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Compyter Apps Lesson Plan
Compyter Apps Lesson Plan
Lesson planning is a critical thinking process, not merely the filling in of a lesson plan template.
The well-constructed lesson plan functions like an instructional blue print that sequentially
guides teaching-learning activities to meet the interests and needs of students.
Ability to plan effective lessons is a complex skill that is progressively developed and formally
assessed by means of the Annsley Frazier Thornton School of Education (AFTSE) Lesson Plan
Benchmark. The purpose of this benchmark is to monitor and insure each candidates continuous
progress in developing knowledge of pedagogy that results in creation of engaging, standards-
based lessons to improve student achievement. Alignment to Danielson framework is denoted
parenthetically in the template below (e.g. 1A).
Therefore, all initial certification candidates are required to submit three formal lesson plans
composed in the Lesson Plan Benchmark Template to LiveText. In addition to the Lesson Plan
Template itself, candidates are also expected to submit to LiveText as supporting evidence any
instructional materials created for use in the lesson (PowerPoint, graphic organizers,
assessments, etc.), analysis of student work, and reflection upon student work as well as the
candidates teaching performance.
Successful completion of required lesson plan benchmark: To earn a proficient score, candidates
must score at least 76 points; to earn a developing score, candidates must score at least 57 points;
to earn an emerging score, candidates must score at least 38 points; and to earn a beginning
score, candidates must score at least 19 points.
The first Lesson Plan Benchmark is submitted at the beginning of education course work
(before admittance to the school of education) and represents a lesson taught to peers in
the School of Education. A candidate is required to perform at the Emerging Level.
The third Lesson Plan Benchmark is submitted at the conclusion of a content area
methods class before advancing to the professional semester (student teaching). A
candidate is required to perform at the Proficient Level. This lesson plan must not only
be taught in a field classroom and videotaped for the candidates self-assessment but the
lesson is also observed by a Bellarmine instructor who evaluates the candidates teaching
performance using the Bellarmine Pre-Professional Semester Observation Form.
Lesson Title:______________________________________________________________
2. ISTES 3.B. evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
3. ISTES 7.B. use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
ELA-
CCSS.ELA-LITERACY.W.2.1
b. Identify your students backgrounds, special needs, cultural differences, interests, and language proficiency.
d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment (i.e.
classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).
-ISTES 3.B.
evaluate the
accuracy,
perspective,
credibility and
relevance of
information,
media, data or
-ISTES 7.B.
use
collaborative
technologies
to work with
others,
including
peers, experts
or community
members, to
examine
issues and
problems from
multiple
viewpoints.
5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
a. Resources:
The first resource that will be used during this lesson is the weebly we created. This website was used to display resources to
students (Such as a video rereading a book we read together). This website was also used to display directions to students,
which could all be accessed in one place.
http://aburgin01.weebly.com/project-1.html
We used the book Alexander Who Used To Be Rich Last Sunday. By, Judith Viorst. This is a book we would have read
earlier in the week (maybe even earlier in the month) and we would refer students to before this lesson to refresh their memory
on money and spending money. We supplied a link to a YouTube video where the book is read on our weebly site.
We also used the website padlet. The major reason we chose to use this website was for student collaboration. This website
enabled us to have the products and prices already set up, then it allowed students to directly type their reviews under these
products. Lastly, it allowed students to communicate with one another, add to their peers reviews, and leave comments. This
website is nice because, as long as they have internet access, students can take part in this no matter where they are.
https://padlet.com/www_lillyburton73/qvb3zatts507
b. Technology:
The first piece of technology that will be used during this lesson is the weebly we created. This website was used to display
resources to students (Such as a video rereading a book we read together). This website was also used to display directions to
students, which could all be accessed in one place.
http://aburgin01.weebly.com/project-1.html
We used a YouTube recording of the book Alexander Who Used To Be Rich Last Sunday. By, Judith Viorst. This is a book
we would have read earlier in the week (maybe even earlier in the month) and we would refer students to before this lesson to
refresh their memory on money and spending money. We supplied a link to a YouTube video where the book is read on our
weebly site.
https://www.youtube.com/watch?v=z1V_VQD3XLw
We also used the website padlet. The major reason we chose to use this website was for student collaboration. This website
enabled us to have the products and prices already set up, then it allowed students to directly type their reviews under these
products. Lastly, it allowed students to communicate with one another, add to their peers reviews, and leave comments. This
website is nice because, as long as they have internet access, students can take part in this no matter where they are. This
specifically integrates student use of technology to enhance learning outcomes.
https://padlet.com/www_lillyburton73/qvb3zatts507
Time Description
11:55-12:00 Students will be shown the learning objectives and chorally read them aloud.
Create an opinion piece about a given product.
Read the reviews of your peers on padlet and add your own short reviews to
other products.
Compare the different reviews and decide what product(s) you would buy if
you had $30.00.
Then, we would review our technology expectations.
1. Only visit appropriate websites for research.
2. Do not go to any other website than the one you are supposed to be on.
3. Share the IPad with your friends.
4. Think hard before you post.
List item type(s) below and attach Sort each student into groups based on Explain how correctives and enrichments
the actual item(s) and/or scoring Not Met Criteria & Met Criteria. will address diverse student needs in the
rubric to lesson plan. next lesson
Communication