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MNO Mini Unit Assignment
MNO Mini Unit Assignment
Table of Contents
Assignment Description
Assignment Components
Lesson Plans
Lesson Plan Rationale
o Assessment
o Educational Psychology
o Communications Technology
Mini-Unit Assignment
Assignm
ent
Overview
Mini-Unit Assignment
Assignment Components
2.
3.
4.
Mini-Unit Assignment
Module
Assessme
nt
C&I
Assessme
nt, Ed
Tech,
Psycholog
y
Assessme
nt
Mini-Unit Assignment
Mini-Unit Assignment
Mini-Unit Assignment
Lesson Plans
Insert your series of three lesson plans here. Your C&I instructor will provide you with
template options for these lesson plans.
Lesson
Title/Focus
Rules in Life
Date
Subject/Gra
de Level
Time
Duratio
n
56 minutes
Unit
Novel Studies
Teacher
Alisa Wang
Students will listen, speak, read, write, view and represent to manage ideas and
information.
Students will:
-use note-taking or representing to assist understanding ideas and information, and
focusing topics for investigation
-decide on and select the information needed to support a point of view
-develop and follow own plan for accessing and gathering information, considering
guidelines for time and length of investigation and presentation
LEARNING OBJECTIVES
Students will:
1. Students will have a clear understanding of the importance of rules.
2. Students will discover one rule per chapter from the book Rules as a class.
3. Students will construct individual notes from the class activities.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
PROCEDURE
Prior to lesson
Attention Grabber
Check in with student. How is everyone doing? How did everyone spend
their weekend? Prepare students to be ready to start a class.
Introduction
Time
Play a game with the class.
10
http://www.7k7k.com/swf/18025.htm I will explain the rules of
minutes
this matching game, and play it together as a class. The rule is
to find matching pictures that can reach one another using
three or less straight lines. When you click on the two pictures,
it will disappear. In order to win the game, all pictures must be
Mini-Unit Assignment
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Mini-Unit Assignment
Time
15
minutes
15
minutes
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
they know what they are doing, talk about it with them, help
them out if they have any problems. Students who finish early
will also get the chance to help those who are not. This way,
students are benefiting both ways, working collaboratively to
get work done more effectively.
As a class, we will discuss what each group found out, and put
it up on the class website.
I think most groups should be done at this point. Lets combine
all of our information together as a class. I have created a class
website where all of you will have access to. The username and
password will be given at the end of the class. Everyone will be
able to post and comment on the website. I will pull up the
website on the smart board for students to look at, show them
how to log in, and leave it at the page of class notes. I will be
typing the information gathered by each group on to this
webpage while the groups are presenting their information.
Now, lets start with chapter one, our first group. I will go
through all the groups, and type out all information to the
webpage. Now that we have formed a set of notes as a class, I
want all of you to make a page of your own notes of the rules in
the novel. In the end, we will write a creative piece based on
own rules in life. I want you guys to keep this in mind
throughout the lessons. These notes we gather today can be a
useful resource to refer to while creating the final assignment.
With the materials learned in class, and the notes posted on the
class website, each student need to construct a page of
individual notes to use in the next few lessons.
10
minutes
Time
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Mini-Unit Assignment
6 minutes
Lesson
Title/Focus
Rules in Life
Date
Subject/Gra
de Level
Time
Duratio
n
56 minutes
Unit
Novel Studies
Teacher
Alisa Wang
Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
Students will:
-combine personal experience and the knowledge and skills gained through previous
experiences with oral, print, and other media texts to understand new ideas and
information.
-monitor understanding by evaluating new ideas and information in relation to known
ideas and information.
LEARNING OBJECTIVES
Students
1.
2.
3.
will:
Students will organize and prioritize the rules for David.
Students will plan out rules for David if he had a chance to come into our classroom.
Students will talk about the unique rules in their personal life.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Mini-Unit Assignment
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Check in with student. How is everyone doing? Having a good day so far?
Maybe talk about a funny story somewhat relating to the topic to get them
ready for class.
Introduction
Time
Show Students a really interesting video about classroom rules.
https://www.youtube.com/watch?v=ddvTFgzkS5M
Ask students some questions about the materials learned in the
last class. Without looking at your notes, can someone tell me
one rule from the novel? Can someone else explain to me why
rules are important in our lives?
Consider differentiation in class. Through observation, figure
out the students that are struggling with the lesson. While other 8 minutes
students are working through the activity, sit by these students
to explain and clarify the lesson again, or answer any questions
they may have.
Letting students know ahead of time about what they will be
doing for the class.
Lets have a fun class today with lots and lots of fun
activities.
Body
Time
As a class, I will pull up the class website and review all the
rules listed.
Lets begin with a quick review of the rules we gathered
together from last class. After going over the rules, I will give
each student a work sheet. The work sheet contains ten lines
numbered from 1-10. Students will be given the chance to
prioritize rules for David. Your task is to pick out ten rules that
15
you think is the most important for David from your individual
minutes
notes you have written from last class. You will be given 10
minutes to work on this and be ready to share it with the class.
For anyone that finishes early, quietly talk to someone thats
also finished and compare the two lists. After around 10
minutes, I will ask a few volunteers to share their orders and
explain why they chose the ten rules, and why are the ten rules
in this order?
While students are working on the worksheet as a formative
assessment, check by the individuals that have been struggling
from the last class. Explain the instructions again, and answer
any questions they may have.
Starting with an a very simple assessment to build the first step
towards the personal writing assignment for next class.
Set up a scenario where David will be coming to our class for
the day.
Imagine David will be coming to our class tomorrow, what are
some rules we can make for David that can help David to adapt
to our classroom? In a group of four, take a poster paper and a
few markers, brainstorm and make decisions as a group on
5~10 most important rules that David should follow when he
18
comes to our class tomorrow. If any groups finish early, your
minutes
group can decorate the poster before put it up on the wall
around our classroom. When all groups have their posters up on
the walls, we will have a gallery walk where each group will get
a chance to look at the wonderful ideas created by other
groups. During the gallery walk, put a star beside any rules that
your groups havent thought about, but think that it is a very
good rule that can be added to your group list.
The activity is a formative assessment to see if students are
Mini-Unit Assignment
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
This is the final step to help students to develop ideas for their
summative assessment for the following class.
Consolidation of
Learning:
10
minutes
Time
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
5 minutes
Lesson
Title/Focus
Rules in Life
Date
Subject/Gra
de Level
Time
Duratio
n
56 minutes
Unit
Novel Studies
Teacher
Alisa Wang
Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts, as well as to
enhance the clarity and artistry of communication.
Students will:
-choose life themes encountered in reading, listening and viewing activities, and in
own experiences, for creating oral, print, and other media texts.
-determine purpose and audience needs to choose forms, and organize ideas and
details in oral, print, and other media texts.
-express the same ideas in different forms and genres.
Mini-Unit Assignment
-work collaboratively to revise and enhance oral, print and other media texts
-ask for and evaluate the usefulness of feedback and assistance from peers
-revise to provide focus, expand relevant ideas and eliminate unnecessary information
-edit for appropriate verb tense and for correct pronoun references
LEARNING OBJECTIVES
Students will:
1. Students will create a piece of their own creative writing based on their own rules in life.
2. Students will work collaboratively and give two stars and a wish to each others works to
help revise and enhance their writing.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
Check on students. Having a good day do far? Any plans for the weekend?
Introduction
Time
Show students some creative writing piece from former
students as examples.
Ask students some questions about the materials learned in the
last few classes. What are rules? What are some rules that
Catherine created for David? How did rules help David or
yourself in life?
Consider differentiation in class. Through observation, figure
7 minutes
out the students that are struggling with the lesson. While other
students are working through the activity, sit by these students
to explain and clarify the lesson again, or answer any questions
they may have.
Letting students know ahead of time about what they will be
doing for the class.
Lets create a unique writing piece today!
Body
Time
I will hand out a marking rubric to each student and go over the
entire rubric as a class. This creative writing piece will be
based on two parts- a writing part and a visual presentation
part. The writing part will be based on rules in your own life.
This can include rules such as family rules, friend rules,
classroom rules, game rules, traffic rules, and so on. It also can
be written in various forms including a list, a short essay, short
story, reflection piece, or a poem. The visual representation can
10
be in any form. Make it as creative as possible, but make sure
minutes
to somehow relate to the writing piece. Examples can be a
drawing, video, power point, artifact, and so on. Here is the
rubric I will be using for marking. Lets read it through together
and ask me questions about any part that you dont
understand. Now, can someone explain to me what the
assignment is? Thumbs up if you understand the assignment
and know what the expectations are.
Students will get the chance to look at the rubric ahead of time
to know all the expectations from the teacher, and address any
questions and concerns. As a class, we will come up with a
solution.
Students will be given time in class to work on the writing.
15
Mini-Unit Assignment
#2
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
With all the notes and work sheet we have done in previous
classes, start your creative writing. Dont worry about finishing
it, just write as much as you can.
While students are writing, I will walk around in the classroom
to check on students, answer any questions they may have,
and help them to brainstorm ideas if needed.
Wrap up with your writing, we will be doing some peer editing.
With a partner, switch your writing pieces, read it, write two
stars and a wish. Give some complements to your peers as well
as some suggestions on things they need to work on to
improve. Things such as providing focus, expand relevant ideas
and eliminate unnecessary information, edit for appropriate
verb tense and so on. When your group is done the peer
editing, continue to work on your creative writing, and finish
the rest as homework. What I need from each of you next class
is a hardcopy of your writing piece, and the visual
representation associated with it. When I am done marking, I
will post all finished works on to our class website. This way
everyone is able to view it, including parents if you wish to.
Allowing others to view the excellent work you guys have
created and provide positive feedbacks.
Students will continue to work on their assignment if there were
more time in the class, students will then finish the rest of their
work as homework to hand in a hardcopy for next class. I will
also be posting all these wonderful works on to the class
website. This website can serve as a communication bridge
between students, teachers, and parents.
minutes
20
minutes
Time
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
4 minutes
1.__________________________________________________
Mini-Unit Assignment
2.__________________________________________________
3.__________________________________________________
4.__________________________________________________
5.__________________________________________________
6.__________________________________________________
7.__________________________________________________
8.__________________________________________________
9.__________________________________________________
10._________________________________________________
Mini-Unit Assignment
Mini-Unit Assignment
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment A
Lesson
Overvie
w:
Description
Lesson
Outcome:
1. Students will
have a clear
understanding
of the
importance of
rules.
2. Students will
discover one
rule per
chapter from
the book
Rules as a
class.
3. Students will
construct
individual
notes from
the class
activities.
Lesson
Description:
1. Review the
novel and
explain the
importance of
rules.
2. With a
partner,
students will
discover rules
in the novel.
3. The class will
discuss what
each group
found out, and
put it up on
Mini-Unit Assignment
the class
website for
students to
use as a
resource to
create their
individual
notes.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
Mini-Unit Assignment
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Mini-Unit Assignment
Rationale: Assessment A
Lesson
Overvie
w:
Description
Lesson
Outcome:
Considering characteristics of
the new paradigm of
assessment, I have included
many formative assessments
such as the individual work
sheet, and group posters to
formatively assess on how well
they grasped their knowledge
and whether or not they are
able to apply the concepts
they use, as well as relating it
to real-world context by
connecting what is to be
learned in the novel into real
life content. Also with the
beginning with an end in mind,
according to the text book, as
teachers, we have the
standard or outcome, but if we
dont understand the level of
quality that is expected, then
we wont know when students
have reach it. In order to solve
this problem, other than
informing students with their
final goal to build little steps
toward it, I also included
personal experiences as an
example to guide and help
students to be more confident
to share their personal stories,
as well as coming up with
1. Students will
organize and
prioritize the
rules for
David.
2. Students will
plan out rules
for David if he
had a chance
to come into
our classroom.
3. Students will
talk about the
unique rules
in their
personal life.
Lesson
Description:
1. Review, then
work on a
worksheet
individually to
prioritize the
rules for
David.
2. In a group of
four, come up
with 5-10
rules if David
Mini-Unit Assignment
were to come
in to our
classroom.
3. Talk about
unique rules
in personal
life.
Instructi
onal
Processe
s
Mini-Unit Assignment
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
Description of
what teacher
is doing:
Description of
what students
are doing:
Mini-Unit Assignment
Considering characteristics of
the new paradigm of
assessment, I have included
many formative assessments
such as the individual work
sheet, and group posters to
formatively assess on how well
they grasped their knowledge
and whether or not they are
able to apply the concepts
they use, as well as relating it
to real-world context by
connecting what is to be
learned in the novel into real
life content. Also with the
beginning with an end in mind,
according to the text book, as
teachers, we have the
standard or outcome, but if we
dont understand the level of
quality that is expected, then
we wont know when students
have reach it. In order to solve
this problem, other than
informing students with their
final goal to build little steps
toward it, I also included
personal experiences as an
example to guide and help
students to be more confident
to share their personal stories,
as well as coming up with
more ideas towards their final
creative writing piece. With
these goals in mind, and
through these formative
assessment, I am able to
create and adjust the
assessment to make sure that
its fair for students. The
purpose of all of these
activities are used for me to
make the assessment more
reliable as well. From these
formative results I gathered
from the lessons from each
student, I can continue to
observe whether the
assessment produces stable
and consistent results and
make necessary adjustments.
Moreover, when I plan out
these different activities in
both lesson one and two, in
order to make the final
assessment more valid, I
made sure to consider all for
factors including construct
(whether the accuracy of an
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Mini-Unit Assignment
Rationale: Assessment A
Lesson
Overvie
w:
Description
Lesson
Outcome:
Students will:
1.
Students will
create a piece
of their own
Mini-Unit Assignment
creative
writing based
on their own
rules in life.
2. Students will
work
collaboratively
and give two
stars and a
wish to each
others works
to help revise
and enhance
their writing.
Lesson
Description:
1. Go over the
entire rubric
as a class.
2. Given class
time to work
on the
assignment.
3. Peer
assessment.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
Mini-Unit Assignment
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
Description of
what students
are doing:
Sequence of
key questions:
Mini-Unit Assignment
assignment, and my
expectations towards the
assignment. I will give
students time in class to work
on a draft of the creative
writing piece. While students
are writing, I will walk around
in the classroom to check on
students, answer any
questions they may have,
and help them brainstorm
idea if needed. Then, with
this draft, I will ask students
to partner up, and do peer
view and assessment, and
write two stars and a wish.
This will be formative,
complements and
suggestions are provided to
help students improve.
Students will read over the
rubric with me as a class and
address any question and
concerns they may have.
Students will also work on the
draft of the creative writing
piece, and with the draft, do a
formative peer view or peer
assessment give each other
some complements as well as
possible suggestions for
improvement.
Intro: What are rules? What
are some rules that Catherine
created for David? How did
rules help David or yourself in
life?
Activity 1: Does everyone
understand what the
assignment is, and what my
expectations are?
Activity 2: Are students able
write a draft of the creative
writing piece through the
notes created, and all the
activities and worksheets
done in the previous classes?
Activity 3: Are students able
to gain valuable suggestion
from peer assessments to
improve or enhance their
writing pieces.
Closure: Is everyone in the
class confident enough to
finish the rest of the writing
and the visual representation
to be handed in to next class?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Mini-Unit Assignment
Assessment Criteria
4
Insufficie
nt / Blank
Limited *
*
Level
Criteria
Excellent
Proficien
t
Adequat
e
Content/Ideas
Strong evidence
of thoughtful
content,
engagement with
the topic,
connections to
readings.
Develops ideas
clearly and fully;
uses a wide
range of relevant
details.
Evidence of
thoughtful
content,
engagement with
the topic,
connections to
readings.
Develops ideas
clearly; uses
relevant details.
Some evidence of
thoughtful
content,
engagement with
the topic,
connections to
readings.
Develops ideas
briefly; uses some
detail
Few/no evidence
of thoughtful
content,
engagement with
the topic,
connections to
readings. Uses
incomplete or
undeveloped
details.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Organization
Maintains a clear
focus; used one of
the writing form
from the list
provided; exhibits
a logical, coherent
structure through
appropriate
transitions.
Maintains a focus;
used one of the
writing form from
the list provided;
exhibits a logical
structure through
appropriate
transitions.
Establishes but
does not always
maintain an
appropriate focus;
used one of the
writing form from
the list provided;
some
inconsistencies in
sequence of ideas
Lacks an
appropriate focus,
used one of the
writing form from
the list provided
,but suggests
some
organization;
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Language
Use
Creative, concrete
language; uses
literary devices
and rich sensory
detail. Uses
sophisticated
precise
vocabulary. Wellvaried sentence
structure
throughout
Assignment uses
concrete
language. literary
devices and
sensory detail.
Effective word
choices. Good
sentence structure
and variety.
Some use of
concrete
language, literary
devices, and
sensory detail in
assignment. Some
effective word
choices.
Occasional use of
sentence variety
Little use of
concrete
language, literary
devices or sensory
detail in
assignment. Few
effective word
choices. Little
sentence variety
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Grammatical
errors are
awkward and
interfere with
communication.
Misspelled and
misused words
throughout
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Grammar/Spe
lling
Smooth, fluid
error-free
punctuation/gram
mar. Correct
spelling;
error-free word
usage
Mini-Unit Assignment
Mostly correct
grammar; errors
do not interfere
with
communication.
Mostly correct
spelling and word
usage
Errors occasionally
interfere with
communication;
verb tense errors.
Errors in spelling
and word usage
Visual
Representaio
n
Greatly engaged
in making a visual
representation of
the writing that
created
meaningful links
to the content.
Engaged in
making a visual
representation of
the writing that
created links to
the content.
Some
engagement is
shown in making a
visual
representation of
the writing that
creates some link
to the content.
Few/No
engagement is
shown in making a
visual
representation of
the writing that
creates few/no
link to the
content.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.
Student Handout
Mini-Unit Assignment
This assignment includes two parts a writing part and a visual representation part. The writing part will
be based on rules in your own life. This can include rules such as family rules, game rules, traffic rules,
and so on. It can also be written in various forms including a list of rules, a short essay, a short story, a
reflection piece on the consequences of not following a rule or the benefits gained by following a certain
rule, or a poem about rules. This writing piece should be approximately one page. I would prefer a print
copy. However, if you are able to write it out neatly, that would be fine as well. The visual representation
can be in any form. Make it as creative as possible, but make sure that the visual representation is related
to the writing piece to some extent.
Here are some steps to follow to help you approach this writing assignment:
1. Read over the class notes as well as the individual notes created in the first lesson. Both of these
should contain really rich information about different rules we discovered from the novel. This should
help you to brainstorm some ideas for this writing assignment.
2. There are many other resources that can help you to approach this writing assignment. That includes
the individual worksheet that includes the 10 most important rules you picked out for David, the group
poster posted around the classroom that includes 5-10 rules you discovered with your groupmates for
David if he were to come to our classroom, as well as what we talked about in the group discussion on
some unique rules in our personal life.
3. Read through the Rubric carefully. Make sure you understand what is expected. Ask any questions for
any part you are unsure of.
4. From the third class, you should have a brief draft written out with some peer complements and
suggestions. Read through the comments very carefully, and make the decision of whether or not to
make changes to your draft. If you are unsure about it, please ask me.
5. Use the pre-writing/draft started in class and extend the writing. Re-read it and revise the writing. Ask
yourself some questions such as: Is there is anything else you would like to add? Have I checked my
grammar and spelling? Is it closely related to rules in life?
6. When the writing piece is finished, you can start to work on the visual representation. This can be in
any form. For example, a video, a picture, an artifact, a photo. Make sure that I am able to make
connections with the written piece.
7. Hand in the written piece along with the visual representation to next class. When I am done marking.
With your permission, I will be posting your wonderful works on to the class website for everyone to
view.
Mini-Unit Assignment
For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the
broad areas of child development, learning theories, motivation and classroom structure and climate. To guide
your response give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners? Explain.
7. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Ed Psychology A
Lesson
Overvie
w:
Description
Lesson Outcome:
Lesson Description:
1. Review, then work on a worksheet
individually to prioritize the rules for
David.
2. In a group of four, come up with 510 rules if David were to come in to
our classroom on a poster paper.
The poster will then be posted
around the classroom for a gallery
walk.
3. Talk about unique rules in personal
life.
Mini-Unit Assignment
Instructi
onal
Processe
s
Mini-Unit Assignment
Mini-Unit Assignment
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Ensure that you fully defend each salient point you wish to bring out.
Lesson
Overvie
w:
Description
Lesson Outcome:
Students will:
1. Students will have a clear
understanding of the importance
of rules.
2. Students will discover one rule
per chapter from the book
Rules as a class.
3. Students will construct
individual notes from the class
activities.
Lesson Description:
1. Review the novel and explain the
importance of rules.
2. With a partner, students will
discover rules in the novel.
3. The class will discuss what each
group found out, and put it up on
the class website for students to
use as a resource to create their
individual notes.
Mini-Unit Assignment
Instructi
onal
Processe
s
Mini-Unit Assignment
Mini-Unit Assignment