Web+2.0+Lesson+Plan


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Web 2.0 Lesson Plan ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; msoansilanguage: EN-US; msoasciithemefont: minor-latin; msobidifontfamily: 'Times New Roman'; msobidilanguage: AR-SA; msobidithemefont: minor-bidi; msofareastfontfamily: Calibri; msofareastlanguage: EN-US; msofareastthemefont: minor-latin; msohansithemefont: minor-latin;">Creating Web 2.0 lesson plans is a wonderful way to create avenues of differentiated instruction from the beginning of the lesson plan. This ensures that all students will be able to access materials and produce assignments. Web 2.0 lesson plans also demonstrate compliance with ISTE-NETS to "Facilitate and Inspire Student Learning and Creativity, Designing and Develop Digital-Age Learning Experiences and Assessments, Model Digital-Age Work and Learning, Promote and Model Digital Citizenship and Responsibility, and Engage in Professional Growth and Leadership." These types of lesson plans, whether they are constructed in Microsoft Word, Wiki, or Google Docs are easy to share with colleagues and post on the internet for other teachers to find and utilize. Below is a copy of a Web 2.0 Lesson Plan I created for my geography class.


 * Laurie Kendall **
 * Web 2.0 Lesson Plan **
 * ISTC 501 **

** Day Six **
 * Lesson Plan **
 * Can be accessed at **[|**http://tinyurl.com/26e3vqe**]

**I. The Value of the Lesson:** The lesson introduces students to differences between primary & secondary source information, and various ways to digitally communicate information using technology.


 * Grade:** 7th grade Geography/History


 * Unit Title:** Describing Places

7.6 Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. D. 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied.
 * Learning Goal: ** **Maryland State Curriculum Standards**

What is the difference between a primary source and a secondary source, and what are some examples of each?
 * Essential Question: **

How to determine the differences between primary and secondary source documents.
 * Desired Understandings: **

**//compare//** and **//contrast//** different documents to **//establish//** whether they are primary or secondary sources.
 * Key Knowledge and Skills: **

1. Primary & secondary source Mywebspiration page. 2. Maryland census Newspaper on Fodey.com
 * Formative Assessment: **

Each student will produce a ** Power Point ** Travel Log and/or a ** digital ** Photo Travel Journal that contains information about the state of Maryland.
 * Summative Performance Assessment (Unit): **

Given a lesson, video, and review sessions, students will be able to **//compare//** and **//contrast//** different documents on a Mywebspiration page, and **//establish//** the difference between primary and secondary sources with 100% accuracy.
 * Learning Objectives: **

**II.** **The Context of the Lesson:** This is the sixth class of the semester, and the introductory lesson the differences between primary and secondary source documents, and how to use them in essays, photo journals, and travel logs.

I am entering the classroom with the assumption that students will represent a multitude of cultural and socio-economic backgrounds, and that there will be a wide range of ability, from those who are not reading and writing at grade level to those who are working above grade level. I am not making any assumptions about whether students have computers at home, or that their parents are terribly involved in their child’s educational development.
 * Cultural/Social/Ability Level Factors:**

I am coming into the classroom with the assumption that students do not know the differences between primary and secondary source documents, and how to use them in their academic work. Nor do I assume that students know how to create a Mywebspiration page.
 * Student’s Prior Knowledge: **

**III. Instructional Procedure:** I will be using a differentiated instructional strategy that addresses multiple ways of learning, and multiple intelligences. This lesson includes a video on primary and secondary source documents from YouTube, as well as an internet exercise to collect primary source photographs, documents, and information from Kids Around The World and organize this information on a Mywebspiration page. **Instructional Materials:** 1. LCD or White Board, and computer internet access. 2. Student name plates with graded work enclosed. 1. Computers
 * Teacher -**
 * Students**

**Instructional Sequence/Activities:**

Students retrieve their name plate with graded work.
 * Warm Up Activity:**

**Motivator/Bridge/Anticipatory Set:** (Video) What is a Primary Source? []

**Development Activities:** 1. Introduce the concept of primary & secondary source documents using a webspiration thought map. [|http://www.mywebspiration.com] 2. Have students go to the Maryland 2000 Census website at [] and collect primary source information. 3. Have students group create a newspaper article about the Maryland census at []

**Extension Activities:** Students begin exploring regional artifacts around the room.

**Review/Reinforce:** Start organizing Home Town essay in a ** Google Doc **.