IMMIGRATION (EL Students)
· Grade Level - middle elementary
· Subject - language arts/technology
Objectives
· Develop skills in conducting research on the Internet
o Successfully access links provided
o Successfully navigate through sites
· Begin a fundamental understanding of Immigration in the United States.
o Immigration defined
o Come up with individual example
Instructional Materials
· Computer, hardware (mouse, keyboard, etc.), operating system, TCP/IP software, Internet access.
Activity Strategies
1. Teacher begins with a brief description of immigration, 2 days prior to computer use . . . definition, examples.
2. As a class, students will answer questions regarding teacher’s prompts. Teacher facilitates question level. Student activities before computer
3. Students are individually assigned to computer station throughout two days. Each student will be given 15 minutes to work at computer station with warnings at 10, 13, and 14 minutes.
4. Utilizing provided websites; student groups will compare and contrast 2 separate websites. Assessment
5. When complete get work out of cubby that supports project. Student activities after computer use
Websites
· http://www.whitehouse.gov/issues/immigration
· http://teacher.scholastic.com/activities/immigration/recent/
· http://www.americanepic.org/demos/Immigration/immigration.html
· http://www.jmu.edu/polisci/diversity/
· http://susangaer.com/studentprojects/grace.htm
· http://www.spartacus.schoolnet.co.uk/USAimmigration.htm
· http://www.pbs.org/independentlens/newamericans/index.html
Supporting Explanation
This lesson plan meets the needs of the English Learner by learning multiple tools for researching using the internet or selected web sights, navigating through the web and finding relevant information. The ability of the EL student (s) is group cooperation and focus with information they may or may not be familiar with. Their learning styles of small groups is key so they can all share and talk of backgrounds that will enhance their knowledge and understanding of topic.
Paragraph Mechanics
Grade Level - middle elementary (Students with Learning Disability)
Subject - language arts/technology
Objectives
· Learn basic paragraph structure.
· Mechanics of writing, i.e., capitalization, punctuation, etc.
· Basic use and function of Word Documents.
Instructional Materials
· Computer, hardware (mouse, keyboard, etc.), operating system, with Word Perfect, printer.
Activity Strategies
1. Teacher begins with model written on whiteboard for visual reference: color codes used emphasizing key writing mechanics.
2. Students will utilize favorite graphic organizer (semi-circle as hub {title} with four out-going spokes representing paragraph content/topic sentence, three supporting sentences and concluding sentence) to transcribe from thought/paper to word document. –supporting activities before computer
3. Students are individually assigned to computer station throughout two days. Each student will be given 15 minutes to work at computer station with warnings at 10, 13, and 14 minutes.
4. Students print product as assessment.
5. When student has completed assignment then they get work from their cubby that targets IEP goals-supporting activities & supporting activities after computer use
Supporting Explanations
This lesson supports the Learning Disabled students with writing difficulties and introduces them to paragraph writing on the computer using Word. For these students the most effective execution is having them use their graphic organizer. This helps considerably getting the important thoughts down in print. The computer also makes it enjoyable for the student.
Choose Your Narrative (ADHD)
· Grade Level - middle elementary
· Subject - language arts/technology
Objectives (instructional objectives)
· Completing a multiple paragraph narrative using a sequence words from word wall.
· Utilizing Word document to complete narrative.
· Self- editing narrative using Word tools (spell check, grammar, etc).
Instructional Materials
· Computer, hardware (mouse, keyboard, etc.), operating system, TCP/IP software, Internet access.
Activity Strategies
1. Lesson plan takes place over a period of 5 days.
2. Review of personal narratives. (3 days)
3. As a class students and instructor construct fictitious narrative for students to use as model. (1 day)
4. Students are paired up by instructor and take turns on computer.
5. Instructor creates paragraph (with common misspelled words and punctuation/grammar mistakes) on board for students to transcribe onto Word. Students then edit using Word tools such as spell check and grammar (computer functions, research & analysis, problem solving applications).
6. Specific problem – Students need to have something of interest in order to maintain focus, stay in seats, and produce work. Students come up with topic of interest to compose narrative and instructor approves topic.
7. Students are given 15minutes over a period of 2 days to compose narrative.
8. Students print narrative and read aloud to class as final assessment (results presentation and assessment).
9. Supporting activities – all work in “cubby” pertains to Individualized Education Plan (IEP).
Supporting Explanation
· This lesson plan is specific to Attention Deficit Disorder (ADD) students. It addresses the needs of lack focus and physical awareness. Students need to have something of interest in order to maintain focus, stay in seats, and produce work. By allowing students to choose own topic of narrative, instructor can help to facilitate incentive, interest and focus. Students have a fundamental comprehension of compound sentences/sentence structure; yet do not know the practical application. Word will help to support fundamental abilities. By using step 5 in activity strategies, instructor is addressing the particular learning style of students.
