Phase II

Phase II of the Blog reflection is due within a week the implementation of each lesson. The reflection should be based on your experiences as well as feedback from your classmates.

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson? I felt like my lesson was engaging for the "class" and involved creativity so they had fun doing it. I need to work on my awkwardness when giving a lesson and seem more organized. I should have had the rubric actually printed out for them to follow. That would have allowed more organization for the students. 
• How well was the alignment to objectives and standards maintained? The standards and the objectives included using technology and conducting research on American History. I realized I forgot to mention it was American history but luckily the students all chose figures from American history.
• Describe any modifications made during the implementation of the lesson. I had a predetermined list of 20th century influential figures but a student wanted to do someone else, so I let her. I should have smoothly transitioned that into the lesson by asking the class, "what do you guys think? Is this person a 20th century American influential figure?"
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? I used Pixie on the computers for the presentation and "factmonster.com" for the search engine. Factmonster is a kid family search engine. 
   • How were the technologies used (by whom and in what manner)? I had to assist a student with Pixie and how to navigate. In my lengthy lesson plan (which I condensed for this teaching purpose) I had the whole class working on the title page together as I taught them how to use all the features.
   • My lesson was within the correct time frame
     • It was short because…
     • It was too long because…The class would spend a lot of time on one slide and then I had to hurry them through the rest.
     • The lesson was within the correct time frame because...
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment. Because we didn't have enough time, some slides were not completely although, they did have the necessary information. They obtained information about an influential figure using technology for presentation and research.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this? The questions asked helped me understand if I was succeeding in key areas.
  • How do the comments from your classmates support this? One person gave me feedback and it shows I did generally well. I got a 5 on being prepared but a 4 on individual needs, individual support, and engagement.
   
  
4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities. Because I don't have a lot of experience actually implementing a lesson plan to students, this was a great experience. I have learned to be more organized and prepared for a smoother lesson. 

20th Century Influential Figure lesson Plan

 II. OVERVIEW

Grade Level: 3rd

Subject(s):History

Topic of Study: Influential figures in 20th Century US. History

Time Allotment:

Standards: (3.W.7) Conduct short research projects that build knowledge about a topic.
(3.RI.3) Describe the relationship between serious historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/ effect.
(3.W.2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly
 (3.SL.4) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
(PO 3) Use primary source materials and secondary source materials to study people an events from the past.
(PO 4) Retell stories to describe apst events, people and places.

Objectives:

• Students will demonstrate their knowledge of an influential 20th century figure through a Pixie presentation in front of the class.

• Students will demonstrate their knowledge of how to conduct research with technology by using designated websites and creating a Pixie presentation with the information obtained from the sites.

 Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson? Students would need to know how to use Microsoft PowerPoint, how to use the computers and tablets, how to look up topics in encyclopedias,
• How will prior knowledge and experience be assessed? Students will be given the task of creating a title page which would include the title and a picture to check to see if they can navigate around powerpoint.
• How will you use this information in the planning process? If students are unable to get around powerpoint, I will show the basics on the overhead.

• Why should the content of this lesson be taught at this grade level? Students at this grade level are learning about the world around them though the media and other sources. To further understand the 20th century, students need to learn more about the people that personally lived and influenced that century.
• How do the objectives that you have for the lesson align with the standards? The students are required to use technology (computer, "factmonster" site, pixie presentation) to conduct research about a topic. They must read through paragraphs about their influential figure to obtain central ideas and meanings. They are also required to properly cite the website.
• When will the lesson be taught in the course of the school year? Mid Year Why? This is meant during a 20th century Unit.

Introduction: Discussing the term "influential" what does that mean? Why is it important to make a difference?

Procedures:
1)Teacher will pick the influential figure of Winston Churchill for the class to research together as a class.
2)The teacher will bring up pixie presentation and make a title page with the name and picture.
3)Teacher will go to the site "factmonster.com", and take the class through searching "Winston Churchill" and reading the information to the class.
4) As a class, go through each slide, according to the rubric, and add the information the students feel fits.
5) Students will be put into groups of four students.
6) A student from each group will draw a piece of paper out of a hat with an influential 20th century US. historical figure written on it. The possible figures are:  Martin Luther King, Jr, Ray Charles, Franklin D. Roosevelt, Pablo Picasso.
7) Each group will conduct research about their figure through encyclopedias, computers, and tablets in the classroom.  The site, "factmonster.com" will be written on the board for the students to use for research.
8) The groups will use this research to create a pixie presentation. This presentation will include a title page, 4 slides of facts (a slide per student-the group will figure out who will do each slide), a concluding paragraph (done as a whole group), and a works cited page.  Each student will receive a rubric of what should be included on each page. The teacher will write the following example questions on the board for the facts slides:
9)Each group will present their power point to the class. Each student will present the slide they self assigned.
10) Students will then write a 3-5 sentence paragraph on how they could influence the world themselves. 

Technology Integration
Pixie presentation used by the students, research conducted by students on computers and tablets. 

Differentiated Instruction
Cognitive delay: Extra time,
ELL:Giving these students extra time to research and read through the information as well as group help and key term lists.
Gifted: Provide add-ons that these students can choose from such as, acting out this influential person or writing a letter to this figure, addressing the issues of their time and how they have changed.

Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described? These strategies will make sure they aren't getting "dumbed down" material but simply help in those areas.
• How do the instructional methods align with what you know about best practices (think about your methods classes)? ELL students for example need help understanding certain words and contexts when looking up information, key term lists could help a little bit but they need help from peers or looking the words up in order to understand what they are reading.
• How are you engaging students in creative and higher order thinking? During research, I hope students are able to connect with this influential figure and think of ways they themselves can be influential.

Assessment
Students will be observed as they are conducting research to see if there is difficulty with the computers and tablets. The student's presentation will be assessed with a rubric for what is expected on each slide. The group as a whole will be assessed on the presentation and concluding paragraph. Each student will be assessed on their self-assigned slide. Students must present the slide they have created

Rubric

Slide 1: Title page (group)
3) Includes Name of 20th century influential figure and picture
2)Includes only name or picture
1) Does not include name or picture

Slide 2: Bibliography- Examples: Where he/she was born. When he/she was born. Family/home life.  Death: when? How?. They type of person he/she was. (individual)
3)Includes 4-5 facts about the figure as a person.
2) includes 2-3 facts.
1) No facts

Slide 3: Important contribution this figure did to the 20th century- What made this figure influential?(individual)
3) Includes what this figure did and how it influenced 20th century.
2)Includes only contribution.
1) Does not include neither the contribution nor how it influenced the 20th century.

Slide 4: Important contribution this figure did to the 20th century- What made this figure influential?(individual)
3) Includes what this figure did and how it influenced 20th century.
2)Includes only contribution.
1) Does not include neither the contribution nor how it influenced the 20th century.

Slide 5: Important contribution this figure did to the 20th century- What made this figure influential? (Individual)
3) Includes what this figure did and how it influenced 20th century.
2)Includes only contribution.
1) Does not include neither the contribution nor how it influenced the 20th century.

Slide 6: Reflection: What would have been different if this person never existed? (group)
3) 3-5 complete sentences.
2) 2 sentences
1) nothing present

Slide 7: Works sited
3) Includes website, author, date published
2)includes few but not all elements
1) Does not include any elements

Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?
• How does the assessment demonstrate that the students have been successful in learning the content? The presentation will show the facts they have obtained through technology about their influential figure-It will also be following a rubric.
• How does the assessment demonstrate student engagement in higher order thinking?The rubric as a guide and each student's presentation of their slide as well as how they worked as a group.

Resources

Pixie
Computers
Tablets
Projector

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? Students are exploring the internet to learn about the past and the people that made up the past. Students are able to create a presentation as they wish.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? This lesson is all done through technology. Computers are used to create the powerpoint, present the powerpoint, and conduct the research.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? Incorporating computers and presentations, using it as the main source of obtaining the information.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
   

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Students are required to make a "works cited" page.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. Group help-