TPACK Lesson Plan Final Draft

Teacher Name:  Zachary Bannister (6th grade ELA)	Lesson Date:  11/13/13
Standards: Domain 1A RI 6.1 RI 6.3 RI 6.4 RI 6.5 SL 6.1 a and b L 6.6 W 6.10 W 6.3b	Learning Targets: Domain 1C ·      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. ·      Students will be asked to not only define a vocabulary word, but to correctly find the meaning of that word that addresses how it is used within a text. ·      Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Learning Experiences: Domain 1B ·      Bell work/ Warm-up: Students will take notes on vocabulary that they will later hear read in a story (list them). ·      There will be 10 words, which they will define correctly during the course of instruction.  This will go on a graphic organizer provided by teacher to be completed and taped to page 1 of their interactive notebook (IAN).  ·      Vocabulary words: bewildered, hatchet, engrossed, flashback, shelter, foraging, transmission, timid, juvenile, keen ·      We will listen to chapter one of our novel titled Hatchet whole group via a recorded reading on computer with speakers. ·      Students will read along with the text on their own iPads that have a downloaded version of Hatchet. ·      Students will correctly define the meaning of vocabulary via their Ipads using the dictionary.com application.  This application also contains a tool in which students can hear the word and definition spoken aloud. ·      Lesson task should be completed within one class period (55 minutes).	Resources & Materials: Domain 1D ·      Interactive Notebook (IAN)- Students’ IAN is a composition notebook that contains a table of contents, page numbers, and tabs to separate each section.  All student work gets taped into their IAN. ·      Pencil ·      Glue, tape ·      Novel, Hatchet ·      Document Camera ·      iPad for each student that includes a dictionary.com app students will use in order to find the meanings of words ·      Vocabulary graphic organizers (to be taped into IAN). ·      Headphones (the students will be able to hear the word spoken aloud correctly).
Assessment(s): Domain 1F ·      Teacher observation. ·      Exit Slip for students will be completed vocabulary graphic organizer.	Student Learning Styles/Needs: Domain1E ·      Inclusion students receiving special education services will also be appropriately serviced within the content of this lesson. ·      These students will be provided extra time for assignments; provided immediate feedback; re-direction; paraphrase directions; model instructions and give specific examples Student 1:  Preferential seating; small group, peer pairing to keep him on task Student 2:  Preferential seating; one-on-one work with teacher, model assignments when appropriate; grade on work that is done

Glogster Activity

T-PACK Lesson Plan

Teacher Name:  Zachary Bannister	Lesson Date:  10/25
Standards: Domain 1A RI 6.1 RI 6.3 RI 6.4 RI 6.5 SL 6.1 a and b L 6.6 W 6.10 W 6.3b	Learning Targets: Domain 1C Students will understand and identify first, second, and third person point of view in literature. Students will be able to determine author’s POV in fiction writing. Students will show their proficiency by writing information heard in third person POV in the first person point of view.
Learning Experiences: Domain 1B Bell work: Students will take notes on first, second, and third person point of view.  This will go on page 1 of their interactive notebook (IAN).  We will listen to chapter one of Hatchet whole group. After reading the chapter the students will complete a journal for the chapter.  This will go on page 2 of IAN.	Resources & Materials: Domain 1D Interactive Notebook (IAN) Pencil Glue Novel Document Camera iPOD
Assessment(s): Domain 1F Teacher observation Exit Slip for students will be completed journal of chapter 1 written successfully	Student Learning Styles/Needs: Domain1E Provide extra time for assignments; Provide immediate feedback; re-direction; paraphrase directions; model instructions and give specific examples *Student 1:  Preferential seating; small group, peer pairing to keep him on task *Student 2:  Preferential seating; one-on-one work with teacher, model assignments when appropriate; grade on work that is done

*Students 1 & 2 represent students receiving special education services requiring accommodations.

Teacher Name:  Zachary Bannister	Lesson Date:  10/25
Standards: Domain 1A RI 6.1 RI 6.3 RI 6.4 RI 6.5 SL 6.1 a and b L 6.6 W 6.10 W 6.3b	Learning Targets: Domain 1C Students will understand and identify first, second, and third person point of view in literature. Students will be able to determine author’s POV in fiction writing. Students will show their proficiency by writing information heard in third person POV in the first person point of view.
Learning Experiences: Domain 1B Bell work: Students will take notes on first, second, and third person point of view.  This will go on page 1 of their interactive notebook (IAN).  We will listen to chapter one of Hatchet whole group. After reading the chapter the students will complete a journal for the chapter.  This will go on page 2 of IAN.	Resources & Materials: Domain 1D Interactive Notebook (IAN) Pencil Glue Novel Document Camera iPOD
Assessment(s): Domain 1F Teacher observation Exit Slip for students will be completed journal of chapter 1 written successfully	Student Learning Styles/Needs: Domain1E Provide extra time for assignments; Provide immediate feedback; re-direction; paraphrase directions; model instructions and give specific examples Student 1:  Preferential seating; small group, peer pairing to keep him on task Student 2:  Preferential seating; one-on-one work with teacher, model assignments when appropriate; grade on work that is done

WEB 2.0 Should Be a Keystone in every Curriculum

"One might think of humanity as a large collection of intelligent, mobile sensors, equipped with abilities  to interpret and integrate that range from the rudimentary in the case of young children to the highly developed skills of field scientists" (Goodchild, 2007).  Indeed, with six million human beings, most with the ability to access the internet and share their unique knowledge about their geographical location and their individual experiences, why wouldn't the internet be made into a tool in which to not only access content, but to be able to share information as well?  An example of a cite congruent with this idea, and with Web 2.0 would be Wikipedia (wikipedia.org).  The cite offers the opportunity for volunteers to provide information continuously, and that information is then available instantaneously.  This, as opposed to the publication of encyclopedias for example, allows for non-professionals to not only add their input and opinion, but allows for non-professionals to also edit and correct information that has been posted.  Put simply, you no longer have to be an academic in order to create or edit a scholarly item.  However, an obvious drawback of this would be the absence of a central administrative body (consisting of editors and professionals) that looks for and corrects obvious misinformations and subversive behaviors. (Goodchild, 2007)  Beyond that, the importance of collaboration far outweighs the cautions of fraud when considering the liberation of data and information.

"Rather than following the notion of the Web as a book, they are predicated on microcontent" (Alexander, 2006).  For instance, blogs are about posts, not pages.  The internet as a whole can be considered as a great collection of books or encyclopedias, and each individual contributes their part to the greater picture.  This, as explained before, could possibly lend itself to the misinformation of others, but still provides a more complete and colorful picture of the world around us.  Even EDUC 518, a class I am currently enrolled in at New Mexico State University, affords me the opportunity to not only see the content posted by my fellow colleagues, but to comment and add to their thoughts and ideas.  Perspective becomes a vital commodity with such an endeavor, and misinformation a mere speed bump on the path of learning.  Even this blog entry will be reviewed by my peers at NMSU, as a result of my requirements of this class, and I will become a more informed student by learning about the input and criticism of my peers.

What I find interesting is the idea that WEB 2.0 can be seen as the freeing of knowledge from others who before may not have had a platform in which to express their wealth of ideas.  "Web 2.0 presages a freeing of data, allowing it to be exposed, discovered and manipulated in a variety of ways distinct from the purpose of the application originally used to gain access" (Miller , 2005).  The Web compiles information through this path.  Amazon, for instance, can give you advice on different products that it offers that may suit your tastes.  Netflix too, will give you suggestions on movie and television shows that fit your likes and interests.  Privacy then, certainly becomes an issue, but the relevancy of this consumer-based initiative cannot be denied.

"If Web 1.0 was a read-only medium, Web 2.0 is a read/write medium" (Thompson, 2001). The second generation of the internet allows people collaborate on ideas and information and make the Web a bi-dimensional tool in which users create a give and take relationship.  The internet has changed from being an informational medium, to a platform in which "content is created, shared, remixed, repurposed, and passed along". (Thompson, 2001)  Small versions of it are seen already in classrooms.  From chat-based and collaborative forums in university-based courses, to applications that allow teachers to input their opinions anonymously during meetings via cell phone texts (polleverywhere.com).

Collaboration is the key, and Web 2.0 certainly offers that in countless ways that break through language barriers and connects students and volunteers across states and continents.  I would use WEB 2.0 and blogging with my students for several reasons, the least of which would be to get them writing, the most of which would be to get them involved in a media that is bi-demensional and provides immediate feedback from their peers and others in the same field of knowledge.  Why not involve Web 2.0 in your classroom?  The benefits of mass input from several experienced learners provides immense wealth in terms of knowledge and perspective.

REFERENCES:

Alexander, B. (2006, 01 01). Web 2.0: A new wave of innovation for teaching and learning?. Retrieved from http://www.educause.edu/ero/article/web-20-new-wave-innovation-teaching-and-learning

Goodchild, M. F. (2007). Citizens as voluntary sensors: Spatial data infrastructure in the world of web 2.0. Retrieved from http://www.geoinformatics.cn/wp-content/uploads/citizensasvoluntarysensors.pdf

Miller , P. (2005, 10 30). Web 2.0: Building the new library. Retrieved from http://home.arcor.de/nils.skyline/Studienarbeit Winf/Web 2.0/Web 2.0 Building the New Library.pdf.pdf

Thompson, J. (2001). Is education 1.0 ready for web 2.0 students?. Digital Natives, Digital Immigrants,9(5), Retrieved from http://soe.wiki.trevecca.edu/file/view/Is_Education_1.0_Ready_for_Web_2.0_Students.pdf