Step 1: Create A Technology-Integrated Lesson Plan

University of Nebraska Kearney Teacher Education
Lesson Plan Template Fall 2016

(This modified template is based on the UNK Lesson Plan Task Force Team)
Noted that this lesson plan assignment has TWO steps.
Step 1: Create a technology-integrated lesson plan

Name: Kathrin Roberts
Grade: 5th
Date/Time: November 3, 2016
Subject: English
Lesson: Parts of Speech
Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learning Objectives: Content (1c-2)
What do you want your students to know and do
in content areas? (Remember, these must be
observable and measureable and contain the
conditions, behavior, and criteria required for
success)
Learner Characteristics (1b-1) (1b-4)

Describe the relevant student characteristics (e.g.,
races, ethnicities, nationalities, languages, gender
identities/expressions, religions, political affiliations,
socio-economic backgrounds, and disclosed sexual
orientations) and any other relevant information
regarding the students you will be teaching.
(If you are not currently a classroom teacher, feel
free to create a "classroom of your choice" that you
will teach in the future.)
Describe any students special learning and/or
medical needs.
(If you are not currently a classroom teacher, feel
free to create a classroom of your choice that you
Students will be able to name the eight main parts of speech.

Students will be able to define the parts of speech.
Students will be able to recognize the parts of speech in sentences.
My classroom is typical of a rural Nebraska upper elementary school. There

are 16 students, 9 boys and 7 girls. The classroom is predominantly Caucasian,
except for one Hispanic girl and two Native American boys. The Hispanic girl speaks
Spanish at home and both of the Native American boys speak a dialect of Lakota, so
all three are ESL students. For all the others, English is their first and primary
language. Many of the students come from low socioeconomic backgrounds, and live
in the country on farms or ranches.
As discussed earlier, there are three ESL students in the classroom, whose
language needs must be kept in mind throughout the lesson. One boy in the
classroom has an IEP for his ADHD, and he has an paraprofessional assigned to him
who helps when necessary. If I need extra assistance, I may call the paraprofessional
will teach in the future.)
Students Prior Knowledge (1a-2)

How will you know what prior knowledge your
students have in relation to these learning
objectives (e.g., data from previous lessons or
conducting pre-assessment as part of current
lesson)?
On-going (formative) Assessment (1f-3)

What will you do during the lesson and how
will you use technology to monitor and
promote student understanding?
Post Assessment (1f-1)

How is the assessment congruent to the
learning objective(s)?
How will you know that your students have

achieved the learning objective(s)?
Materials (1e-2)
List materials/technology and attach any activity and
assessment sheet(s) used in the lesson.
Justify the use of the materials/technology used to
into the classroom.
My lesson will be the beginning of a new unit on grammar, so the level of prior
knowledge about parts of speech may be extremely variable from student to
student. Some students may recognize the concepts easily, and others may be less
familiar. To monitor this prior knowledge, I will have students take a video quiz on
their iPads over the most basic parts of speech. After students complete the quiz,
they will raise their hand and I will record their scores. At a glance, I will be able to
know how in-depth I need to get in my teachings based on their results.
I will first present my PowerPoint to the class using the SmartBoard, explaining
each part of speech and giving examples as I go. After discussing each new part of
speech, I will utilize effective questioning techniques to ask different students
around the classroom to generate their own examples. Each student will have to
answer at least once.
After the initial lesson, I will instruct students to get out their iPads. As a way
to promote student learning, I will post the link to an online game on my classroom
website. Once everyone has reached the website, I will give my students the goahead to start playing. After a few minutes of students attempting the game, I will
call back the attention to the front of the classroom.
If my IEP or ESL students need any extra assistance, I will help as necessary or
call a paraprofessional in if the need arises.
As a final assessment, I will distribute a worksheet to the class. The worksheet
will require students to call upon the knowledge of the material that I have just
taught. Students will achieve their learning objectives of naming and defining parts
of speech, as well as recognizing them in sentences. If students dont finish during
class time, they will be able to take home the worksheet to finish it.
I will know my students have achieved the learning objectives based on their
performance on the worksheets. I can also analyze the results to see which part or
parts of speech students had the most trouble with.
Video Quiz link
Online Game link
PowerPoint presentation (included in Drive folder)
Worksheet (included in Drive folder)
iPads for each student
SmartBoard
Headphones for each student
The video quiz will engage students in the lesson and serve as a pre-
engage your students in meaningful learning.
assessment on the topic.

The online game will be a fun way for students to understand and use the
concepts learned in a meaningful way.
The PowerPoint presentation will contain the content of the lesson and give
students the information they need to learn about the parts of speech.
The worksheet will serve as a post-assessment to help determine the
students mastery level of the topic.
The iPads for each student will help to facilitate the interactive video quiz and
game in order for students to put the topic to practical use.
The SmartBoard will display the PowerPoint presentation so the entire class
can clearly see and understand the content.
Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance.
Lesson
Components
Differentiation (1e-1)
1. Within Core Instruction (minimum), list technology tools, methods, and/or strategies to
meet differing student needs/interests.
2. Explain your rationale.
Tim
e
Introduction (1e-4)
6
mi
n
10
mi
n
Include students in knowing

what they will be doing and
why it is important (e.g.
statements/questions/other
to present student-friendly
objective)
Develop background,
foster connections,
facilitate motivation for
learning activity.
To begin, I will go around the

room and ask a few students to
share a sentence. I will write each
of these sentences on the board
and underline all of the nouns in
the sentence. I will ask the class if
they know what each of the
underlined words have in common.
I will then ask students if
they knew that besides nouns,
there are seven other main parts of
speech that we will soon discuss.
To illustrate to students how
important it is to know the parts of
speech, I will tell them that every
word in the English language can
be separated into a part of speech.
I will also introduce the pre-
Generating a sentence is an easy task for

this grade level and will allow students the
creativity to come up with something original.
Telling students the importance of the

lesson will help them to comprehend how essential
this information will be for the rest of their days in
schools.
Students will use their iPads and
headphones to take a video quiz that will be an
27
mi
n
Core Instruction (1e-4)
17
mi
n
Closure (1e-4)
Include appropriate lesson

content , clear sequence,
opportunities for practice
and application.
Include what you will

ask or say to students
to refocus students
on learning objective.
assessment video quiz, and have

students take the quiz on their
iPads with headphones in and then
write down their results.
After each student has
completed the pre-assessment, I
will begin lecturing from the
PowerPoint. I will go through each
part of speech and explain and
define each term accurately and
completely. I will ask students to
give examples throughout my
lecture. After we have gone over
the main content, I will once again
ask students to get out their iPads
so they can apply and practice the
concepts through the online game.
After the students are done
playing the game, I will bring
attention back up to me by asking
everyone to put their iPads away. I
will ask students how they enjoyed
the game and if there were any
parts that they had questions
about. I will then distribute a
worksheet to refocus students on
their learning objectives. I will give
students time in class to complete
this post-assessment, and if
students get done early they can
get out their silent reading book.
Students who dont finish in class
can complete the worksheet at
home. As students are working, I
will walk around and assist
students as necessary.
Step 2: Self-Reflection/Evaluation
interactive and fun task for them but also serves

as an important pre-assessment of skill level for
the teacher.
The PowerPoint will serve as the main
medium for teaching the content of the lesson.
The online game will be a fun and
interactive way for students to continue applying
their knowledge of the concept.
Students of different learning levels can use
the learning tools in their own way which will
differentiate instructional levels.
The worksheet will serve as a postassessment to determine students mastery level

of the topic of works of speech. If students have
difficulties, I can assist.
Students will be able to show how well they
have learned the topic.
Use the below rubric of the National Educational Technology Standards (NETST)and Performance Indicators for Teachers to selfevaluate your lesson plan:
1. The lesson plan creates technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing
their own progress.
Please choose only one number:
5
2. The lesson plan is designed to customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources.
5
3. The lesson plan is designed to provide students with multiple and varied formative and summative assessments aligned with
content and technology standards and use resulting data to inform learning and teaching.
5
4. The lesson plan is designed or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity.
5
Links:
Video Quiz
Online Game
PowerPoint (in Drive folder)
Worksheet (in Drive folder)

Step 1: Create A Technology-Integrated Lesson Plan

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University of Nebraska Kearney Teacher Education

Lesson Plan Template Fall 2016

Step 1: Create a technology-integrated lesson plan

Date/Time: November 3, 2016

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learner Characteristics (1b-1) (1b-4)

Students will be able to name the eight main parts of speech.

My classroom is typical of a rural Nebraska upper elementary school. There

will teach in the future.)

Students Prior Knowledge (1a-2)

On-going (formative) Assessment (1f-3)

Post Assessment (1f-1)

How will you know that your students have

Justify the use of the materials/technology used to

into the classroom.

engage your students in meaningful learning.

assessment on the topic.

Lesson Sequence and Delivery:

Include students in knowing

To begin, I will go around the

Generating a sentence is an easy task for

Telling students the importance of the

Core Instruction (1e-4)

Include appropriate lesson

Include what you will

assessment video quiz, and have

interactive and fun task for them but also serves

The worksheet will serve as a postassessment to determine students mastery level

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