After examining a lesson plan provided through Verizon Thinkfinity partners and rating it using the Technology Integration Matrix, suggest one or more activities that could be added to the lesson plan to improve it. What change(s) do you suggest that would move the lesson across TIM levels? Please include a link to the original lesson plan.
Soapstone practice using the Gettysburg Address for pre-AP students. Students could take the lesson further after analyzing the context and purpose of the speech, create a imovie version of a current address to the nation on a chosen topic.
I love this! Exploring Literature through Letters makes use of a new-to-me, online tool, the Letter Generator http://www.readwritethink.org/files/resources/interactives/letter_generator/
To extend or adapt this lesson, I would like to add a Socratic Seminar discussion of the piece of the literature the teacher will have students exchange letters about. I would also like to see collaboration outside of the classroom: pair with a class at another school (near or far). After exchanging a round of letters, teachers could add a skype visit to the "letter pal" class as a celebration.
In terms of the TIM, many of the characteristics (active, collaborative, constructive, authentic and goal-directed) depends on how the teacher implements the lesson. Is the teacher using conventional letter writing tools (paper and pencil) or is he giving students a choice (traditional tools versus digitial tools, etc.)? In terms of activity, the latter would push the TIM active score up the continuum to infusionand transformation whereas the form keeps the active ranking on the entry or adoption end.
Access the entire lesson at Read, Write, Think: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-literature-through-letter-397.html?tab=4#tabs
Excellent lesson plan. Well thought out. I enjoyed the list of references for picture books of developed characters. The handouts are appealing and easy to use. This activity looks like it would really help students to think through a character development before beginning to write their own stories. Using the TIM, this lesson plan falls in the category of an adoption level using collaborative level. I would see extending this lesson to allow the students to research characters on the web and creating a circle map of the characters that would fit thier story map.
Suggestion: Have students use a food item that can help to further develop their sensory skills.
TIM: I suggest that students create a movie or PowerPoint.
I found this lesson plan by searching for a Library Media lesson for K-2. The title of the lesson is "Sorting" and the purpose is to develop the idea that information can be more easily managed and retrieved if it is logically sorted and stored, using the example of books in a library.
The lesson uses active adaptation by having the students play a game where they have to make decisions about sorting books. The lesson could be improved by adding more technology tools, such as having students sort books in Excel.
In this lesson, students analyze a photo of the voting rights march, read background material on it, think critically about the picture, and then create a postcard describing this civil rights event from a marcher's viewpoint. Rather than thinking individually about the picture, students could collaborate through a wiki and could share and discuss ideas about this image in a virtual format. Rather than creating a postcard by hand, students could work in groups to create a Glog, containing visual images, videos, and audio format which would describe the civil rights even from a marcher's viewpoint. The Glogs could then be shared with other classmates for comments and review.
This title is called "A State of Matter" and the purpose is to allow students to understand and recognize how particles are moving in the various states of matter. The lesson is found at the following link:
The lesson involves a hands-on lab activity where groups of students heat water in a plastic milk container to the point of evaporation, cap the bottle and allow the liquid to cool while making observations and predictions of the movement of particles. The lab is completed after initial introduction to the states of matter. The lesson contains one link to a website that provides additional information and animated illustrations regarding the topic.
In reference to the Technology Integration Matrix the lesson contains active adoption while the collaborative, constructive, authentic, and goal-directed characteristics are all at the entry level. There is not a high level of technology incorporated into this lesson. The active characterisitic can be improved by providing students with a variety of websites that will give information regarding the topic. The students can have a choice of searching various websites to gain the necessary information needed to complete the lab. The collaborative characterisitic can be improved by providing additional website and various forms of technology for the students to review including video clips, BrainPop, etc. The constructive and authentic characteristic can be improved by directing the students to then relate their findings to the water cycle, a real life process that impacts them each day. Students can research the states of matter during each step of the cycle and determine how the particles are moving within those states. The goal-directed characterisitic can be improved with developing a lesson that not only involves the hands-on lab activity but also the incorporation of technology so that students can be applying the knowledge gained within the activity.
This lesson is about viewing the world through the eyes of a spider using a spider diary. Students create a Power Point presentation utilizing information from the book "Diary of a Spider". This lesson can be found at the following link: http://URL: http://www.readwritethink.org/classroom-resources/lesson-plans/multimedia-responses-content-area-119.html.
The lesson is hands-on and involves 5 forty minute lessons. It involves Reading, Technology, Art, and the written word. It also stresses knowing the difference between Fact and Fiction.
It appears to be fun, creative, while appealing to all learners.
I looked at a photography lesson for grades 6-8. In this lesson, students would be looking at a series of photographic examples and going through a process of art analysis. This process would include describing what they see first, then analyzing the different elements/principles of art that are present, and then finally going into more subjective reflections to evaluate what they are seeing. Students would then go out and create their own photographs based on what they learned. This lesson fits into the Entry or Adoption categories in almost every characteristic on the TIM.
Although the lesson does include an optional museum visit to see photographs in person, perhaps one way to move the lesson further toward a transformative technology integration could be to use the google art project to visit museums at http://www.googleartproject.com/
A Case for Reading - Examining Challenged and Banned Books
This for the most part is Entry level assignment. The only technology is a planning sheet that is done online. To add more technology I would do the same assignment but I would have students create a website with their findings/ideas and then we could publish it for parents and students at the school. This way the conversation about banned books becomes more of a global issue instead of just one class or one teacher.
This lesson plan is very extensive. There are 4 activities that could you could choose among. Under instructions Step 4 is confusing and needs more explanation. Reviewing the the Tim
To move to higher level students could research with a choice of tools.
This lesson plan is very extensive. Teachers can pick and choose what works best for their class. Under instructions for background, step four is confusing.
To move to a higher level, perhaps students could research with a choice of tools.
Alter Egos and More with Avi’s "Who Was That Masked Man, Anyway?"
Description - After reading or listening to the novel, students chart the plot of the story and discuss how it differs from other novels they have read. They research the history of radio shows, using an online tool. After discussing the character Frankie, students create an alter ego for themselves and write a character sketch of the alter ego. They create a setting in which their alter ego might have an adventure after discussing setting in the novel. Finally, they examine scripts, and use their alter ego and setting to write their own radio show, similar to the scenarios that Frankie and Mario perform in the novel.
Lesson Plan was very well written. I would score it between Adaptation and Infusion. It could be improved by adding a component of collaboration with peers bringing it to the Transformation level.
Lesson Plan TItle: Roots of Democracy
TIM: No technology is used in the lesson - no TIM rating availble.
Suggestions for Improvement:
~ Promethean Board/Flipcharts could be used to allow students to write their predictions (term/concept definitions), highlighting text, etc.
~ Create an interactive timeline rather than the worksheet timeline - Powerpoint, website, flipchart, etc.
~ Use Excel to create a spreadsheet/chart of the opinion box.
The lesson plan I chose was created to have students consider the constraints which contribute to the design of a model rocket. Students are then able to analyze the design of the rocket and it's actual flight. When I analyzed this lesson plans with the TIM, it appears that most of the activity is on the entry or adoption level. I believe that more collaboration would be possibly in this activity while giving students more choice of tools while they work on this activity.
The Lesson Plan I reviewed was developed by Elizabeth Marquez. The lesson was designed to let students learn about Math while finding true values and costs for owning a car. Fuel consumption and speed were especially interesting ways to save money.
The design and layout of the lesson plan was great. I especially liked the way the references were minimized to keep space limited, yet still allow for exploration and use. The inclusion of the State standards and the clear objectives gives us the ability to share.
Great job. I believe I will be using this lesson this year...
I searched lesson plans around critical thinking and found this lesson to be very useful. The objective of this lesson plan is to teach students how to make decisions. Skills include defining a problem, listing choices, evaluating the choices, identifying what you gave up when you made that choice, and making a decision using a decision chart are taught. The idea of choices and economics using relevant content such as candy on an elementary level makes this lesson engaging.
Students could take this to another level by proposing a decision making scenario with different content and creating a podcast using persuasion as an objective. The audience (other students) will then have to apply decision skills learned to through visual and audio representation to come up with a solution to the podcast.
The lesson I chose to review is a cross-curricular lesson where students are introduced to the vocabulary of engineering careers by reading informational websites. After learning the terminology, they use discipline-specific vocabulary words to create poems about engineering careers.
After examining a lesson plan provided through Verizon Thinkfinity partners I rated this lesson as being Active-Adaptation, Collaborative-Entry, Constructive-Adoption, Authentic-Adoption, and Goal-Directed-Adoption. So overall this lesson would be at the Adoption Level of Technology Integration according to the Technology Integration Matrix.
My suggestions for this particular Lesson Plan would be to walk the students through a search of apropriate Poetry that could be used throuout the lesson instead of presenting it to them; giving them CHOICE as to what they feel would be appropriate (of course with guidance). Another suggestion would be to have students work more cooperatively throughout the entire process. I believe these suggestion would help in not only improving upon the lesson plan but also getting it to move more laterally across the Matrix.
The Factor Findings http://illuminations.nctm.org/LessonDetail.aspx?ID=L872 is a good beginning activity for identifying factors. To add an authentic learning element, you could have the students work with money.Students can be presented a math problem involving real world situations, ie making change, and using a specified array of coins determine which coins, or worksheet represenation, will be needed to create the facors needed for the answer.
Upon reading the overview I was very excited about taking a closer look at this lesson. Comparing and contrasting science and science fiction is something that is an interesting topic for the students. Then they can take it to the next level by supporting their thoughts as to why they believe that "blank" scientific topic was used to support the science fiction portion of the text. The use of the online graphic organizers for a Venn Diagram and Persuasion Map allow the students to input their ideas. However I had difficulty manipulating the Venn Diagram. As far as levels on the TIM go for this lesson I would say that Active, Collaborative, Constructive, and Goal-Directed are in the adoption level and Authentic is in the Adaptation level. Students had to use the 2 resources and didn't have a choice or involved any exploration. However it was somewhat connected to the students' lives because they needed to support their opinions/reasons.
To improve upon final assessment for this activity I would begin by giving students the option of creating a some sort of multimedia project to present their compare/contrasting views and to persuade the class...some ideas might include a podcast, movie, scaveger hunt or slideshow where they could incorporate some of the technology they have learned while still showing that they understand the concept.