Assignment 6 -Dr. Adragna - Running Head TPACK Edwards 1 Technological Pedagogical Content Knowledge(TPACK Markis Edwards EDU 673 Instructional

Assignment 6 -Dr. Adragna - Running Head TPACK Edwards 1...

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Running Head: TPACK Edwards 1 Technological Pedagogical Content Knowledge (TPACK) Markis’ Edwards March 11, 2017 EDU 673: Instructional Strategies for Differentiated Teaching and Learning Instructor: Dr. Adragna
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TPACK Edwards 2 Edwards Lesson Plan Title: Mr. Edwards Reflection on Lesson Plan Implementation on the novel, To Kill a Mockingbird Technologies: I-pad App (e-book), Scootpad.com, and Starfall.com o Teacher: Mr. Markis’ Edwards o Grade/Content Area: 7 th Grade English Lesson Objective/Overview : o The students will be able to effectively read, write, and speak in English based activities and strategies completed on the novel, To Kill a Mockingbird with 90% accuracy. Students will be presented with a Prezi in the novel, on each slide, there will be grammatical areas, such as spelling and expected to determine all the errors, with at least 90% accuracy. The lesson plan will take approximately a week and a half with each class being nearly eighty minutes. Materials : o Computers with Internet access o I-pads with downloaded e-book o Copies of “To Kill a Mockingbird” book o Pen/Pencil o Paper o Cube Ball o Study guides on “To Kill a Mockingbird” o Scootpad.com o Starfall.com o APA citation generators Common Core State Standards (CCSS) : Mississippi Standards of Learning: Title of Novel: To Kill a Mockingbird , by Harper Lee Mississippi Standards of Learning o Each of these objectives will be given to students to allow them to have an understanding of the common core state standards (CCSS). Students will be able to see how English communication skills are necessary for more than just
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TPACK Edwards 3 classroom use, but everyday use. There are certain key concepts, big ideas, and major understandings my students will master in doing the objective above. From these standards, teachers will develop the big ideas or the major understandings that students should have at the end of the unit or lesson, along with essential questions (Wiggins & McTighe, 2012). Essential questions help students make sense of the concepts and stimulate thinking of the big ideas. They are not factual questions; rather they are concepts in the form of a question, organizers that set the focus (Puckett, 2013). Puckett continues in stating both big ideas and essential questions go beyond the confines of a single skill or even a single content area, making them compatible with the Common Core State Standards' emphasis on broadly applicable skills and understandings. While these goals and big ideas are the same for all learners, differentiation by content occurs in how teachers approach these ideas based on individual learners' prior knowledge (Puckett, 2013). The Standards define what all students are expected to know and be able to do, not how teachers should teach (CCSS for English). Common State Standards Initiative plays a key role in designing effective instruction. These standards are set by each state and all instructors in any state must follow the common standards set in that area. The instructors know these standards as objectives. An
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