Joyce Morgan Baker’s

Lesson Plan Incorporating Technology

Subject areas: Computer Literacy and English Language Arts

Grade level: Sixth grade (Could be used for other grade levels as well)

Timeline: Three days from beginning to end

Content Objective: Poetry and Computer literacy

Essential Question: How can you get to know the 150 students you teach as quickly as possible at the beginning of a new school year?

This assignment allows you to be able to put names with faces and evaluate current skill levels with a new group of students. After students are finished with the assignment I hang the poetry over their particular work area. This allows me to be able to associate the things I have learned from their bio-poems with them as individuals. In my classroom it is referred to as “the Jungle of Dancing Faces.”

Activities: Students will be given a formula poem to write on the computer and use a digital camera to take pictures of each other. (Bio-poem handout provided in folder) They will be encouraged to use other poems as models.

Process: Poetry samples will be read and shared by teacher. Teacher will lead the class in a discussion of what makes a good poem. Students will be given handout and have assignment explained to them. Teacher will present the technical elements to the entire class using a presentation device. After looking at the expectations, class will determine point values to assign to the rubric given. Once students are comfortable will all of elements they will begin writing. While students are writing, teacher will take small groups at a time and teach them how to use the digital camera. Finished student work will be produced using the computer and digital camera. Once the work is finished and printed, I laminate it, punch a hole in the top and hang it from the ceiling using dental floss.

TEKS correlation: The following TEKS have been copied from the TEA’s website:

English Language Arts and Reading, Middle School

Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:

· write to entertain such as to compose humorous poems or short stories (4-8);

· select and use voice and style appropriate to audience and purpose (6-8);

· choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, narratives, reports, and instructions (6);

· produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).

Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. The student is expected to:

· capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8);

· use resources to find correct spellings (4-8);

· spell accurately in final drafts (4-8); and

Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to:

· use conjunctions to connect ideas meaningfully (4-8);

· use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8);

· use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8);

Writing/writing process. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

· generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8);

· revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);

· use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);

· refine selected pieces frequently to "publish" for general and specific audiences (4-8);

· proofread his/her own writing and that of others (4-8);

Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:

· apply criteria to evaluate writing (4-8);

· respond in constructive ways to others' writings (4-8);

· evaluate how well his/her own writing achieves its purposes (4-8);

· analyze published examples as models for writing (4-8);

Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

· present information in various forms using available technology (4-8);

Technology Application TEKS

Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

· demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;

· use technology terminology appropriate to the task;

· perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents;

Foundations. The student uses data input skills appropriate to the task. The student is expected to:

· demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;

· use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks; and

Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

· plan, create, and edit documents created with a word processor using readable fonts, alignment, page

· create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats;

· differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications;

· use interactive virtual environments, appropriate to level, such as virtual reality or simulations;

Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

· demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate;

Enrichment: Additional poetry and photo collages could be put together for the classroom. Students could also create PowerPoint presentations related to the original assignment. Drawing and paint tools could also be used to enhance the document.

Assessment: Students will determine point values for rubric provided.

Materials needed: Microsoft Word or other word processing software, presentation device, computer(s), printer, digital camera, Thesaurus, dictionary, bright colored paper (optional), dental floss and large paper clips for hanging (optional)