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EDUC 2220- Educational Technology Lesson Plan Template

DEVELOPING ACADEMICS THROUGH CREDIT FLEXIBILITY

Jeon Ho Park

Second Grade/ Life Skills

Common Core Standards:

Main concepts and analysis


-RL.2.1.0. Asking and answering questions that address the persons involved, the topic of discussion in the
lesson, when and how the events occur, circumstances that lead to the events, why the events occur and the
areas where the events occur to give a detailedexplanation to the finer contents of the texts.

Concept design
-RL.2.2.0. Description of the application of credit flexibility in improving academics.

Unification of Knowledge and concepts.


-RL.2.3.0. Use of ideas obtained from the explanations and words in a printed or digitized text to give further
explanations.

Lesson Summary:

This lesson is tailored to explain how academic performance can be improved through the use of credit
flexibility. Since this will be a grade strengthening lesson, the learners will connect learning to real-life
benefits by creating photographic presentation of jobs and their academic requirements on Picasa showed
photos and portraits they take on their own using cameras. After the learners shall have cut and pasted their
ideal future job preferences into one book, the book will be used by other classes display. As a class, learners
will go through other learner’s job preferences and evaluate them for the degree of excellence required to attain
them.

Estimated Duration:

This lesson will take 4 fifty minute class periods. I plan on using a total of four days with forty minutes of
every lesson per day.
Commentary:
To commence the lesson, we will carry out a task to remind us of earlier lessons on developing learner’s
academic performance. To get the attention of the learners, I will ask them to give a summary of a movie of
their choice which demonstrates acquisition of a good job through excellence in academics. Other than
requiring them to mention the obstacles experienced, I will also challenge them to mention the actors, where,
why, and when the events that led to the jobs occurred. While completing an organized graphic on the board
with their responses, I will task the learners to remember the relevant jobs acquired as a result of academic
excellence. These activities will transit to the main lesson.

Instructional Procedures:

Day 1: In the first 10 minutes of the period, the teacher will commence a period of credit flexibility starting
with a well-known movie. In the following 20 minutes, the learners will answer the questions who, what, why,
when, where and the general plotas far as the movie is concerned. The tutor will re-enforce this by pointing out
that the credit flexibility as a method of improving academic performance has just been discussed- movies are
examples of how credit flexibility can be applied to achieve dream jobs. In the next 10 minutes, the learners
will then talk with one another about an example of credit flexibility familiar to most students. As a class, we
will recall the use of credit flexibility in developing grades by filling an organized graphic. In the final ten
minutes, to finish the 1st part of the lesson, the teacher will give a vivid explanation on how interest in a
particular job can be developed by students with the help of their parents then followed up by the teachers.
Following the brief explanation, the students will give examples of their ideal jobs after which a graphic design
will be completed.

Day 2: In the first 5 minutes, the teacher will allow the learners to gather into groups. After that, 15 minutes
will be used by the teacher to interact with the students by inquiring them to tell the class the favorite jobs they
would like to pursue in the future. Using 10 minutes, the teacher will point out that we can all do desired jobs
in future if proper preparations are done. Review academic requirements for certain professions as examples.
After the brief discussion of the day’s task, in the last 25 minutes, the learners will be further divided into
smaller groups of 5. Every group will visit all the departments of the school while photographing various
professions they choose. However, every photo will have to contain individuals performing various duties.

Day 3: In the first 10 minutes, after the teacher shall have assembled the learners’ photos supplemented with
numerous pictures in Picasa Web Featured Photos, leaners will get a shared file with all their photos. Using 20
minutes, the learners will select pictures of their choice then ensure that they are printed out in colors. The
pictures selected will be used to develop a credit flexibility plan. In the last 20 minutes, the learners will type
their preferred jobs on Google documents and then present to the teacher. Every preferred picture of
professions will have specific people in clear settings.

Day 4: In the first 20 minutes, learners will utilize their printed text and color picture printouts to trim and
paste into a book. Using 15 minutes, the teacher will read each groups’ book to the class. In the last 15
minutes, the learners will point out various professions in each group and record them in charts. Based on the
size of the class, this may take 2 lessons.

Pre-Assessment:
Before the 1st read-out aloud, the tutor and the learners will have a discussion as a group. The teacher will ask
the students to recall the various academic requirements for certain jobs. As the learners will be recalling the
credit flexibilities, the tutor will evaluate their understanding of the use of credit flexibility in improving
academic performance.
Scoring Guidelines:

Ten questions will be asked to evaluate the learners. If learners attain 80.0% or higher marks, they will be said
to have understood the topic taught. Those who attain between 50-79% will be advised to do corrections. The
learners who get less than 50.0 % will be accessed to have not understood the topic thus individual follow-ups
taken.

Post-Assessment:

A short written work will be administered to evaluate what the students learned.
Scoring Guidelines:

The post-assessment test will be graded simply as failed or passed.

Differentiated Instructional Support


Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Learners who will struggle with determining the academic requirements for certain professions will
be helped by other students in their respective groups.
Students who will still show difficulty with the contents of the post-assessment will revisit the main concepts
of the topic as explained by the teacher using software, small-groups, and read-aloud.

Extension
This is a great website for practicing how to improve academic performance. The website below explains the
standards applied in Ohio’s educational system.
http://education.ohio.gov/Topics/Academic-Content-Standards/New-Learning-Standards

Homework Options and Home Connections

Learners are advised to point out academic requirements needed for specific professions at home with family
members.
Interdisciplinary Connections

While teaching this lesson, the learners will be utilizing their skills in arts to identify pictures that they will
find interesting. The composition of the books would be useful art projects.

The art is that the learners will be using various methods in identifying their favorite photos and the designs of
their work.

The Social Science aspect is that the learners will be using skills required for collaborating with other learners
as well as skills of interaction with one another based on the subjects photographed and explored in the
environment.

Materials and Resources:

For teachers Digitized cameras, Color printers, machines that bind, binding combs, papers used in
construction, glue sticks, laptops or desktops that can access the internet, Google
accounts and flash drives for storing pictures from cameras.

For students Construction papers, glue sticks, pairs of scissors and digitized cameras.

Key Vocabulary
Resolution, Credit flexibility

References
http://education.ohio.gov/Topics/Academic-Content-Standards/New-Learning-Standards

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