery. This will open up a conversation about the differences between the two
and the vocabulary of the lesson. I will then discuss the characteristics between historical
narratives and historical information, and have students look at examples of both through
interactive websites of slave narratives, and a timeline of historical information about slavery.
Next, students will be asked to work together to read quotes and categorize them as either
historical information or historical narrative. Students will create a discussion thread through
google doc to justify their choices of genre. For independent work, students will create a mind
map with quotes from Nightjohn by Gary Paulsen, and branch off reasons for why this quote
can be described as historical narrative/fiction.
Lastly, the teacher will use the exit slip to have students summarize the objectives in the lesson.
They will again practice the important vocabulary in the lesson with their comparison of
historical information and historical narrative, and also analyze a quote from Nightjohn with
the knowledge of what characteristics are involved with historical narratives.

(3) Method of Assessment:

A. Describe how you will assess whether or not the students have learned the skills outlined in
the learning objective. Provide a sample test, rubric, scoring guide, etc.
The exit slip will be graded out of 10 points, with 5 points for the analyzation of the quote, and 5
points for the comparison of historical information and historical narrative. Partial credit may be
given for answers that arent fully developed, and can be revised and resubmitted.

The mind map will be graded about of 100 points. The rubric below will be used to grade the
mind map. Each level has a range of points to make sure that the grades are precise.

CRITERIA Level 4= Level 3= Level 2= Level 1= Needs

Excellent Proficient Satisfactory Improvement

Depth of Content Extensions of the Shows extension No extension of Bare minimum of

(Knowledge- 20 key ideas show a of most key ideas ideas evident. content covered.
points) deep and shows a solid Shows a basic
understanding of grasp of all the level of coverage
the interrelated content covered. of key ideas.
nature of the
content.
(20-15 points) (14-10 points) (9-5 points) (4-0 points)

Central Ideas Stands out Clear use of Present but not Present but
(Communication- meaningfully picture or image clearly related to difficult to
20 points) and grasps the that relates to key key idea of separate from
key ideas of ideas. historical other information.
historical narrative.
narratives
presented.
(20-15 points) (14-10 points) (9-5 points) (4-0 points)

Key Images and key Images and key Images and key A little evidence of
words/Vocabulary/ vocabulary vocabulary vocabulary is key images. Has
Images clearly and clearly shows an evidence, but only a few key
(Communication- dynamically understanding of either too few or vocabulary words.
shows an the content. some are
20 points)
understanding of imprecise.
the content. (4-0 points)
(20-15 points) (14-10 points) (9-5 points)

Linking (Analysis Provides deep Creates Provides basic Summarizes,

and Synthesis- 30 insight and meaningful interpretation of rather than
points) meaningful interpretation of quotes. Develops analyzes quotes.
interpretation of quotes. Supports central ideas, but Little or no
quotes. analysis with analysis needs to interpretation of
Elaborates on evidence of be developed novel. Little use of
meaning of vocabulary and further. quotes from novel.
evidence and evaluation of text,
analysis is but needs further
strongly insight.
supported with
vocabulary and
evaluation of
text.

(30-22 points) (21-13 points) (12-5 points) (5-0 points)

Color/Codes/ Craftsmanship is Clearly uses Obvious attempt Little use of color,

Organization skillful, uses color, codes, or is made to use codes, or links to
(Craftsmanship- 10 color, codes, or links to clarify color, codes, or illustrate
points) links to connections and links to enhance connections
meaningfully to assist with easy clarity, but there between ideas.
clarify to follow layout is inconsistency in Mind map is
connections for and organization. organization. disorganized and
all aspects of difficult to follow.
mind map.
(8-10 points) (5-7 points) (2-4 points) (1-0 point)