Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

R8.A.1.3.2: Cite evidence from text to support generalizations

R6.A.2.6.1: Identify the author’s intended purpose of text

R8.A.2.6.2: Explain, describe, and/or analyze examples of text that support the author’s intended purpose.

1.4.6.B: Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews).

• Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).
• Use sources, as appropriate, to task.

Lesson Objective(s)
(Stated in observable and measurable terms)
Students will:
*organize their thoughts and express their interests and hobbies using Glogster which includes using each of the following: text,
captions, media, a video, and inserting a picture.
*improve technical skills by familiarizing themselves with Glogster in which they have no more than 3 errors.
*evaluate their own work using a rubric provided by the teacher.
*examine and critique at least 3 classmate’s Glogster Posters and give a 3-5 sentence summary of their opinion on the critique.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Students will choose 3 students in which they will evaluate and critique their Glogster Posters. The students will each follow a
rubric in which the students should have no more than 3 errors (which includes spelling, grammar or punctuation). The poster
should express the student’s chosen hobby or interest and include one of each of the following: text, captions, media, video
(youtube or other), and a picture. After each student examines and critiques one another’s Glogster Poster, the student will be
graded depending upon an average score provided by the teacher and 3 peer evaluations.

Materials:
*Computer
*Teacher-made Rubric

Inclusion Techniques for Students with Special Needs:

Students with Special Needs will be provided additional assistance by a special education teacher. The student s with special
needs will be permitted additional time as needed. The students with special needs will be allowed frequent breaks as needed as
well. When completing the critiques, the special education student will be required to write no more than a 3 sentence critique on
their peers Glogster Poster.

Enrichment Techniques:
The students may add to their poster, edit and repost after receiving their critiques. They may then post their Glogster Posters to
the school or classroom website.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Students with special needs may require additional support when completing this assignment. A special education teacher or peer
may be assigned to these students to assist with finding pictures, videos and media. They may then assist with uploading this
media to Glogster. The special education or general education teacher will have a Glogster account already in place for these
students. The students may require additional time on task.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Students will be shown a Glogster Poster that the teacher has created. The poster will include all of the elements required of the
student when making their Glogster Posters.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
*Students will be shown an example of a Glogster Poster that the teacher has created.
*The students will explain to the teacher what they like and do not like about the poster.
*The teacher will then hand out a typed rubric of what is expected for this assignment. The students will practice completing the
rubric for the poster that the teacher has created.
*The teacher will show a video tutorial of how to use Glogster.
*The student will then be directed to the website and login. The special education students will already have accounts created for
them, whereas the regular education students should do this on their own.
*The students will then begin collecting pictures, media, videos, etc to upload to Glogster to use with their poster.
*The students should give an outline of their poster plan to the teacher to be approved before creating their poster.
*The students will be given 3 days unless more is required to complete this activity.
*Once the Glogster Poster is created, the students will present the poster to the class.
*The students will each have to choose 3 students to critique after the presentations are completed.
*A written essay with the final results of the 3 critiques and a self-reflection will be turned into the teacher at the end of the week.
*The lesson should take a total of 5 days to complete. 3 days of creating the poster, 2 days to view the presentations and write the
essay.

Guided Practice/Independent Practice/Assessment Activities

The students will complete 3 critiques of their classmates. The will then write a 5 paragraph essay that includes an analysis of the
critiques and a self reflection of their own poster.

Closure:
Students will present their posters to the class. They should use the teacher’s presentation as a guideline for how to do this
effectively. They need to state their topic (hobby), why they chose this topic and how it relates to their lives. They should show the
media that they put on their poster. They should also talk about what went smoothly with this lesson and what was difficult as a
means of reflection.