E ducation 300 Technology Unit Lesson Plan

Lesson Author
Teacher Candidate Christi Clendenin
School Name Ruthlawn Elementary Class/Grade Level 2nd Grade
Holidays Celebrated by West
Lesson Topic
Virginians
Subject Social Studies

Lesson Overview
Lesson Title
Let’s Celebrate Hanukkah!
Lesson Summary
Students will learn about the holiday, Hanukkah. We will discuss who celebrates Hanukkah, how they celebrate it and where it
originates from.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will:
 Use Google Slides to deliver a presentation.
 Come to discussions prepared to stay on topic, explore ideas, check understanding, link and explain their own ideas,
determine main ideas and supporting details presented visually, quantitatively and orally while offering elaboration and
detail.
 Understand Hanukkah, who celebrates it and where it originated from.
 Use materials, tools, and technology in a safe and responsible manner.
 Manage negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with
others in small groups.
 Be able to create a poem and illustrate it.
 Learn about audio recordings and digital pictures.
 See their audio recordings and digital pictures of their artwork uploaded to a website.

WV NxtGen Standards
ELA.2.R.C3.5 compare and contrast the most important points presented by two informational texts on the same topic.

ELA.2.R.C2.1 describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) in literary text supply
rhythm and meaning in a story, poem, or song.

ELA.2.SL.C14.2 create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts and feelings.

ELA.2.W.C10.3 with guidance and support from adults, use a variety of digital tools to produce and publish writing, including
in collaboration with peers.

ELA.2.SL.C13.2 recount or describe key ideas or details from a text read aloud or information presented orally or through other
media.

ELA.2.SL.C14.3 produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.

ELA.2.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. capitalize holidays, product names, and geographic names. use commas in greetings and closings of letters.

SS.2.WV.1 identify state symbols, celebrations, holidays, famous West Virginians and the governor of the West Virginia state
government.

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VA.S.2.1 Students will: • identify media and materials used in creating art; • understand processes and techniques in creating
art; • apply problem-solving skills in creating two-dimensional and three-dimensional works of art; and • use materials and tools
in a safe and responsible manner.

VA.S.2.5 Students will: • identify multiple purposes for creating works of art; • analyze contemporary and historic meanings in
specific artworks through cultural and aesthetic inquiry; and • describe and compare a variety of individual responses to their
artworks and to artworks from various eras and cultures.

21st Century Skill(s)

21C.S.PK-2.1 The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using
appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.

21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and
effectively through oral, written or multimedia communication.

21C.S.PK-2.3 The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions
considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.

National Standards
CCSS RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story,
poem, or song.

CCSS SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration
with peers.

CCSS L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.

VA:Cr1.1.2a-
Generate and conceptualize artistic ideas and work

VA:Cr1.2.2a-
Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

Management Framework
Overall Time: 70 minutes
Time Frame: 10 minutes for introduction to lesson and to watch video on Hanukkah
10 minutes Group 1 will present their Google Slide Presentation on Hanukkah
20 minutes introduction of writing lesson and activity
20 minutes recording poems and artwork

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 10 minutes review of lesson and conclusion
Strategies
Teacher led discussion and review, review of KWL chart discussion, video on Hanukkah, Group 2 presents slides, individual
Writing activity, audio recording and illustration.

Instructional Procedures
Introduction/Lesson Set
• During the introduction, I will have the students join me at the carpet and briefly go over what we learned the day
before about Ramadan. Using the WhiteBoard I will display the KWL that we worked on and just reiterate what
we know about Hanukkah.
• I will advise students that we will be learn about Hanukkah today. I will explain that we will be watching a short
video on Hanukkah and that Group 2 will then present their Google Slide presentation on Hanukkah.
• Using the Whiteboard and laptop, we will watch a 3-minute video found on History.com about Hanukkah.

Body & Transition

• Using the WhiteBoard, laptop and Google Slides, Group 2 will present their slides.
• I will use this presentation to assess their current level of knowledge on their holiday and the use of technology.
• I will allow the other students to fill in the KWL chart with what they learned about Hanukkah during the video
and presentation. I will use this to assist in my assessment of their knowledge of the content.
• I will then ask the students if they can tell me what a poem is. I will discuss poems and explain that they will now
write a poem about Hanukkah. Students may use their ipads, https://www.activityvillage.co.uk/hanukkah and
http://www.chabad.org/kids/article_cdo/aid/354748/jewish/Chanukah.htm to find more information about
Hanukkah for their poem. Students will be typing their poems in Google Docs.
• I will then have each of the students read their poems aloud while I make an audio recording of it with my digital
recorder. I will later upload these poems to our class eportfolio.
• As students are reading aloud, the other students can use http://www.safesearchkids.com/safe-image-search/ to
search for images on Hanukkah and then create a piece of art that reflects concepts that they discuss in their poem.
I will also take pictures of their artwork with my digital camera and upload those with them.

Closure
We will reassemble at the carpet to recap what we learned, discuss Hanukkah and compare and contrast Hanukkah and
Ramadan.

Essential Questions
Why it is important that we know and understand different holidays and why they are celebrated?
Is it important to know our neighbors and respect them?
Will understanding holidays that our neighbors celebrate, and why they celebrate them, help us to
Unit Questions know our neighbors better?

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 What do you know about Hanukkah?
Who celebrates Hanukkah?
What is a dreidel?
What is a menorah?
Lesson Content What is your favorite thing about Hanukkah?
Questions How is Hanukkah the same as Ramadan?
How is Hanukkah different than Ramadan?

ASSESSMENT PLAN
Assessment Timeline

Before the lesson begins During the lesson assessment. After project work is completed
Diagnostic (Formative) Formative

I can still assess prior knowledge on this
subject by information that students
included on the What We Know section of
the KWL chart. We will discuss what they
know in a group setting during the lesson
introduction. I will use fact finding
questions to assess as well.
I will work with each student to
assess their understanding of the
project, the technology, and of the
information that they gather on their
holiday. I will assess students on
their contribution to the presentation
for their project. Other students will
be assessed by what they fill in on
Hanukkah under What We Learned. I
will observe students while they are
writing their poems, reading it and
illustrating it.
I will review each project as a final
assessment of their understanding.
Groups will be assessed on their
individual slide and how they
presented that slide during the
presentation. I will also use the
students’ poems and artwork as an
assessment. We will use the What
We Learned section of the KWL
form, as well.

Lesson Details
Prerequisite Skills
Students must be able to read and have basic knowledge of computers. Students must be able to speak in
full sentences for the presentation. Students must have a basic understanding of poems. Students must be
able to use imagination and crayons/colored pencils to illustrate their ideas.

EXTENTED ACTIVITIES
If Student Finishes Early
If a student finishes early, we will start
recording early. Student can use any
extra time on ipad learning more about
Hanukkah.
If Lesson Finishes Early
If lesson finishes early, students can use
kidssearch.com on their ipads to
continue research Hanukkah.
If Technology Fails
If technology fails, I will have printed
the slides off when they were completed
prior to the presentation and will let the
students use those to do their
presentations. We can wait until a later
time to record, take pics or upload
content as technology cooperates.

DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students’ individual needs as these needs relate to lesson objectives.

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 I will pair students with special needs with a high achieving “buddy” for the project. This buddy can
Special Needs help the student if they are unable to use the equipment, are vision impaired, hearing impaired or low
Students level achievers.

I will work with nonnative speakers to make sure that they understand the lesson and will make sure
Nonnative to pair them with a high level achiever for additional assistance.
Speakers

This project allows for individual contributions to a collaborative project which lets each student
Gifted/Talented
work to their highest potential and at their own pace. Gifted/Talented students will have more
Students
responsibility by being paired with a low level achiever.

Materials and Resources Required For Lesson

Technology – Hardware (Click boxes of all equipment needed)

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 Camera Projection System Other WhiteBoard
Computer(s) Scanner Other Digital Recording Device
Digital Camera Television Other iPads
DVD Player VCR Other      
Internet Connection Video Camera Other      
Laser Disk Video Conferencing Equip. Other      
Printer
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Web Page Development Other Google Docs
Desktop Publishing Internet Web Browser Other      
E-mail Software Multimedia Other      
Image Processing Word Processing Other      
Presentation Suite Spreadsheet Other      

KWL Chart
Printed Materials Printed slides in case of technology failure
Printed pictures that depict Hanukkah for inspiration for art.
Pencils
Supplies Paper
Crayons/Colored Pencils
https://docs.google.com/presentation/u/0/?tgif=d
http://www.history.com/topics/holidays/hanukkah
https://www.activityvillage.co.uk/hanukkah
http://www.chabad.org/kids/article_cdo/aid/354748/jewish/Chanukah.htm
Internet Resources
http://www.docs.google.com/documents
http://www.safesearchkids.com/safe-image-search/
http://www.weebly.com

Other Resources Weebly eportfolio

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.

Images that represent Hanukkah for artwork.

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Page 7 of 9
 What concepts do you want students to understand after completing this lesson?
I would like the students to understand Hanukkah and its history/origin, understand poems, how to present
using Google Slides, using websites to search for content, digital audio/photography and eportfolios, how
to use complete sentences to communicate and how to use their imagination to create art.
Criteria for Success (How will you know students have gained an understanding of the concepts?)
I will know that the students understand these concepts by their final group presentation, their individual
slide, their poem, the answers that they give to questions asked during discussion and their illustration
portraying Hanukkah. I will also assess their understanding by seeing what they include on the “What
They Have Learned” section of the KWL chart.
Resources (What resources will you and your students use?)
We will use a KWL chart, pencils, art supplies and our brains.
Technology (What technologies will be used by the teacher and students in the lesson?)
We will use a computer, Interactive White Board, Projector, internet, several websites including YouTube,
History.com, Google Docs, and Weebly. I will also be taking audio recordings of the students reading
their poems and digital pictures of their artwork and showing the students how to upload these things to
our class portfolio on Weebly.
Technology Use (How will students use technology in the lesson? How will students share
technology resources?)
The students will watch a short video about Hanukkah on the Whiteboard using a computer and
History.com. Students will then use Google Docs to type up a poem. I will be using a digital audio
recorder and a digital camera to upload their finished products to the web.
4Cs integration (How are each of the 4Cs being integrated into the lesson?)
Students will Communicate with their group to present the slides on Hanukkah, to participate in the class
discussions before and after the lesson and to answer questions regarding the lesson. Students will be
given Creative Freedom when they create their Hanukkah poem and illustrate it. Students will Collaborate
on the presentation of their slides, too. Students will need to think Critically in order to create a poem that
makes sense and know what to search for online to help them with information to use in their poems.
Prior Knowledge/Skills (What knowledge and skills will students need before the lesson? How will
you asses their readiness?)
Students will need to know how to read, write, draw, color, speak and basic use of a computer. I will
observe them during this lesson (and prior lessons) to determine their readiness and give them detailed
instructions on what to do before and during the project.
Engage (Capture the students’ attention, stimulate their thinking and help them access prior
knowledge.)
I will engage the students’ attention by including them in the lesson and asking questions to access their
prior knowledge by relating it to things that apply to their own lives and experiences. I will also engage
students by having them read their poems aloud and watch as their final products are uploaded to the
world wide web.
Explore (Give students time to think, plan, investigate, and organize collected information.)
Students will be given ample time to think about questions before I ask for an answer, they will be able to
research material for use in their poem and illustration.
Explain (Involve students in an analysis of their explorations. Use reflective activities to clarify and
modify their understanding.)
Students will reflect on their activity and acquired knowledge when we compare and contrast on what we
have learned and what we would like to learn and discuss the day’s activities. They will also be able to go
online and listen/see their their final work.

Elaborate (Give students the opportunity to expand and solidify their understanding of the concept
 and/or apply it to a real world situation.)
Students will be able to apply the information to real life experiences that they may have had or observed
when we have class discussion and even during their presentation, if they wish. They will be able to
discuss how these holidays are similar to those that they celebrate and how they are different.
Evaluate (Evaluate throughout the lesson. Present student with a scoring guide at the beginning. Scoring
tools developed by teachers, sometimes with student involvement, target what students must know and do.
Consistent use of scoring tools can improve learning.)
I will use a rubric that I create to make sure that students are achieving what they need to. I will use the
KWL charts to make sure that I am fair in not only grading on what they have achieved, but also how
much they grew in the lesson.