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Lesson Plan #1Teacher Candidates’ Names:

● Brenda Chavez● Vanessa Arnone● Mary Russell

Topic: Capitalization Grade Level: Kindergarten

CCSS: ● CCSS.ELA-LITERACY.L.K.2.A

I. Objectives

#1. Students will be able to capitalize the pronoun I. #2 Students will be able to capitalize the first word in a sentence.

II. Materials

● Capitalization worksheets (Capitalization is Fun!, Captivating Capitalization, and Capitalization Homework)

● SMARTboard● Story- “The Night Before Halloween” ● Pencils● Youtube video- https://www.youtube.com/watch?v=_gMP98VbBLM ● Classroom Rules● Construction Paper, tape, and scissors to create the team captain “c’s” and superhero

names

III. Procedure

#1. Anticipatory Set- The class will be introduced to “Captain Capital” and her sidekick, “Incredible I.” Captain Capital will explain to the class that her job is to capitalize the first word in a sentence. For example, in the sentence, “The dog was brown,” “the” would have to be capitalized. Then, “Incredible I” will explain that she also has the important job of capitalizing the pronoun I. “I” is used when discussing one’s self and is the only pronoun that is capitalized, even if it is not the first word of a sentence. The teacher will inform the students that those who answer correctly throughout the lesson will earn a Halloween sticker. At the end of the week, the student(s) who collect the most stickers will earn a reward from the treasure box. A YouTube video (https://www.youtube.com/watch?v=_gMP98VbBLM ) will be shown to the class.

#2. The teacher will explain the difference between a lowercase and an uppercase letter on the board. The teacher will tell the students that an uppercase letter is used to show capitalization (i.e: “big C” vs “little c”). The teacher will write a few examples on the board (for example, the cat is black vs The cat is black) and the students will repeat after the teacher.

#3. The teacher will then read, “The Night Before Halloween” The teacher will show the students examples of capitalization in the story. Then, the teacher will ask the students to point some out. Some examples will include, “‘Twas the night before Halloween, and all through the house, all the creatures were stirring, except for the mouse.” “The monsters had gathered to to plan and prepare, for the trick-or-treaters who soon would be there.” “Count Dracula grinned and slicked back his hair. Frankenstein’s bride cried, “‘I’ve got nothing to wear!’”

#4. The students will be given a worksheet (Capitalization is Fun!) that will be done in class. The worksheet will resemble the worksheet that the students will do for homework. The teacher will display examples of incorrectly capitalized sentences from the worksheet on the SMARTboard. (i have a baby kitten at home., the tree is big., and school is fun). Reinforce to the students that capital letters are necessary when beginning a sentence and using the pronoun “I.” The students will be divided into 4 groups of 4. Each group will be given team names. One student will be the team captain and will be asked to fix the error(s) on the SMARTboard. The first three examples will be guided practice and the rest will be independent practice. If the worksheet is completed, the student will earn a sticker.

#5. The students will then be given a quiz (Captivating Capitalization) that has 5 capitalization examples with errors that the students will correct. Then, the teacher will give out the homework. The homework will be a worksheet (Capitalization Homework) that requires the students to correct the capitalization errors. After the students receive their homework, the teacher will review the key points and will distribute the exit tickets (see exit ticket Word document).

IV. Evaluation The students will be given an exit ticket Captain Capital, the Incredible I and Ms

Chavez; students will be required to write one correct sentence where appropriate letters are capitalized. Then, they will circle either a happy face, straight face, or sad face that will be under the sentence that they wrote. The smile will indicate that they understood the concept, the neutral face means that they still have a few questions and the sad face means that they really did

not grasp the lesson and need extra assistance. The teacher will then take the exit tickets into consideration when continuing with the lesson.

a. Formative: The teacher(s) will circulate the room to see if the students are completing the worksheets correctly. If the students are struggling, then the teacher(s) will assist them.

b. Summative: At the termination of the lesson, the students will be required to complete an assessment (Captivating Capitalization worksheet), proving that they are able to use capitalization correctly. They should be able to capitalize the first word of each sentence, and the pronoun I, etc.

Accommodations/ Modifications: The student with an IEP will be able to complete any four of the nine sentences of the in class worksheet (Capitalization is Fun!). They will also be able to complete any three of the five sentences of the quiz (Captivating Capitalization) and the homework (Capitalization Homework). The student with an IEP will be given extra time as well.

The visually impaired student will be able to sit within a close proximity to the board, in the center of the room. When the teacher will read the story, the visually impaired student will sit closer to the teacher. The teacher will provide texts with larger fonts for this student. He or she may have a peer helper.

References:● Common Core State Standards www. corestandards .org/ ELA -Literacy/

Team Names1. Wonderful Ones2. Terrific Twos3. Triumphant Threes4. Fantastic Fours 5. Fabulous Fives

Name:____________________________________ Date____________

Capitalization is Fun!

Directions: Read each sentence below. Correct the capitalization errors.

1. i have a baby kitten at home.

___________________________________________________________.

2. the tree is big.

____________________________________________________________.

3. school is fun.

____________________________________________________________.

4. i see three dogs.

_____________________________________________________________.

5. the cow has spots.

_____________________________________________________________.

6. we went to the zoo.

_____________________________________________________________.

7. i love animals.

_____________________________________________________________.

8. i am four years old.

_____________________________________________________________.

9. the snow is white

_______________________________________________________________Name____________________________________ Date________________

Captivating Capitalization Directions: Consider the following sentences carefully. Correct any capitalization errors that you see.

1) i am excited for the holidays.

____________________________________________.

2) my mom and i will bake cupcakes.

_____________________________________________.

3) i will dress up as a ghost.

_____________________________________________.

4) my friends and i will sing songs.

_____________________________________________. 5) after Halloween, i will eat candy.

_____________________________________________.

Name_______________________________________

Capitalization Homework

Directions: Read each sentence and identify the capitalization mistakes in each. Find the mistake and rewrite the sentence on the line correctly. 1.) we flew a kite at the park.

_________________________________________________________

2.) my mom drove me to school.

_________________________________________________________ 3.) i like to swim in the pool.

_________________________________________________________ 4.) My friends and i had pizza for lunch.

_________________________________________________________

5.) math is my favorite subject.

_________________________________________________________

Exit Tickets Ex

it T

icke

t Write one sentence that is correctly capitalized.

_____________________________________________________________________________

____________________________________________________________________________.

How I feel about the lesson:

Exit

Tic

ket Write one sentence that is correctly capitalized.

_____________________________________________________________________________

____________________________________________________________________________.

How I feel about the lesson:

Lesson Plan #2

Teacher Candidate’s Name: Ms. Chavez


CCSS: ● CCSS.ELA-LITERACY.L.K.2.A

Objectives:

● Students will be able to capitalize the pronoun I.● Students will be able to capitalize the first word in a sentence.● Students will be able to capitalize proper nouns, such as names.

Materials:

● SMARTboard● Markers● Worksheets (Capitalizing Proper Nouns and Capitalization Review)● Youtube Video (https://www.youtube.com/watch?v=PSBG3elKzDM)● Book (Chrysanthemum)

Procedures:

#1 Anticipatory SetThe teacher will tell the students that they will be learning more about

capitalization. The teacher will ask if they remember what Incredible I said about capitalizing. The teacher will then remind them that Incredible I said that “I am important so I have to be capitalized.” Then, the teacher will say that something else that is important is a person’s name! A person’s name is important so it also has to capitalized. The youtube video (https://www.youtube.com/watch?v=PSBG3elKzDM) will be played.

#2 The teacher will then read the book Chrysanthemum to the students. The teacher will point out how names are capitalized such as “Chrysanthemum, Mrs. Twinkle, Victoria, etc). This will be displayed on the SMARTboard.

#3 After the teacher finishes reading the book, they will explain that a name is a proper noun. A proper noun is a name used for a person, place, or title and it is always capitalized. The teacher will write a few examples, such as Ms. Chavez, Colin Powell School, New Jersey. Then the students will each go to the SMARTboard and write an

example of a proper noun that is correctly capitalized. The teacher will point out how it is very important to capitalize the first letter of a proper noun as well as the first word in a sentence and the pronoun I.

#4 For the next activity, students will be given a worksheet (Capitalizing Proper Nouns) in which they have to fix the capitalization errors. The worksheet will include proper nouns, specifically names. They will work in groups. There will be four jobs: timekeeper, group leader, recorder and speaker. The timekeeper will tell the group how much time they have left. The leader works with the timekeeper and makes sure that they are on task. The recorder will write everything down. The speaker will go to the SMARTboard and write one example on the board. The speaker will also explain to the class what the error was and how it was fixed.

#5 Students will then go back to their seats. They will have a mini quiz (Capitalization Review) in which they will correct 4 sentences. The teacher will then go over the mini quiz on the board. For homework students will have to write 3 correctly capitalized sentences.

● Closure○ Students will do pair-share. The teacher will tell the students to talk to the person

next to them about two things that they learned from the lesson. The teacher will then ask the pairs to share one thing that they learned from the lesson. The teacher will post their responses on the class Twitter account.

Assessment:

a. Formative:

The teacher will walk around the room when the students are doing the worksheet in groups and will assist any students that are struggling. Also the teacher will listen to what the students say to each other when doing pair-share. The teacher will make note of anything that the students struggled with so that they can work on it the next day.

b. Summative: At the termination of the lesson, students will be given a mini quiz in which the students

should be able to capitalize names as well as the first word in a sentence and the pronoun I.

Accommodations/ Modifications: The student with an IEP will be able to complete any five of the ten sentences in class. They will be able to complete any two of the four sentences on the quiz.

The visually impaired student will be able to sit within a close proximity to the board, in the center of the room. When the teacher will read the story, the visually impaired student will sit closer to the teacher. The teacher will provide texts with larger fonts for this student.


Name: ________________________________________________________________________

Capitalizing Proper Nouns

Directions: Fix the capitalization error by circling what the error is and rewriting it on the line.

1. chrysanthemum had a perfect name.

_____________________________________________________________________________.

2. tom and jake played ball.

_____________________________________________________________________________.

3. i like to play with my sister, sophie.

_____________________________________________________________________________.

4. my mom loves new jersey.

_____________________________________________________________________________.

5. i go to colin powell school.

_____________________________________________________________________________.

6. ms. chavez is my teacher.

_____________________________________________________________________________.

7. kimberly is my friend.

_____________________________________________________________________________.

8. i love school!

_____________________________________________________________________________.

9. my dog is named spot.

_____________________________________________________________________________.

10. he has one spot.

_____________________________________________________________________________.

Name: ________________________________________________________________________

Capitalization ReviewDirections: Fix the capitalization error by circling what the error is and rewriting it on the line.

1. tonya loves to color.

_____________________________________________________________________________.

2. i play ball with sam.

_____________________________________________________________________________.

3. he reads to me.

_____________________________________________________________________________.

4. red is my favorite color.

_____________________________________________________________________________.

Name: _______________________________________________________________________

Capitalization Homework

Directions: Please write 3 sentences that are correctly capitalized.

*Hint: The first word in a sentence, the pronoun I and proper nouns are capitalized*

1. ________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.

2. ________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.

3. ________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.

Lesson Plan #3



Common Core Standards: ● CCSS.ELA-LITERACY.L.K.2.A

Objectives:● Students will be able to capitalize the first word in a sentence. ● Students will be able to capitalize the pronoun I.● Students will be able to capitalize proper nouns. ● Students will be able to capitalize the days and months of the year.

Materials:

● Tim the Time Keeper (sock puppet) ● SMARTboard● Kahoot! (https://play.kahoot.it/#/k/a0f9de18-d807-41c3-b694-c6eb23606f4a)● https://www.youtube.com/watch?v=zJb3fTD1Ki0

Procedures:

● Anticipatory Set-- Introduction#1 The students will be introduced to Tim the Time Keeper, who is a sock puppet. He will explain to the class that he is in charge of capitalizing the days of the week and the months of the year. He will tell the class that he is friends with Captain Capital and Incredible I. Tim the Time Keeper will ask the class if they know the days of the week and the months of the year. He will then tell them that he has a video that will help them remember what they are. The teacher will play this video: https://www.youtube.com/watch?v=zJb3fTD1Ki0

#2 After the video, the teacher will show examples of sentences that include days and months of the year (Capitalizing the Days and Months of the Year). The teacher will explain that like Tim the Time Keeper said, the days and months of the years are always capitalized. Then the teacher will give the students the Capitalization Practice worksheet. The teacher will divide the students into groups. The students will then work together to fix the errors.

#3 The teacher will walk around to see how the students are doing. The teacher will then tell the students that instead of using the SMARTboard to write the answers, today they

will be doing something different. Each group will be given a laptop/iPad. The students will keep their jobs, except the speaker will be the one that will answer the question. The teacher will then tell the students that they will be using Kahoot! (https://play.kahoot.it/#/k/a0f9de18-d807-41c3-b694-c6eb23606f4a) Kahoot! is an excellent way for students to be engaged and also learn at the same time. The students will play the game. At the end, all the students will be told that they were winners because they learned something new and can use that knowledge when they write. The teacher will take note of the scores that each group got, in order to see what groups still need more help.

● Closure-- Review ○ The teacher will ask students what their favorite part of the lesson was and why. ○ The teacher will then do thumbs up/thumbs down/thumbs sideways with the help

of Tim the Time Keeper. The teacher will ask the following questions:■ Do we capitalize the days of the week?■ Do we capitalize the pronoun I?■ Are the months of the year lowercased?■ Do we lowercase the first letter in a sentence?

*a thumbs up means yes, a thumbs down means no and a thumb that is sideways is maybe/I’m not sure*

Assessment:

a. Formative: The teacher will walk around when the students are doing the worksheet to assist any

students that are having difficulties. The teacher will also take into account what the students enjoyed about the lesson in order to modify it.

b. Summative: The summative assessment will be the score each student got on Kahoot! The teacher will

use that score to see which students need more help with capitalization. Also the teacher will take note of the thumbs up/thumbs down/ thumbs sideways to also see what students are confused with still.

Accommodations/ Modifications: The student with an IEP will be able to complete any three out of the six sentences in class.

The visually impaired student will be able to sit within a close proximity to the board, in the center of the room. The teacher will provide texts with larger fonts for this student.


Capitalizing the Days and Months of the Year

1. my birthday is in march.

_____________________________________________________________.

2. today is wednesday.

_____________________________________________________________

3. i wish it was saturday.

_____________________________________________________________

4. my friend michelle is leaving in june.

_____________________________________________________________

Name: _______________________________________________________________________

Capitalization Practice

1. i get new glasses in may.

______________________________________________________________________________

2. we eat pizza on friday.

______________________________________________________________________________

3. i go to the park on saturday.

______________________________________________________________________________

4. danny reads to us in september.

______________________________________________________________________________

5. i live in new jersey.

______________________________________________________________________________

6. we go back to colin powell school on monday.

______________________________________________________________________________

Lesson Plan #4



Common Core Standards: ● CCSS.ELA-LITERACY.L.K.2.A● CCSS.ELA-LITERACY.L.K.1.A●

Objectives:● Students will be able to capitalize the first word in a sentence.● Students will be able to capitalize the pronoun I.● Students will be able to capitalize proper nouns. ● Students will be able to capitalize the days and months of the year. ● Students will be able to write a correctly capitalized sentence. ● Students will be able to print many upper- and lowercase letters.

Materials:

● SMARTboard● Construction Paper● Worksheet (Capitalization Cake)● Rubric (Rubric for Capitalization Cake)● Markers● Glue ● https://www.youtube.com/watch?v=0c6zMlTlr4w&feature=youtu.be

Procedures:● Anticipatory Set-- Introduction

#1 The teacher will ask the class what their favorite dessert is. The teacher will write down the answers on the board. Then the teacher will ask who likes to eat cake? The teacher will say today we will be doing Capitalization Cake. What is Capitalization Cake? Well, in order to make cake you need many ingredients, and it’s the same way when writing a correctly capitalized sentence. All week we have gone over what words we need to capitalize and those are our ingredients. Remember, we capitalize the first word in a sentence like Captain Capital said, we capitalize the pronoun I like Incredible I said, we capitalize proper nouns, which include names of people or places and lastly we capitalize the days and months of the year like Tim the Time Keeper said. Now we will use those “ingredients” to make 2 cakes. One cake will be done as a class and the other cake will be done individually.

#2 The teacher will display the first Capitalization Cake worksheet on the SMARTboard. As a class, they will come up with a sentence that is correctly capitalized. This will be done by the teacher asking students (using popsicles) to pick a subject, or a person that the sentence will be about. For example, the subject will be Spot the dog. The teacher will then say what did Spot the dog do? An example would be, played fetch. The teacher will then ask when? An example would be, on Monday. So the sentence would be: Spot the dog played fetch on Monday. The teacher will then put the words Spot and Monday on the cake. The teacher will tell the class that they did a wonderful job and that now they will all be little bakers.

#3 Each student will be given a Capitalization Cake worksheet. The teacher will tell the students that they have to write their name where it says N-A-M-E. Then they will have to write 2 sentences that are correctly capitalized. The students should remember what they have talked about during the week. The teacher will tell them that after they write the two sentences, they will write the words that they capitalized on the cake with a marker. The teacher will demonstrate it on the board. The students will then glue the worksheet to a piece of construction paper. If they have extra time they will be allowed to decorate it. The teacher will tell the students that they will also have to present their cakes to the class. The teacher will make a checklist on the board so that the students can see what they have to do.

#4 While the students are working, the teacher will have a two minute conference with the students. After some students have finished, the teacher will allow the students to begin presenting to the class.

● Closure-- Review After the students are done presenting, the teacher will play a video

(https://www.youtube.com/watch?v=0c6zMlTlr4w&feature=youtu.be). After the video is over, the students will be put into groups. They will then have to “Be the Teacher.” Each group will come up with three things that every student should know about capitalization. The teacher will then ask each group to share what they came up with. The teacher will then explain to the students that learning capitalization is important because now they can write sentences with proper capitalization and it will help them when they will be in first grade. The teacher will tell the students that their homework is to tell their parents what they learned that week and to show their parents an example of what they learned.

Assessment:

a. Formative: The teacher will walk around to see the progress of the students. The teacher will assist

any student that needs help. The teacher will also have a two minute conference while the

students are working. The teacher will check-in with the student and will see if the student needs extra help.

b. Summative: The teacher will use the rubric (Rubric for Capitalization Cake) to assess whether the

student understood the concept of capitalization.

Accommodations/ Modifications: The student with an IEP will be able to write one correctly capitalized sentence .

The visually impaired student will be able to sit within a close proximity to the board, in the center of the room. When the teacher will read the story, the visually impaired student will sit closer to the teacher. The teacher will provide texts with larger fonts for this student.


Name: ________________________________________________________________________

Capitalization Cake Practice

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Name: ________________________________________________________________________

Capitalization Cake

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Rubric for Capitalization Cake

Teacher Name: Ms. Chavez

Student Name: ________________________________________

CATEGORY :) :/ :(

Capitalizing There are no capitalization errors.

There are 1-2 capitalization errors.

There are 3+ capitalization errors.

Decorating the Cake

The cake has all the capitalization examples.

The cake has a few capitalization examples.

The cake has no capitalization examples.

Gluing The worksheet is glued on a construction paper.

The worksheet is not glued on a construction paper.

Name The student's name is on the worksheet.

The student's name is not on the worksheet.

Sentence The student wrote two correctly capitalized sentences.

The student wrote one correctly capitalized sentence.

The student did not write any correctly capitalized sentences.

Research Rationale

In the first unit lesson plan, we used technology for quite a few things. We presented a

Youtube video, we displayed examples of capitalization on a SMARTboard and we used the

SMARTboard so students could fix capitalization errors. In other lessons technology was used to

communicate with parents as well as to play a game. I use technology to make a rubric so that I

can grade how students did in an activity. Thomas (2011) describes the importance of technology

in education. Students in classrooms are now considered digital natives because the internet is a

big part of their lives. Students have access to technology since they day that they are born and

the technology that is used can come in various forms, such as tablets, smartphones and

television. It is not surprising to see a baby playing with an iPhone or any smart phone for that

matter. Since we have the technology readily available, we should take advantage of it because it

can help with the child’s learning experience. We should use things that the child is comfortable

using, so for example iPads should be used. Sometimes the technology may seem hard to use,

such as the SMARTboard, but just because someone such as myself finds it difficult to use,

doesn't mean that I should restrict the children in my class from using it. I have to take using the

SMARTboard as a learning experience and learn with my students. As education evolves, we

have to evolve with it.

I think it’s important to incorporate technology in a classroom, especially in grades like

kindergarten because they need to see what the teacher says. In the Saine (2012) article, Saine

talks about how times are changing in the sense that classrooms have a demand for iPads and

SMARTboards. Using these types of technologies can foster student’s learning because they can

be more creative. Also students are familiar with this type of technology so they can grasp

materials much quicker. In the first lesson plan, students will come up to the SMARTboard and

fix the capitalization error by crossing it out and writing it on the line. This sort of activity will

interest students and will help them get better not only in Language Arts, but in technology too.

In another lesson, the students will be using the iPads in order to play a game on the

SMARTboard. I think that the SMARTboard looks intimidating to use because things can move

all over the place if one is not careful, and it might not even work when you want to use it, but I

think that with time it becomes easier to use. The SMARTboard has many positives like students

can interact with it and videos can be projected on it. I try to incorporate the SMARTboard and

iPads in my lessons so that the students can take advantage of the technology available to them.

The students not only take advantage of the technology available to them, but the technology

also excites the students because they have the opportunity to show the teacher and the class

what they have learned.

Another way to excite students is by putting them into groups. In the first lesson, the

students are given the opportunity to work in groups and are given a special team name. In the

other lessons, students continue to work in groups, but special jobs are given to each student.

This makes everyone in the group important so if one person doesn't do their job, the whole

group won’t work effectively. The students will learn about working cooperatively and

effectively, which will help them when they go to first grade. Burke (2011) explains the pros and

cons of working in groups. Some of the cons of working in a group is that students will feel

pressured to answer a certain way because they wouldn’t want to go against the majority. This

can be prevented by telling the students that they are free to share their opinion and that they

shouldn’t be pressured to answer a certain way. Also since the teacher is going to be walking

around in the class, the teacher can make sure that that is not happening. Another con is that

students will talk over each other. This is prevented by having class rules that say that students

should take turns when talking and since everyone in the group has a specific job, it eliminates a

lot of that. One of the most important points that she makes about the pros of using group work is

that working in groups, helps the students remember the concepts better. Since students are

working together, they are repeating the information, which can help them remember important

concepts later on in a test or when doing homework. Group work allows the students to be more

creative. Since they are working in a group, it makes it easier for ideas to spread so not only are

the students learning, but they are also opening up their creativity. Lastly, being a team player is

a valuable aspect that will help the students inside a classroom and outside of it. Even though the

students are only in kindergarten, they will be learning lifelong lessons that will help them in the

near future as well as the distant future.

In one of the lessons, the teacher will have to write what the students said they learned

about capitalization and will post it on Twitter. Morgan (2014) talks about the different ways

Twitter can be used and how it can help students learn. Twitter isn’t used more in the lessons

because the students are in kindergarten so they wouldn’t be able to express themselves very

well. They would be able to write a little bit, but it wouldn’t be the same as fourth graders using

Twitter. The reason why Twitter is used in my lesson is so I can easily communicate with

parents. Morgan (2014) says that Twitter can keep parents informed about what their child is

doing in the classroom. I want parents to see how their children are thinking and what they are

doing. It is also a great way for parents to start a conversation with their child. I know that

sometimes students will say that they didn’t do anything in school, when that clearly isn’t the

case. So parents can say something like “I saw that you learned about capitalization in class

today, what are some examples of things that we capitalize?” This is great because it can

reinforce what the child learned in class and it also gets the parents involved. Even though it is

not stated in the lessons, Twitter will also be used to upload pictures of the Capitalization Cakes

that the students made. I want students to be proud of their work and they can look back at how

they grew from that point in time until the end of the year. Twitter is a great way to track

progress and a low cost way to communicate with parents,

In my lessons there is an accommodation for a visually impaired student. It says that the

teacher will print out worksheets with bigger fonts and will sit the child closer to the board.

Berkeley and Lindstrom (2011) describe different ways digital text can be viewed and

manipulated. It is especially helpful because they mention how text can be zoomed in and the

best part is that students can manipulate the digital text by themselves. In my lessons, students

don’t type anything, but it is great to teach them how to do these things. In my second lesson

plan, I display the book Chrysanthemum on the SMARTboard so the students can see it clearer. I

would hate for my students to go home and feel confused because they couldn’t see something

that was displayed. In the first lesson plan, when we displayed the worksheets on the

SMARTboard, we made sure to make the font larger so even the students in the back could read

it. I think it’s important for teachers to think about these things when writing a lesson plan and

even when they teach the lesson. Changing the font size can be done relatively quickly so it’s not

even something that is too complex. Also it is good to teach students how to do this so that when

they are home and use a computer they will be able to do it by themselves.

In one of my lessons I use Kahoot! Kahoot is an interactive website in which students can

play individually or as a team. The students can earn points or just play for fun without earning

points. In my lesson, I put the students into groups and they were given the opportunity to earn

points. Instead of giving the students a regular pencil and paper quiz, I decided that it would be

better to use Kahoot!. The students would be more engaged and I know that it will keep their

interest because it will make them want to answer so their team will win. I wanted to give

students an interactive way to take a quiz and I wanted to use the technology that I have

available. Interestingly, Bolduc-Simpson and Simpson's (2014) article touches upon teachers

using Web 2.0 tools and apps. Although they don’t talk about Kahoot!, there is an app for it. This

app could be pre installed into the iPads to facilitate learning. They take about the advantages of

using these tools in their lessons and the advantages seem to be that students are more motivated

to learn and can even take that motivation back home. This means that when they get home, they

will want to explore the app to see if they can do any more activities. This is great because the

learning doesn’t stop in the classroom.

My lessons use technology very heavily and that is because I want my student’s learning

to be as interactive as possible, I want my students to be motivated and I want their parents to be

involved in their learning process. The lessons are also very teacher-centered, but I give the

students the opportunity to teach the class what they learned, this is done by asking them to be

the teacher and when they present something they have to explain to the other students why they

did what they did. Students are allowed to work in groups because like Burke (2011) says, it

helps students be more creative and teachers them how to work together as a team. I think that it

is important to keep students engaged in a lesson so that is why I incorporate videos and came up

with characters such as Incredible I, Captain Capital and Time the Time Keeper. I want students

to enjoy coming to class and to leave the class feeling confident that they understand what is

taught.

References

Berkeley, S. and Lindstrom, J. (2011). Technology for the struggling reader: Free and easily

accessible resources. In Luongo, N. (Ed.), The new English language classroom:

Teaching in a digital world (p. 87-113). USA: Cognella.

Bolduc-Simpson, S., Simpson, M. (2014). Engaging our 21st century learners:Teaching tips

for five free-n-easy web 2.0 apps. In Luongo, N. (Ed.), The new English language

classroom: Teaching in a digital world (p. 53-59). USA: Cognella.

Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective

Teaching, 11(2), 87-95.

Morgan, H. (2014). Enhancing instruction and communication with Twitter. In Luongo, N.

(Ed.), The new English language classroom: Teaching in a digital world (p.115-118).

USA: Cognella.

Saine, P. (2012). iPods, iPads, and the SMARTBoard: Transforming literacy instruction and

student. In Luongo, N. (Ed.), The new English language classroom: Teaching in a digital

world (p. 169-178). USA: Cognella.

Thomas, M. (2011) Digital education: Opportunities for social collaboration. In Luongo, N.

(Ed.), The new English language classroom: Teaching in a digital world (p. 27-34).

USA: Cognella.

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