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provided here to help you through the planning process (in RED) can be deleted.
DORETHEA DUDLEY
EDUC 2220- Educational Technology Lesson Plan
EMIGRATION AND IMMIGRATION
TARGET GROUP IS GRADES 7-12
List the standards your lesson will address It is fine to copy and paste the standards.
See http://ims.ode.state.oh.us/ODE/IMS/ACS/
or http://www.ohiorc.org/
or http://education.ohio.gov/Topics/Academic-Content-Standards/New-Learning-Standards
for standards related to your area/grade level.
If you are planning a lesson for students Pre-K and younger, use the Ohio Early Learning Standards here:
http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards
Lesson Summary:
This lesson will teach children about emigration and immigration, and the difficulties that they had in the mid19 century.
Briefly describe the procedures and purposes of the lesson. Youll go into more detail later, so just provide a
summary of what the lesson entails.
Estimated Duration:
The time duration will take at least 4 class periods to complete with test. The class periods are 45 minutes
long.
This lesson plan will give the children 180 minutes for this topic.
Include an estimate of the time needed for instruction. (ie. This lesson will take about two hours. I plan on
dividing the lesson into two days, with each class period lasting 55-60 mintues). Keep in mind that for younger
students, lesson may need to be broken up into smaller sessions, while older students may benefit from longer
lessons.
Your lesson needs to be at minimum 100 minutes long, and up to 250 minutes long (roughly five 50 minute
class periods.) The time can be broken up into as many sessions as you deem appropriate for your grade/age
group.
Commentary:
I will start the lesson out by introducing the picture on the poster named urgent warning for emigrating girl.
I then will introduce the definitions and have them do homework for what they did not finish in class.
The challenge that I will overcome is to keep the children intrigued in the lesson.it will be a challenge, but I
will hook them by providing them with a poster board to create their own poster about emigration. I will make
this the second homework assignment.
discuss briefly your approach to the lesson here. What do you anticipate being a challenge? How will you get
your students hooked into the lesson?
Instructional Procedures: (This will be one of the most detailed sections of this assignment).
Describe the instructional steps that will be taken to implement the lesson. For each section of the lesson,
document how much time it will take and what students are expected to do. Make sure to cite your uses of
technology as often as possible.
Please take the time to provide a clear narrative as to how the lesson will unfold.
Day 1: First 15 minutes will introduce emigration and immigration. Then I will introduce the poster (Urgent
warning for emigration girls) and teach them what it means (10 mins) then I will give them the vocabulary list
to work on in class, and whatever they do not finish it will be homework( handouts).
http://maxkade.iupui.edu/unit19/apen19-a.html
http://maxkade.iupui.edu/unit19/apen19b2.html
First 10 minutes: Introductory activity- Students will..
20 minutes: I willstudents will.
Describe what you and your students will be doing as the lesson unfolds.
Day 2: We will start day 2 off by getting tablets out and watching video on emigration in the 19th century:
https://www.youtube.com/watch?v=38GMsfT-YvY this video is 10 minutes long and students will be
instructed to take notes. In class discussion on the poster urgent warning for emigrating girls questions like
Why is this poster necessary? Why would she leave her home in Germany to come to America? They will be
taking notes for next class. HOME WORK WILL BE HANDOUTS GOOD AND BAD JOBS FOR
IMMIGRANTSFROM GERMANY(http://maxkade.iupui.edu/unit19/apen19-c.html
http://maxkade.iupui.edu/unit19/apen19-d.html )
DAY 3:
The class will break up into groups of 2-3 students to do class activates (handout that will help them complete
the poster) http://maxkade.iupui.edu/unit19/apen19b1.html which will be 30 percent of grade.
They will create their own poster on tablet using Word and snap-shot applications. This will take most of class
And they will be required to create a blog for me to review.
DAY 4:
REVIEW AND TEST
Review all material (20 minutes) and do test.
etc.
Pre-Assessment
I will ask question on the subject and then give instructions on the lesson. Peer discussion will be key on this
subject. It will let me know how knows what on the topic.
Identify one strategy to pre-assess student knowledge of the standards your lesson addresses.
Tell me what you will do to determine what your students already know about the information being taught in
the lesson.
Getting pre- assessment data helps you figure out how quickly or slowly you should move through the
lesson.
Pre-assessments may be as informal as a reflection on students prior learning, a conversation about concepts
or warm-up problems at the beginning of class that are not scored. They may be more formally structured,
such as a quiz or an assigned writing topic.
Scoring Guidelines:
30%: Poster
20 %: homework
20% : class participation ( also formative assessment)
30%: test
Scoring system
100-90: A
89-80 : B
79-70 : C
69-60 : D
59- Below : F
Define scoring guidelines for the pre-assessment, which may take the form of teacher judgment, a
checklist or another scoring format. Scoring guidelines should reveal whether or not student has met
the standard so that instruction can be modified and targeted to learners accordingly.
For example- if youre planning on giving a quiz, tell me how youre going to grade it. If youre going
to conduct an observation on student activities, how will you assess it? Explain.
Teachers should conduct ongoing teacher assessment and student self assessment throughout instruction (this
is called formative assessment). These can be planned or conducted as opportunities for observation or
reflection arise. If planned, describe here.
Post-Assessment:
Your post-assessment should assess what students have learned AFTER the lesson is finished. This may take
the form of an exam, a student project (like a digital poster or infogram, or perhaps a youtube or xtranormal
video), or maybe a written work.
Scoring Guidelines:
Define scoring criteria for the post-assessment. Will you have a score and percentage for the exam, or
will it be pass/fail? How will you grade posters or other student projects? Be able to defend the process
behind how you score your post-assessment.
material:
Extension
Provide a link to a website where students could go to learn more about the standards you are addressing in
your lesson.
Briefly explain what the site is and how students could benefit from using it.
Interdisciplinary Connections
Tell how the lesson can be integrated with at least two other content areas to strengthen student learning. For
example, if youre having your students do a comparison and contrast paper on Hamlet and Macbeth, what
other subjects could you draw into the lesson? Perhaps youd want to talk about the social and political climate
of the time period of the two plays (History) as well as the big questions asked in each play- to be, or not to
be? (Philosophy and Ethics).
For teachers
For students
List the materials your students will need to complete the lesson and learn the material.
We want students to use technology for this lesson. What will they need (iPads,
laptops, a smartboard, etc)?
Key Vocabulary
List key terms that need to be defined prior to or as part of instruction here.
Additional Notes
Any additional information about your lesson- or notes for me- go here!