EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Name: ChloeLynn

Price Date: January 26, 2012

Idioms
Standards: English Language Arts Standards Writing Grade 7 W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 7.3.1 Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 7.3.2 Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 7.3.3 Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 7.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 7.3.5 Provide a conclusion that follows from and reflects on the narrated experiences or events. W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NETS for Teachers 2008 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-toface and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. c. promote student reflection using collaborative tools to reveal and clarify students'

conceptual understanding and thinking, planning, and creative processes. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

develop technology-enriched learning environments that enable all students to pursue b. their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

Lesson Objective(s): Students will: y y y y Identify an idiom Develop fundamental knowledge of idioms Engage in idiom/meaning matching activity Incorporate idioms in a written skit

Introduce the Learning Activity: 1. The teacher will announce that the lesson is on a new form of Figurative Language. The teacher will then ask if the students have ever used a phrase like, put a lid on it or his plate is full. After students present forms of recognition, the teacher will explain that these phrases are all forms of Idioms. 2. The teacher asks students to give their own examples of idioms. As students raise their hands and give answers, the teacher will validate answers and allow for group discussions. Students already use idioms in their casual speech, so linking their lives to English class will create interest and the opportunity to explain what an Idiom is and the activity they are about to participate in.

Provide Information: Idiom Game Website (Quia- Face Idioms) http://www.quia.com/jg/66234.html 1. The teacher will explain that Idioms are commonly used in casual conversation. This can be confirmed in the definition of an idiom that states, the language or dialect of a people, region, class, etc. Another definition of an idiom is the one that we will utilize in this

class. A phrase or expression with an unusual syntactic pattern or with a meaning differing from the literal meaning of its parts. (Websters New World Dictionary) 2. All explanations and descriptions of the lesson/activity will be done vocally by the teacher. The teacher may use the board if needed to reinforce definitions or examples. 3. After defining an idiom and allowing students to participate in group discussion and giving of examples, the teacher will introduce the activity. The activity is playing a matching game via website found on the Internet from their computers. After the concept of the activity is presented to the class, the teacher will demonstrate from his/her computer how to connect to the activity website. The teacher will use a projector screen connected to the computer to demonstrate the navigation to the activity site. The homework instructions will be handed out in hard copy to every student. Provide Practice: 1. . Students will recognize idioms through examples and will relate idioms to the lives through class discussion. After their recognition the teacher will provide definitions of what an idioms is to provide fundamental knowledge. To reinforce the introduction, students will have the opportunity in class to practice linking idioms to their meanings via http://www.quia.com/jg/66234.html . This website provides a matching game they can play during class. After the game, homework will be assigned and passed out in hard copy form. 2. Individually in class they will logon to the computer and visit afore mentioned website and complete the matching activity. Quiet chatter may be allowed as students try to match the idioms to their meanings. Students homework will be done individually as well. Provide Knowledge of Results: 1. Students will receive verbal feedback during the idiom discussion. They are also receiving feedback from the teacher during their time on the game website. Students are able to ask questions to help them understand the lesson. 2. Written feedback in comment form will only be provided on their returned homework assignments. There will also be written feedback on the attached rubric. Review the Activity: 1. After completion of the online activity, students will have the opportunity to ask any remaining questions. The teacher will answer the questions and then end the lesson by summarizing the lesson. The summary will consist of what an idiom is, the most common definition, and how the idiom is used. Following the summary students will be assigned a short skit. This assignment will be handed out in hard copy to every student. 2. The assignment will consist of creating a skit where two or more people/characters interact with one another. Every person/character involved in the skit must use at least three idioms each throughout the skit. Idioms used effectively will demonstrate students understanding of what an idiom is and how to use it.

Method of Assessment: 1. The teacher will assess students general participation in the online game and class discussion. If the student participated in both they will get a check plus. If they participated in one but not the other they receive a check and if they refuse to participate then they will receive a zero as a mark. Teacher will assess students skit with a rubric that considers grammar, content, creativity, and use of idioms. The combination of the participation mark and the skit grade will provide the assessment for the teacher on how well his/her students understood the lesson.

Idioms
Assigned: January 27, 2012 Due Date: January 20, 2012

Write a skit using idioms. In this skit incorporate two or more characters interacting about an everyday event that is happening in their lives. Each character must use at least three (3) idioms throughout their dialogue with one another. Make sure your use of idioms is logical.

Criteria Creativity

4
Very Creative/ Excellent Execution Full Storyline No grammatical errors, few or no comma splices 3 + Idioms used per character/ logical placement

3
Creative Concept/ Good Execution Good Storyline Few grammatical errors, few comma splices 2+ Idioms used per character/ logical placement

2
Average Concept/ Average Execution Average Storyline Grammatical errors, comma splices

1
Below Average Concept/ Poor Execution Poor Storyline Little effort to control grammatical errors

0
No Concept

Points

Content Grammar

No Storyline No effort in grammar present

Idiom Use

2 Idioms used per character/ scattered placement

Handful of idioms scattered throughout/ scattered placement

No idioms used/ no placement