Donna's+Problem-Based+Lesson+Plan



TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach =Daily Lesson GAME Plan Template= Lesson Title: What if I emigrated through Ellis Island?  || Related Lessons: History of Ellis Island immigration; Narrative storytelling; social networking principles; digital storytelling principles ||   || Unit: Ellis Island Simulation and digital story || GOALS || **http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/social_studies/documents/Grade5.pdf ** ü Creativity and innovation || ü Critical thinking, problem-solving, & decision-making || The students will write a narrative about immigrating to America. They may use pictures from their experience in their recent simulation or pre-chosen pictures from Discovery Education to write their story.
 * Content Standards: **
 * Standard 5-3: ** The student will demonstrate an understanding of major domestic and foreign developments that contributed to the United States becoming a world power.
 * 5-3.4 ** Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, including the countries from which they came, the opportunities and resistance they faced when they arrived, and the cultural and economic contributions they made to this nation.
 * ISTE NETS-S **
 * ISTE NETS-S **
 * <span style="font-family: "Arial","sans-serif";">Instructional objective(s): **
 * Problem-Based Learning Situation:**
 * Scenario:** How would you feel as an immigrant to the United States? Where did you come from? What do you expect to do in the United States? Do you have any family here?
 * Objectives:** The students will be able to
 * 1) Write a grammatically correct narrative about immigrating to America.
 * 2) Document their sources for information and pictures.
 * 3) Use pictures/graphics to illustrate their story.
 * 4) Use Photo Story 3 to digitize their story.
 * 5) Add sounds or music to their story.

ACTION<span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">As a technology teacher, I need to be sure that <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || **<span style="font-family: "Arial","sans-serif";">During class ** <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">10-15 minutes <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">-Review of Ellis Island Immigration simulation. <span style="font-family: "Arial","sans-serif";">-Review steps immigrants took to complete their Ellis Island procedures. <span style="font-family: "Arial","sans-serif";">-Explain that students will rewrite their summative paragraphs into a narrative of their personal experiences if they were to immigrate through Ellis Island <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">Pictures of students displayed on Smart Board taken by parents and teachers. <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">5 minutes || <span style="font-family: "Arial","sans-serif";">Student review their summative paragraphs to decide how to proceed with their story. || <span style="font-family: "Arial","sans-serif";">Previously written paragraphs & notes from their Ellis Island social studies unit || <span style="font-family: "Arial","sans-serif";">30 minutes || <span style="font-family: "Arial","sans-serif";">Students revise their summative paragraphs into a narrative that describes how they would feel as an immigrant going through the stations at Ellis Island || <span style="font-family: "Arial","sans-serif";">-Microsoft Word for students to compose and edit their stories. <span style="font-family: "Arial","sans-serif";">-Internet access for students to research further details of their stories. || <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">Some students with IEP’s may need more time to write their stories. Other slower students may need to be partnered with faster students to allow them to finish the project in a timely manner with a successful grade and project. MONITOR || <span style="font-family: "Arial","sans-serif";">Ongoing assessment(s): <span style="font-family: "Arial","sans-serif";">Accommodations and extensions: <span style="font-family: "Arial","sans-serif";">Students with IEP’s will need extra time and direction. This lesson will be extended to include using a social network lesson. Then those 2 lessons will culminate in a digital story. <span style="font-family: "Arial","sans-serif";">Backup plan: The digital story template is in the students’ “work” folders in their network drive; however, if technology is not cooperating, I have printed paper copies on which students can write and illustrate their stories. EVALUATE AND EXTEND || <span style="font-family: "Arial","sans-serif";">Lesson reflections and notes: <span style="font-family: "Arial","sans-serif";">This lesson takes a bit of background preparation. I made a digital story using Photo Story 3 for the students to use as an example. My experience using Photo Story 3 gave me some ideas of what problems students would have completing my assignment.
 * <span style="font-family: "Arial","sans-serif";">Before-class preparation: **
 * 1) <span style="font-family: "Arial","sans-serif";">Computers and headsets with microphones are working properly.
 * 2) <span style="font-family: "Arial","sans-serif";">Students have completed the “Ellis Island Simulation” with their Social Studies teachers.
 * 3) <span style="font-family: "Arial","sans-serif";">Students have written their summative paragraphs about the simulation.
 * 4) <span style="font-family: "Arial","sans-serif";">Pictures are loaded for students to use to illustrate their narratives.
 * 5) <span style="font-family: "Arial","sans-serif";">Rubrics are developed for the parts of the story.
 * 6) <span style="font-family: "Arial","sans-serif";">Students choose or are assigned partners
 * 7) <span style="font-family: "Arial","sans-serif";">Students understand the topic.
 * 8) <span style="font-family: "Arial","sans-serif";">Students begin collaborating on their projects.
 * <span style="font-family: "Arial","sans-serif";">Time ** ||
 * <span style="font-family: "Arial","sans-serif";">Instructional Activities ** ||
 * <span style="font-family: "Arial","sans-serif";">Materials & Resources ** ||
 * <span style="font-family: "Arial","sans-serif";">Materials & Resources ** ||
 * <span style="font-family: "Arial","sans-serif";">Notes: **<span style="font-family: "Arial","sans-serif";"> Student groupings, environmental modifications needed, etc.
 * <span style="font-family: "Arial","sans-serif";">Grading: **<span style="font-family: "Arial","sans-serif";">The academic teacher(s) will grade student projects for grammar and content. Computer teacher(s) will grade projects for use of software and presentation. Students will complete self-evaluations on effort and group participation.