Class Website & Student E-Portfolio:

Lesson Plan One

Lesson Information Lesson One
Unit Topic Class Website & Student E-Portfolio
Band and year Middle Primary year 5
Strand ICT / English
Students 29

CURRICULUM CONNECTIONS AND OUTCOMES:
Curriculum Connections Curriculum outcomes
Digital Technologies
Digital Technologies Processes
and Production Skills


English
Language
Language for interaction


Literacy
Interacting with others







Creating texts

Design, modify and follow simple algorithms represented
diagrammatically and in English involving sequences of steps,
branching, and iteration (repetition) (ACTDIP019)
Manage the creation and communication of ideas and
information including online collaborative projects, applying
agreed ethical, social and technical protocols (ACTDIP022)


Understand that patterns of language interaction vary across
social contexts and types of texts and that they help to signal
social roles and relationships (ACELA1501)
Use interaction skills, for example paraphrasing, questioning
and interpreting non-verbal cues and choose vocabulary and
vocal effects appropriate for different audiences and purposes
(ACELY1796)
Use interaction skills, for example paraphrasing, questioning
and interpreting non-verbal cues and choose vocabulary and
vocal effects appropriate for different audiences and purposes
(ACELY1796)
Plan, draft and publish imaginative, informative and persuasive
print and multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose and
audience (ACELY1704)
Reread and edit student's own and others work using agreed
criteria for text structures and language features (ACELY1705)
Use a range of software including word processing programs
with fluency to construct, edit and publish written text, and
select, edit and place visual, print and audio elements
(ACELY1707)

Lesson Overview
This lesson focus is on developing students awareness of the features/content of a class website and
its structure through the exploration of online website examples, teacher modelled examples using
sampled text and class discussion.

Start by explaining an class website
Discuss the basic structure (Titles,
Model and display examples
Look for more examples online
Students collaborate and brainstorm ideas of website content, apps, pictures
Students to finalize class website content list.


Lesson Outcomes
Students will have an understanding of the features a class website contains through discussion
and exemplars sourced from the internet
Students will have an understanding of the different language styles used to develop an effective
website
Students will have an understanding of how to create new ideas and information as an online
collaborative project
Students will display and understanding of agreed ethical , social and technical practices

LESSON STRUCTURE:

Time Teaching Approach Lesson Content

9:00-
9:10




9:10
9:20










1. Students begin seated on
floor in front of IWB




2. Use KWL chart to focus
students prior knowledge
and develop ideas.
Use the IWB to scribe
students main ideas and
save to develop in coming
lessons and activate prior
knowledge.



3. Have students reflect on
1. Give students and overview of the unit of work and lesson.
As a class we will be developing a class and personal
website/e-portfolio using Weebly.com. Focus on having
students access prior knowledge of site designs and content
for a Class Website & Student E-Portfolio.

2. Class discussion exploring students ideas and prior
knowledge regarding their ideas surrounding a class website.
Items that should be included, programs, software design etc

Accessing Prior Knowledge using KWL chart
http://www.teach-nology.com/worksheets/graphic/kwl/

Have students paste their copy of the KWL sheet into new
workbook named Class Website & Student E-Portfolio.


3. Using the IWB look at and discuss example class websites
9:20
9:40

















9:40
9:45
what are some important
elements they would like for
website. Teacher to scribe
class list on IWB and save to
edit and add to.

4. Make sure to discuss
what a mind map is and
model if necessary on the
IWB
Use mind map in resources

5. Students to work in
groups of 4




6. Be sure to think aloud
when discussing, planning
and developing ideas.
Teacher to scribe and save
list on IWB

7. Conclusion
Class to regroup in front of
IWB
Clarify misconceptions.





from this list.
http://teacher-sites.weebly.com/
http://kaiserscience.weebly.com/index.html
http://mrhasansclass.weebly.com/index.html
http://ericbragg.wix.com/butteville

4. Students to draw up a mind map on next page of e-portfolio
workbook of important information needed in the class
website. Ie headings , subpages, areas, apps and develop a
website name



5. Students to brainstorm ideas of class website on mind map
sheet




6. As a class discuss, list and explore students ideas
surrounding content from mind maps and finalize the class
website name.




7. Review students ideas surrounding web design, headings
and apps and link to next lesson, building the site and
consolidation of ideas. The next lesson as a class we will
build class website and explore Weeblys web design tools.
Home-
work




Research




Students are to think about how their own and class website
and e-portfolio may look and how they will put their own
personality into it.


ASSESSMENT:
Summative
Assessment

Activity sheets will be added to Class Website & Student E-Portfolio
workbook - Teacher to check the student understands the structure
of website.

Participation Teacher to note students participation and engagement levels
Formative Assessment Gather evidence of student learning, idea depth, progression and provide
feedback during lesson.
Activity sheets will be used to form a formative assessment of students
connection to content


Resources
Butchers Paper
computer
Whiteboard
Rulers
Interactive whiteboard
Pencils
Erasers
Activity sheets


Safety

General Classroom OH&S
Watch for cords on ground from electrical equipment
Locate any tripping hazard and remove
Make sure sharp objects ie scissors or Stanley knives are put away in cupboard
Make sure students seating arrangements are appropriate ie no one seated behind doors


Notes

Pedagogical approached used will be a student centred approach with the teacher scaffolding
class and individual students where needed.
The classroom will be an inclusive environment with all students to feel safe and valued in
participating in all classroom activities.

CLASSROOM
MANAGEMENT:
Actions

Introduction
Of acceptable behavior
I expect you all to listen without talking while I am talking or a
student is asking or answering a question, please show them the
respect they deserve to be heard
Not to distract others, they have the right to learn
If you have a question raise your and I will respond to you when I can
Lastly by showing me that you can respect others it shows me that
you have respect for yourself.

Reflection

Did the content meet the outcomes?
Were the students engaged?
Did students stay on task?
Did the students understand requirements?
Could the lesson been delivered better?
Was the content relevant to students learning?
Was the lesson inclusive and collaborative?


Unit Vocabulary :


ICT
access, animation, application, archive, digital media, storage,
attachment, Blog, bookmark, browser, case sensitivity, clipboard,
computer, data, data base, desktop, digital camera, download, extension,
favorite, file, flash player, folder, freeware, generic software, gif, google,
homepage, hyperlink, icon, ICT, IWB, internet, internet explorer, jpeg, main
menu bar, memory stick, menu, monitor, mpeg, multimedia, online, PDF,
PowerPoint, printer, program, scanner, software,
Streaming, text, toolbar, upload, USB, user-friendly, Web 2.0, web address,
webmail, web design, website, WWW, YouTube.

Lesson resources:

















Name

Date
KWL

Topic:
K
What I Know
W
What I Want To Learn
L
What I Have Learned


This printable graphic organizer is from www.teach-nology.com



Class Mind map template