Lesson Plan Assignment
Due:
10/25 lesson plan in class peer review
11/1 revise/submit Word doc via Dropbox
11/8 Jill/Maura return to you with feedback
11/22 revised lesson plan to Dropbox + in-class presentation
(Dropbox links are in the course group forum)
11/22 Brief Class Presentation Guidelines:
In 5 minutes or less, please share with us your answers to these questions:
– What is the lesson? What do you hope to accomplish?
– Who is this lesson for? (course, student level)
– Why did you select this technology to use in this lesson, how does it facilitate your learning objectives?
Then briefly talk us through a high-level overview of the lesson itself.
In Brief: We want you to create a 75-minute lesson plan appropriate for your field. Assume an audience of undergraduate students (unless you are working with another demographic and want to tailor your lesson plan to them). Your lesson should integrate one or more important concepts in your field with one or more relevant technologies.
Assignment Requirements
Reflection + Rationale
In 1-2 paragraphs, offer a critical reflection on your lesson plan & the process behind it.
You’ll state your goals & assessment below, but here take a moment to zoom out and reflect on your core pedagogical values (think back to our discussions in class on 8/30) and your rationale for this lesson plan in relation to them. How does this assignment embody those values? How can you design / teach / scaffold these values even within other constraints that might exist (curriculum requirements, time limitations, rules / regulations from your employer, etc.)?
In addition, consider the value of explicitly making this type of lesson plan (do you usually make lesson plans? if so, is this how you usually approach?); what you’ve learned from this assignment / process; what went well; what you’re struggling with; what questions you have for your peers / professors about next steps.
Goals
Write (bullet out) 3-6 goals that you have for this lesson. What will students learn?
Assessment
Next to each goal, write out how you will know how successfully students have achieved each goal. One assessment can cover more than one goal.
Activities
Please write out each of the activities you wish students to engage in, and explain how they meet the goals you have set for the lesson.
Timelime
Please break down your lesson into minutes and write out how much time you will be spending for each activity.
Materials
What special materials, if any, will your students need for this lesson?
Sample Lesson
Teaching Students to Use Hypothes.is for Critical Reading
Rationale / Reflection
[TBD in class together!]
Goals
- To teach students the basics of how to use the online annotation tool hypothes.is
- To reinforce critical reading skills
- To explicitly explain to students how hypothes.is will help with critical reading
Assessment
- I will ask students to perform the following basic tasks: add an annotation, add a tag, add an annotation on an existing annotation. I can easily see on the shared text if students are able to do these tasks, and can work individually with students who need help.
- We will read and annotate section I of Epictetus’s Enchiridion, not just for practice, but in terms of its content. Based on their annotations, I will be able to assess their critical reading skills in a preliminary way, which will help me shape future discussions around critical reading. As we review students’ annotations as a class, I will explicitly reinforce the idea of how academics hold “conversations” with one another over time and throughout history.
Activities and Timeline
5 Minutes: Attendance, class business, questions from students.
5 minutes: Freewrite: What does the phrase critical reading mean to you?
10 Minutes: PowerPoint presentation on the importance of critical reading, academic inquiry as a conversation that spans history. (Six slides)
15 Minutes: Introduction to Hypothes.is. What the tool does, how shared annotations can help us learn both faster and better, how it’s important to “talk back” to a text as you’re reading, how we can help each other contextualize the text
15 Minutes: We download the tool or set up the bookmarklet app, sign all students up to the ENG 100.5 group I’ve created, and start experimenting with annotation. Students will receive an assignment to add an annotation, add a tag, and add an annotation to someone else’s annotation. Their annotations and tags should be in the service of helping themselves and the class better understand The Enchiridion. That means: 1. asking a question; 2. Expressing an opinion about something Epictetus has written; 3. Providing historical context (by looking something up and providing a link); 4. Defining a word.
15 Minutes: Discussion of students’ annotations, with live notes about how we can be even more helpful to one another. Live editing during the discussion!
5 Minutes: Wrap-up. Homework assignment: Read and annotate sections II-X of The Enchiridion. You must ask at least three questions, make three comments, provide one link of context (history, biography, etc.), and define one word. It’s more than okay to layer answers on top of other people’s answers!
5 Minutes: cushion in case any of the above activities run over.
Materials
Students will not need any materials in addition to ones we’ve already been using for the class (e.g. computer, internet connection, etc.).
