Beashua Spearman ETEC 5743 Lesson Plan

Adapted from "Learning Activity Organizer," from Dean, G. J. (2002) Designing instruction for adult learners (2nd. ed.) Malabar, FL: Krieger.

Title

Social Networking: How to Navigate the Photos Links in FaceBook: How To Create Wall Photos, Photo Albums, Tagging friends, Sharing photos, uploading videos, and Adjusting the Photo Privacy Settings!

Time Needed

160 minutes (2 class periods)

Subject Area

Business Technology/ Vocational Technology Education: ESL

Educational Functioning Level(s) Addressed Description of Learning Activity (Include order and methods to be used to introduce content.)

7.0-12.9 Step one: Introduction of FaceBook wall photos, photo albums, and adjusting the Privacy Settings. This lesson was created to teach ESL introduction to computers students basic navigation and tasks within the social media titled FaceBook. Preload student flash drive with royalty free images such as Microsoft Office Clipart. An alternative is prior to the lesson; assign the students to create a folder in their flash drives, which contain the images they wish to upload. If students have created a Gmail account, assign students to bring their username and password, and prepare or reserve a computer lab if not previously completed. Bring a camcorder to class, prior to filming students, obtain and release waiver from the Fort Smith Adult Education Centers office. Video the students or ask one volunteer to complete this task. Upon completion, upload the video and place it in the students flash drive. First day of lesson: How to Create Wall Photos & Photo Albums Second of lesson: How to Tagging friends, sharing photos, uploading videos, and adjusting the Photo Privacy Settings!

Step two: Lesson 1: Instruct students to open their Google Chrome browser and type www.facebook.com into the address bar. Once the students have completed this task, ensure they have succeeded in opening their internet browser. Lesson 2: Repeat the above task, sometimes ESL students needs the additional practice.

Step 3: Lesson 1: Ensure each student has the GCF Learn Free Handout. http://www.gcflearnfree.org/facebook101/11/print Lesson 2: If the students need additional practice from the previous day, allow the students the time to practice that day, allow the students to ask questions to encourage motivation and understanding. They need to know what they are learning and why they are learning it. Begin the previous lesson and ask the students to state which steps on the handouts they are encountering the most problems. Step 4: Lesson 1: Begin the Handout process with the student, ensure each step is explained, for example, and place your gmail email address in the username and your gmail mail account password in the Facebook password area. Two weeks ago, the students created a Gmail account, a week ago they all created a FaceBook account page with their Gmail username/email address and their Gmail password. These two items are vital! Please remind students to bring these items to class with them each day. Lesson 2: The second part of the lesson will take 25 minutes to teach, please view the evaluation or assessment procedures.

Step 5: Lesson 1: Once students and the instructor have completed the handout together, ask the students if they have any questions. ( Q& A session: last 10 minutes of class) Lesson 2: Please view the evaluation or assessment procedures. The ESL Introduction to computers course students usually needs the instructor to explain each step, process, and detail. The first lesson will likely end at page 10 out of 22 pages. The second day, begin the same steps as above but review the previous lesson with the students for 5 minutes. Set a 5-minute Q& A session and begin the class. Remind each student to bring his or her GCF Learn Free handouts the next class day. Inform them that we are completing the second half of the lesson.

Evaluation or Assessment Procedure(s)

Lesson two (Day 2 only): The second part of the lesson will take 25 minutes to teach, please view the evaluation or assessment procedures. The students will complete the last 3 pages as their independent practice. This is a low-stake assessment. The instructor will walk around the room

and check the students progress, the younger ESL students need some help, but not much, the remaining older ESL students need additional assistance.

Reflection and Closure 1. Summarize the lesson; ask the students what they learned and how they (Describe methods to will use what they have learned. Ask the students of they have any link this activity to question, comments, or concerns, if so answered them all. If not, introduce previous knowledge.)

the students to the next topic.

Technology, Equipment, Materials and Facilitates Needed

Laptop or desktop computer, Google Chrome or any Internet Browser, High Speed Internet, Projector, Projector Screen, Student Handouts, Students need to have pencils or ink pens. GCF Learn Free Handouts: http://www.gcflearnfree.org/facebook101/11/print 1. Students with ADHD, ADD, and Dyslexia will receive an alternate classroom setting that is created for private learning, testing, and is clear of any interruptions and distractions of other students. Classroom behavior rules and guidelines will be enforced but positive behavior will be rewarded. Students will Dyslexia will receive additional help: for example, he or she may receive additional help from a strong reading student during group assessments. Additional time will be given to the student to ensure he or she completes the assignment. 2. Students with Dyslexia, Dysgraphia, Dyscalculia, and other learning disabilities will receive additional time to complete their evaluation/assessment, and assignments. These students will be paired with students who are strong in reading, math, and writing to encourage a positive learning atmosphere. Assistive Technology such as audio books, word prediction, electronic dictionaries, or spell check will be allowed. 3. Students who are visually impaired will receive assistive technology such as a large print text, screen reader, tape recorder (to record the lesson), or a Braille text reader; students who are verbally impaired will receive extra time and the instructor will repeat instructions that are not clear to the student. Students who are hearing impaired will receive a note taker and a sign language interpreter.

Adaptations or Accommodations for Students with Learning Disabilities or Differences

Notes and Comments

Notes:
References Literacy & Learning Disabilities (2006). Adaptations, Accommodations, and Technology. Retrieved February 16, 2012 from http://ldlink.coe.utk.edu/adaptations.htm#what GCF Learn Free (2012). FaceBook 101: Uploading Photos & Videos.

Retrieved March 2, 2012 from http://www.gcflearnfree.org/facebook101/11/print