Lesson Plan Integrating Technology and Pedagogy

Name:  Nicole Geopfert

Standard Alignment: 

Standard 2:  The students will develop the skills and strategies to use grammatical and

mechanical convention is written compositions.

Benchmark 2.4:  Identify and correctly use various parts of speech including nouns and

verbs, in writing, reading and speaking.

Lesson objectives: 

• The students will be able to identify the pronouns in the sentence, both in the subject and after the verb.
• The students will be able to use the word processing in a group.
• The students will be able to complete a fill in the blank worksheet individually to fill in the correct pronouns.

Role of technology: 

• The students will be watching an united streaming video (Introduction of Speech: The Royal Principality of Pronouns) that explains the role of pronouns.
• The students will be using word processing in groups to practice pronouns.

Introduce the learning activity: 

• I will explain that we are working on Pronouns today.  I will review what nouns and verbs are.  I will explain that they are going to watch a video about a princess who is not impressed with her jesters jokes, because they are boring.
• This video will be very motivating because we are in a fairy tale unit right now.  The setting of the video is in a castle with a king, queen, jester, guard, wizard and a princess.  Also, we have started a joke time in the mornings.  This will provide motivation for them to want to know how to tell a funny joke.  Hopefully the students will apply pronouns into their jokes.

Provide information: 

• As stated earlier, I will review nouns and verbs.  I will let the video explain pronouns, their use and purpose. 
• I will quickly explain what syntax is, because the wizards name is Syntax.

Provide practice:

• Throughout the video there are places to pause and discuss what we have learned. 
• After the video there is a quiz.  We will take the quiz.  The students will be provided a piece of paper to write their answers on.  We will go over the quiz together after students complete each answer.
• Students will be provided one laptop for a group of 3-4.  They will open the pronoun document that is saved on their laptop.  Each group will have a different document.  I will have them work together to fix the sentences to use pronouns in place of some of the nouns.  When done I will have them read the sentences before and after.  As a class we will vote on which paragraph we like better. 
• Next, I will provide them time to individually work on a worksheet to choose the pronouns to complete the sentence.

Provide knowledge of results: 

• I will use many words of encouragement when the students are working with the Word Processor on the computers.
• I will tell them that they are doing a great job of choosing the correct pronoun to replace the noun. 
• It is important to provide written feedback on their quiz and their pronoun worksheet.
• I will point out pronouns when they use them in their everyday dialogue.

Review the activity: 

• Students will discuss in small groups why they feel it is important to learn and use pronouns.
• After they have brainstormed in small groups I will ask that one students reports what they discussed.  I will write down what they say and hang the poster in our classroom.

Method of assessment: 

• In order to know if my students have met the learning objective, I will refer back to their quiz and their worksheet.  I will be looking for them to get 95% of the pronoun questions correct.

Accommodations of diverse learners: 

• To assist diverse learners I will pause the video after every segment to clarify and discuss in different terms what has happened. 
• To help meet the linguistic needs I will have a visual object of the noun that we are discussing.
•  For learners with disability, I will provide appropriate accommodations for the visual aspect of the movie, word processing tools to complete the group activity, and different pencils/pens for the worksheet.