Ashley Vinas

Lesson Plan 1

–Activities to teach with children’s literature book “Turkey Trouble” by Wendi Silvano

A. Personalization / Individualization / Differentiation

Learning Goal:

Teacher selects the learning goal to individualize the lesson’s purpose.

The learning goal from this lesson is:

Students will analyze the story “Turkey Trouble”, understand the different animal sounds the Turkey encounters, and create their own disguise of a Turkey within an hour.

Learning Activity:

Teacher selects the personalization of how the learning activity is going to be developed.

1. Teacher will read the story called “Turkey Trouble” by Wendi Silvano to his/her students.

2. Students will answer guided questions about Turkey Trouble from a PowerPoint Presentation.

3. Students will use Smart Notebook to understand the animals and what sounds they make by matching each animal with its corresponding sound.

4. Students will create their own Turkey to make it look disguised. The teacher will take pictures of each Turkey in disguise, and publish it on a website called Padlet to share all of the students’ pictures of their Turkeys in disguise.

Assessment of Learning:

Teacher will assess how students demonstrate their knowledge and skills by using individualization/differentiation to assess students. The assessment of learning is based on the following:

Students creating a Turkey that could effectively be in disguise (not look exactly like a Turkey).

When grading the Turkey that the students make, there will be a rubric that students are following to understand how to receive the points to create their Turkey in disguise.

Technology Selection:

Teacher selects a variety of technology that can support/relate to the lesson on the story called “Turkey Trouble”.

Technology Selection:

Resources of technology selected are:

PowerPoint- PowerPoint helps to show students guided questions that students can answer such as what is the problem in the story? Where does the story take place? Who are the characters in the story? What does Turkey do to solve the problem? Each of these questions are displayed for students to see. The answers are available by clicking on the right hand arrow next after the question

appears, and students have answered the question appropriately. There are visuals related to each response to help the visual learners.

Smart Notebook- Smart Notebook helps to look at the visuals of the animals and say what they are, hear sounds of the animals in the story Turkey Trouble, and match the animal to the corresponding sound.

Padlet- Padlet allows all students to be able to see their presentation of their skills at disguising a Turkey from the pictures that are displayed onto a Padlet document.

-Teacher can take a picture with phone, email those pictures. The pictures can then be saved onto the desktop and dragged into the Padlet document. An account must be made on www.padlet.com to use this technology resource.

B. Agency / Control / Ownership / Choice / Interest / Passion

Talk Time: During the lesson/unit, who is the primary driver of the talk time?

Both the teacher and students have enough time to become a primary driver during the talk time because after the teacher reads the story “Turkey Trouble”, students are able to analyze what happened in the story through responding to the guided questions, then students are able to talk about the animals they are seeing on the Smart Notebook with the teacher. Students can openly talk about how they think the Turkey feels with the teacher, and what are good disguise ideas for the Turkey to create.

Work Time: During the lesson/unit, who is the primary driver of the work time?

Both the teacher and students during the lesson become a primary driver during the work time.

The teacher is able to read the story, and students can think about what is going on in the story.

Students and teacher can analyze the story, and respond together about the appropriate answers to the questions in the story.

Students and teacher can describe the animals they see together on the Smart Notebook, and help one another figure out the sounds of the animals.

Interest-Based: Is student work reflective of their interests or passions?

Yes, students work is reflective of their interests or passions because students are assessed on being allowed to make any Turkey in disguise. Many can use their passions of who they want to be when they grow up, or interests of who is their favorite singer/sports player to implement into their disguise of a Turkey.

Technology Usage: Who is the primary user of the technology?

Teacher is the primary user of the technology because:

He/she is the person who facilitates the learning from technology usage for the lesson development based on the time given for the lesson.

Organizes each technology usage to be accessible for students to use with assistance from the teacher.

C. Communication

Audience: How are students communicating?

Students in this school are communicating together as a whole classroom with their teacher by:

Analyzing what happened in the story “Turkey Trouble”. Responding to guided questions about “Turkey Trouble” from the PowerPoint. Discussing animals and the sounds that they make from using the Smart Notebook

Activity. Reacting to how the Turkey should look to be in disguise. Sharing their thoughts on the lesson from the pictures they made of turkeys.

Communication Technologies: Are digital technologies being used to facilitate the communication processes?

Yes by using the following to facilitate learning with communicating technology:

photos and images infographics audio multimedia

D. Collaboration (co-working, co-creating; more than just communication)

Collaborators: How are students working?

Students in this school are collaborating together as a whole classroom by analyzing the story “Turkey Trouble” together through the lesson activities that the teacher has provided.

Collaborative Technologies: Are digital technologies being used to facilitate collaborative processes?

Yes by using:

Smart Notebook to understand together the different animals and collaborating on what sounds correspond to each animal through a discussion, and interaction with the lesson activity.

Padlet to display the creation of each Turkey in disguise that students have used of their skills from learning about the story “Turkey Trouble”.

E. Authenticity / Relevancy

Real or Fake: Is student work authentic and reflective of that done by real people outside of school?

Somewhat real because although in this story the main character is a Turkey in disguise trying to escape a problem, real people outside of school do deal with a problem that they want to escape from and need to find a strategy to escape from it.

Contribution: Does student work make a contribution to an audience beyond the classroom walls to the outside world?

Somewhat because the student work of how they created their Turkey is connected to a technology resource online that the teacher could use to share to an audience beyond the classroom walls to the outside world by publishing it, or linking it to other relevant teaching websites, or by blogging/emailing it to the community, parents, and other schools/public places.

F. Discipline-Specific Inquiry

Domain Knowledge : Are students learning discipline-specific and -appropriate content and procedural knowledge?

Yes this lesson has students learning discipline-specific and appropriate content and procedural knowledge by relating it to their literacy of reading, speaking, and listening to complete each lesson activity in the lesson.

If yes, is student work focused around big, important concepts central to the discipline?

Yes students are focused around important concepts central to the discipline such as critically thinking about what the story “Turkey Trouble” is about, understanding realistically what sounds do animals make, and being able to create and problem-solve how they could make a Turkey go in disguise.

Domain Practices: Are students utilizing discipline-specific and -appropriate practices and processes?

Yes students are utilizing discipline-specific and appropriate practices and processes by: --following directions-providing/sharing responses about the story and the characters-creating their own practice/process of how their turkey will look like in disguise

Domain Technologies: Are students utilizing discipline-specific and -appropriate tools and technologies?

Yes because they are able to interact and use the technology resources provided in the lesson.

G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative / Entrepreneurship

Deeper Thinking: Do student learning activities and assessments go beyond facts, procedures, and/or previously-provided ways of thinking?

Yes because students learning activities allow students to think about a variety of purposes in the story such as how does the Turkey feel, and are assessed on a creative method of drawing their own Turkey based on how they think it needs to look like for Turkey not to get eaten.

Creativity: Do students have the opportunity to design, create, make, or otherwise add value that is unique to them?

Yes because after learning the important concepts in the story through the learning activities, students have their own autonomy to make their Turkey any way they want to be in disguise.

Initiative: Do students have the opportunity to initiate, be entrepreneurial, be self-directed, and/or go beyond given parameters of the learning task or environment?

Students have somewhat of an opportunity to initiate, be entrepreneurial, be self-directed, and/or go beyond given parameters of the learning task or environment by being allowed to initiate their thoughts in discussion based on how they analyzed the story, become entrepreneurial if they choose to create a Turkey related to a career they enjoy, become self-directed by having to think of their own ideas to create a Turkey, and can beyond the learning task/environment because they have to connect to their own experiences and interests.

Metacognition: Do students have the opportunity to reflect on their planning, thinking, work, and/or progress?

Yes students do have time to reflect on their planning by becoming familiar with how the story helped Turkey stay in disguise, thinking about what happened in the story and how they can apply that to creating their own turkey, working by providing feedback to the learning activities, and progressing by making their own Turkey from their own level of understanding/ideas.

If yes, can students identify what they’re learning, not just what they’re doing?

Students can identify what they’re learning by responding, creating, and interacting with their classmates and teachers to form new ideas and concepts from the lesson on a story called “Turkey Trouble”.

H. Technology

Technology as Means, Not End: When digital technologies are utilized, do the tools overshadow, mask, or otherwise draw the focus away from important learning?

No because the digital technology is utilized as an interactive tool to apply the story “Turkey Trouble” into all forms of learning styles to better analyze the story, understand sounds of animals by hearing them, and reflect on visuals and ideas from the technology to create their own Turkey in disguise.

Technology Adds Value: Does technology add value so that students can do their work in better or different ways than are possible without the technology?

Yes because it helps many different learning styles get the help and support they need through these technology resources being added into the lesson.

Meaningful Technology Usage: Are digital technologies utilized appropriately and meaningfully for the learning tasks?

Yes because it integrates all types of digital technology used to help different learning styles analyze the story “Turkey Trouble” in a variety of activities that appreciates their interaction, feedback, and creations.

I. Assessment

Alignment: Are standards, learning goals, instruction, learning activities, and assessments all aligned, both topically and cognitively?

Yes the alignment has learning goals of making sure they could analyze the story, can have the ability to articulate their thoughts/ideas, and can create a Turkey.

Authentic Assessment: Are students creating real-world products or performances?

Somewhat by being able to connect to real world people/careers if they feel comfortable creating such a Turkey in disguise.

Assessment Technology: Are digital technologies being used to facilitate the assessment process?

Somewhat by adding all the pictures of the Turkeys in disguise onto Padlet so that all can share their Turkeys and discuss the similarities and differences that they notice from each Turkey in disguise.