Web+2.0+Lesson+and+PTE+Lesson

Web 2.0 Lesson Plan:

Content Area/Grade Level- The novel //To Kill a Mockingbird// is often taught in the 9th grade. The lesson is designed for the English Freshman classroom. The class will be approximately 24 students who are expected to work in six groups of four in the attempt to show how well they work in a group.

Title of Lesson- Character Comparison through MyWebspiration for //To Kill a Mockingbird//

Core Learning Goal:

1. The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. 2. The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. 4. The student will demonstrate the ability to evaluate the content, organization, and language use of texts.

NETS-S Standard:

1. Creativity and Innovation 2. Communication and Collaboration 4. Critical Thinking, Problem Solving, and Decision Making 6. Technology Operations and Concepts

Teacher Preparation/Materials

1. The students will need a pen and paper. 2. They will also need their copies of //To Kill a Mockingbird// 3. The students will need computers to sign into MyWebSpiration.com 4. There they will design a web map comparing two characters from the novel //To Kill a Mockingbird//

Procedures: 1. The teacher will say: a. In class we have discussed different characters in the novel. We have looked at differing attributes and characteristics that make these characters unique. These characteristics can be as simple as physical appearance and as deep as character emotions. b. Now in your reading groups you will be expected to construct a comparison of these characters. The comparisons should involve everything you can think of that will make each and every diagram unique. You will be working in groups so your charts should be very elaborate and creative. c. In your groups you should look for characters that have some similarities. Do not intentionally choose characters that are exactly alike, but at the same time don’t choose characters that are a striking contrast to one another. d. Students are free to use any resource that can be found on the internet. One example would be embedding this Youtube.com ([]) video to portray Scout’s character and influences. These must be cited in the document. 2. The students will log into their webspriation accounts and get started. a. Students are expected to choose two characters and compare and contrast them. b. They should have a bubble for each character with bubbles in the middle that link and bubbles on the outside which do not. c. This will be a fairly large project that will take the entire class time and more. d. The teacher will walk around asking questions of the diagrams. Questions to be asked: i. Do you feel there is something deeper then appearance? ii. Can you think of a time in the novel when the characters acted similar? iii. Can you think of a time in the novel when the characters acted differently? iv. What were the major actions of the characters in the novel? v. Formative Assessment: Students work will be viewed as the teacher walks around. The teacher will take notes of what questions they ask each reading group and how they react to the questions. This will allow the teacher to see how in-depth students can think about characterization.

Summative Assessment:

This is a 5 point assignment. Students will be graded on a scale:
 * || 1 Point || .5 Points || 0 Points ||
 * Students look at the characters goes beyond the surface information || Web diagram contains in depth analysis || Web diagram contains a lack of depth. Most of the character evaluation is surface details. || The web diagram contains no in-depth analysis or wrong information ||
 * Organization || The diagram is easy to follow || The diagram is a bit confusing but general can be followed || The chart makes no sense and lacks any organizational value ||
 * Creativity || The diagram does something unique that the students clearly thought of || The diagram begins to do something unique but does not reach desired outcome. || The diagram is fairly boring and looks exactly like the teacher’s template ||
 * Collaboration || From the teachers observation of the groups working each member was engaged || Some of the group members were distracted doing other things || Clearly one member of the group did everything and the rest of the group was not engaged ||
 * Character Choice || The group chose intriguing characters || The group chose obvious characters || N/A ||

1. This assignment is geared towards in-depth thinking about characters and the novel. The teacher is attempting to portray how important supporting characters are. Thus if students show that they can pick unique characters then they are rewarded. 2. The students are expected to work in groups. The teacher will observe carefully to be sure that the groups are actively working together. This is important and will help the goal of working collaboratively with a digital device.

Example: []

· This is a loose template of what the work should look like. · The students work should elaborate more and have more bubbles. · This is a visual example that the students can see to get the ideas flowing.

Justification:

I believe that using MyWebspiration.com will allow the students to work collaboratively while forcing them to do something that will help them think visually. The project meets the core learning goals while also meeting the NETS-S. They are forced to think critically while working collaboratively. They are also forced to respond to a text in a creative and critical manner. Their ideas will also be organized into a visual representation. Students will also be given the opportunity to work in a creative manner. Webspiration allows them to pull from a broad range of internet sources. Doing this will reward the students with a better grade and I believe this will be a huge benefit to the students. Those with internet access at home will be given a chance to go home and work on the project. The information can be tracked to show collaboration occurred.

PTE Lesson Plan:


 * Presevice Teacher Candidates:** Adam Schlenoff & Christopher Sneeringer
 * Content Area:** United States History
 * Grade Level:** 11th Grade
 * Title of Lesson:** The Cuban Missile Crisis
 * Core Learning Goal:**
 * Maryland Voluntary State Curriculum**

Content Standards:
==== __Expectation # 3__ - Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1929-1945. ====

__Topic A__  – Challenges of the post World War (1946-1968)
** 1. ** Analyze the causes, events and policies of the Cold War between 1946-1968 (5.4.1) ** D. ** Analyze the impact of Cold War events in Cuba, including the Bay of Pigs Invasion (1961) and Cuban Missile Crisis (1962) and the expansion of the Cold War into the Western Hemisphere (PS, G) 1. Information Access, Evaluation, Processing and Application a. Indicators i. Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology. ii. Evaluate information critically and competently for a specific purpose. iii. Organize, categorize and store information for efficient retrieval. iv. Apply information accurately in order to solve a problem or answer a question. 2. Communication a. Use technology effectively, and appropriately to interact electronically 1. Making content meaningful 2. Instructional strategies/problem solving 3. Communication/knowledge Eisenhower, Kennedy, Nixon, Johnson Batista, Peron, Castro, Noriega West Germany, Finland, Turkey, India · What are some possible options that you as President might consider in responding to the missile threat in Cuba? · Do you think that President Kennedy made a wise decision to address the Nation? Why or why not? · How did the CMC affect the US relationship to USSR during the “Cold War”? To View Comments about this information click here
 * Performance Indicators**
 * Specific Objectives**
 * Maryland Teacher Technology Standards:**
 * INTASC Principles:**
 * Teacher Preparation:** Students will have a base of information considering the course has just completed WWII. Students will also have some historical context having looked at culture following WWII.
 * Equipment & Materials:** Students will need a cell phone. They will also need a computer.
 * Technology Integration:** The course is integrating the use of cell phones. It is also adding in formatting of a wiki.
 * Hardware:** A cell phone and a computer
 * Software:** Internet Browser
 * Online Resources:** The teacher will be using [|www.polleverywhere.com]. The students will use wikispaces.com as well as [|www.timetoast.com].
 * Instructional Procedures:**
 * Warm Up/Drill** //(10 minutes)// – Teacher will set up 3 polls on [|www.polleverywhere.com] as a pre-assessment for the Cuban Missile Crisis lesson. Students will use cell phones to cast votes on what they believe to be the correct answer.
 * Poll 1** – Who was the American President during the Cuban Missile Crisis?
 * Poll 2** – Who was the leader in power in Cuba at the time of the Crisis?
 * Poll 3 ** - The U.S. missiles in _ threatened the Soviet Union much like the Soviet missiles in Cuba threatened the U.S.
 * Motivator:** //(5 minutes)// // – // Play trailer from //Thirteen Days//
 * Developmental Activities:** //(10 minutes) –// Students will fill out a web 2.0 timeline using [|www.timetoast.com] . Teacher will provide a list of important events in a wiki with links to informational websites. Textbooks will also be available to search for information.
 * Extension Activity/Plans for Differentiation:** Students who complete the activity early can embed pictures/videos in the timeline. Students who need extra help/fall behind will receive a list of the matching dates.
 * Formative Assessment:** Students will embed their timelines in the Wiki.
 * Discussion Prompts for Critical and Creative Thinking:**
 * Summary and Lesson Closure:**
 * Assessment Plan:** Students will complete an exit ticket at the end of class.
 * Exit Ticket:** Name one impact the CMC had on US/Soviet relations.