Technology Enhanced Lesson Plan

Week 4 assignment:

 

A sample lesson plan with technology:

 Class:

Eighth Grade Students / Reading Activity / (14-15 years old ) Mixed level 40 -45 students in class. Integrated Skills.( Focus Reading & writing)

Duration: Two lessons 40 minutes each.

Materials:
The lesson is to be conducted at the computer lab with net connectivity. The web pages included in the plan are basic materials for the lesson.

 

 Other Materials:

OHP / CD / Handout for cross words and graphic organizers ( KWL , Venn Diagram) .printer

Introduction:

 During the introduction, teacher reviews the previous lesson :

 

Topic: Environment (Ecosystems) / Ice and Tundra, using the PPT and highlighting the main vocabulary items:

 

 ABCD objective:

Knowledge:

 Students (A) will define the following words ( B) after watching the PPT ( C) using their own language ( D)

 

 Ecosystems: /  Ecology:  /  Community: /  Habitat:

Objectives of the two Lessons :
Knowledge and comprehension:

 

1. Students will describe two different ecosystems ( Desert , Grassland) using graphic organizers handouts after reading from the web page provided by the teacher.

Application:
2. Students will develop a two paragraph essay comparing and contrasting the two ecosystems based on the ideas written on the Venn diagram graphic organizer.
Affective :
3. Students will appreciate the importance of protecting nature after participating in group discussion for 15 minutes.

Synthesis and Creativity:

4. Students will prepare at least one blog on an ecosystem they have not read about using pictures different from the ones at the provided link and their own language using the Blogger technology.

 

Procedures:

Lesson ( 1)
 Warm Up : ( 10 minuets)
At: http://a4esl.org/a/c3.html
Students go to level 4 Planet Crossword at http://iteslj.org/cw/1/ck-planets.html
download , print and do the activity

 

Objective 1:

Students will describe two different ecosystems ( Desert , Grassland) using graphic organizers handouts after reading from the web page provided by the teacher.

The class is to be divided into two groups (a) (b) For basic reading stage
Students use wwf.panda.org search engine: .about the earth title

• Group (a) : follow the link :http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/desertsand read about (Deserts)
• Group (b) follow the link: http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/grasslands/ and read about Grassland
• In each large group pairs of students sharing the same PC will be doing the task together as the number of PCs in the lab is 20 PCs.With classes of over 40 , some groups will consist of 3 SS.
• Both groups use (KWL ) downloaded PDF from:http://freeology.com/graphicorgs/pdf/kwl.pdf     (20 minutes)
• Each group discusses the sheets, choose a presenter to describe main ideas to the class.

 Home work :
1. Find out the adjectives you wrote on your KWL sheet describing the ecosystem.
 2. (Optional) Post activity ( Additional Vocabulary Enhancement ) : http://a4esl.org/a/c3.html
   Vocabulary quiz about animals idioms

 http://a4esl.org/q/h/9807/km-animalidioms.html

Alternative : Printed one

 

Lesson ( 2 )
Warm up : (5 minutes)
Listening practice:    www. manythings.org
ADJECTIVES:
   At    http://www.manythings.org/b/e/2341

 

Objective 2 ( 20 minutes )

• Students will develop a two paragraph essay comparing and contrasting the two ecosystems based on the ideas written on the Venn diagram graphic organizer.
• Having their sheets with them, the same groups as the day before, every second SS switch to the opposite group forming two new large groups.
• The class is then divided into 8 groups each one contain SS from the previous a/b groups The Venn Diagram PDF downloaded from: http://freeology.com/graphicorgs/pdf/venn1.pdf  is distributed to the groups. SS spot the similarities/ differences.
• Using their own Venn diagram, each student produces the two paragraph expository essay. For definition of expository essay refer to http://web.uvi/wguide/Pages/ExpositoryEssay.html  At the writing resource of Ohio Linguistics Department  http://www.ohio.edu/linguistics/esl/writing/index.html

 Objective 3 : Students will appreciate the importance of protecting nature after participating in group discussion for 15 minutes.

Follow up/ : Homework: ( Group Project) Objective 4 : Synthesis and Creativity:

 Students will prepare at least one blog on an ecosystem they have not read about using pictures different from the ones at the provided link and their own language using the Blogger technology and post it properly .

Learning Styles addressed in the two lessons :

 The three basic learning styles: visual, auditory, and kinesthetic are addressed.

 However if we consider the multiple intelligence theory then the types of intelligences included are:

         linguistic, logical, kinesthetic, musical, interpersonal and intrapersonal in addition to the natural            intelligence which should be clear in the final project

 Technology Alternatives:

 Printed sheets and cross words.

 Print screens of the reading sites for off line work , could be transferred to transpersancies used on OHP: downloaded clip on adjectives.

 PPT presentation is an alternative to the blog   

Hope I receive your feedback.

Yours truly

Hanan