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EDUC 2220- Educational Technology Lesson Plan Template Name of your lesson
YOUR NAME HERE GRADE LEVEL YOU WILL TEACH/ SUBJECT AREA YOU WILL TEACH

Common Core Standards:

CCSS.ELA-LITERACY.W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-LITERACY.W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.8

Recall information from experiences or gather information from provided sources to answer a question.
Lesson Summary: During the lesson students will be creating photography books. The children will take pictures of what they see during Spring time at school. The students will then create two to three sentences to accompany the pictures they take. The students will then paste the pictures and sentences to create a Spring photography book. The purpose of this lesson is to work on writing complete sentences and using the six senses to describe what they see. Estimated Duration: This lesson will take about 195 minutes. Due to the young age of the children I plan to divde the lesson plan into 30-35 minute sessions through the school week

Commentary: I plan on getting the students interested by allowing them to be as independent as possible through this lesson. They will be the ones taking the pictures outside, each with their own cameras. The children will then get to type on their own computer a few sentences describing what they heard, saw, smelled, etc. The children love going outside when the weather warms up so I think this is a fun way to enjoy the outdoors and learn a little about what happens when the seasons change from winter to spring. This also encourages critical thinking by asking the children to channel their six senses to get a good idea of what spring really feels like. This lesson plan also offers students the chance to work on their writing skills. Writing with pencil and paper can be boring to some students, so offering the children to type their work will be an added interest as well.

Instructional Procedures: (This will be one of the most detailed sections of this assignment). Day One 1. Read a Spring by Moira Butterfield and Its Spring! by Linda Glaser and ask open-ended questions (10 min). 2. Have children name favorite things about spring (5min) 3. Have children take pictures of what they see outside during spring. (30 min) Day Two 1. Read Dandelion Adventures by L. Patricia Kite and The Spring Equinox by Ellen Jackson and ask open-ended questions (10 min). 2. Have children share with the class some of the things they saw when they took their pictures outside. (5 min) 3. Have children name some things that they didnt find when they took pictures but could find elsewhere. (5min) 4. Help children upload pictures to the computer. (15min) 5. Once uploaded, have children pick ten pictures to use for their photobook. (5min) Day Three 1. Bring in the iPad and play a spring songs from YouTube from provided links: Video One: https://www.youtube.com/watch?v=DobrRgD5aOU Video Two: https://www.youtube.com/watch?v=_-gNaNOWdg8 (10min). 2. Have children name a few things they have learned about spring over the past couple days (5min). 3. Have the children type two to three sentences for each picture about what they saw, heard, smelled, tasted and touched (25min). 4. Revise and edit sentences with help of teacher (15min). 5. Show children how to customize text font and color (10min). 6. Print sentences for the ten pictures (15min). Day Four 1. Read The Tiny Seed by Eric Carle (5min). 2. Ask children their favorite part about this weeks lesson (5min). 3. Have children cut out sentences for the pictures (15min). 4. Provide construction paper for children to paste pictures with their captions underneath (15min). Day Five 1. Allow children to staple together their finished photo books (5min). 2. Give each child a chance to come up at group and share a few of their pictures and read their sentences

to the class (20min). 3. Have children play a computer game on spring to see what they learned about the season (10min).

Pre-Assessment: Have the children write two or three sentences about what they did over the weekend. Scoring Guidelines: Teacher will observe whether or not students can write 1. Complete Sentences 2. Correct Spelling 3. Use of sensory words

Post-Assessment: The Post-Assessment will be the finished Spring photo books. I will be looking for evidence that the students were able to recall past events (pictures) and put into sentences what they saw using their five senses. The finished photo books will also show whether or not they excelled in using Microsoft word to type their photo captions. The photo books will also show the childrens revised sentences (with the help of a teacher). Scoring Guidelines: The Post-Assessment will be scored by checking off if the children were able to successfully complete each part of the assessment. The scores will be recorded in the childrens portfolios to show their growth and improvement before and after the lesson.

Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: Offer them to help their peers revise their sentences or have them write a paragraph about what they experienced instead of just a few sentences. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: Have these students write key words or phrases of things they experienced while taking the pictures, have the student explain to the teacher what they saw and together they can write the sentences.

Extension http://www.spellingcity.com This site allows students to practice their sentence writing by providing a word and asking the user to create a sentence with that word.

Homework Options and Home Connections

1. Have students go outside for a half hour or so. Once they come home, have them type sentences about the things they did and/or saw while playing outside 2. Have children go to this website and practice forming sentencing through this game. http://www.softschools.com/language_arts/games/sentence_structure/form_a_sentence/ 3. Have students take pictures of their family and friends and write one unique thing about each person in sentence form on the back of the picture.

Interdisciplinary Connections Art: The children could create picture sentences. For example, a child could find a picture of a dog, a girl, and a park. The child would paste the pictures together and write a sentence underneath saying, Lilly walked her dog to the park. Music: Have children write short songs and sing them. Math: Have children solve word problems.

Materials and Resources:

For teachers

Books:

Spring by Moira Butterfield Its Spring! by Linda Glaser Dandelion Adventures by L. Patricia Kite The Spring Equinox by Ellen Jackson The Tiny Seed by Eric Carle

Class Materials

Scissors Glue Construction Paper Stapler iPad Color Printer

Technology

For students

Technology

One digital camera per child One desktop computer per child Access to Microsoft Word or any word processing program

Key Vocabulary Sentence, Word, Type, Keyboard, Camera, Upload, Spring, Seasons, Flowers, Insects, Rain, Sun, Wind, Grass, Soil, Dirt

Additional Notes