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Wireless Computing in Education
This is a lesson plan for
5th grade students in Language Arts, studying Harry Potter Book 1. In this
lesson plan, the Pocket PC Wireless is integrated into a lesson on comprehension
and reading skills using the Discourse Program.
| Name Sara
Harrelson |
| Contact Information sharre2@towson.edu |
| Subject Language
Arts |
| Grade Level 5th
grade |
| Title of Lesson Harry
Potter meets the Pocket PC |
| Goal To
enhance reading and comprehension skills by
accessing Discourse on the Pocket PC Wireless |
| Objectives 1.
To be familiar with Pocket PC Wireless 2. To comprehend reading
material 3. To create thought and imagination in reading. |
| Academic Standards and
Performance Indicators Reading/Comprehension
Skills |
| Technology Standards
and Performance Indicators Knowledge of
Pocket PC, Internet, and Discourse |
| Equipment/ Materials Pocket
PC Wireless, notebook, text: Harry Potter Book #1, pencil, paper |
| Teacher Preparation Prepare
questions to be posted on Discourse and online resources for the
students to have access to. |
| Online Resources Harry
Potter Websites: http://library.thinkquest.org/C007786/cw1.html
http://library.thinkquest.org/C007786/ws1.html
http://library.thinkquest.org/J001738F/
Maryland
Content Standards:
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| Instructional
Activities/ Procedures: 1.Reader will log into
Discourse using the Pocket PC Wireless 2. Reader will then log
into Discourse and begin the set of questions posted 3. Finally the
reader will be able to log onto follow up websites on the Pocket PC,
which will allow the readers to play games relating to the book. |
| Discussion Questions/
Follow-Up 1. After reading Chapter 2:
Look at the title of the chapter, "The Vanishing Glass."
How does this title relate to what happened in the chapter? 2. IF
you were the author, what would you name the chapter? Or would you keep
it as it is? Explain. 3. Look at the title of Chapter 3,
"The Letters From No One." What do you think will happen
in this chapter? What made you come to this conclusion? 4.
What characters were mentioned in Chapter 2? Chapter 3?
5. Give one word (or phrase) that best describes the characters.
6. What does their names tell us about the characters? 7. Where
does Chapter 2 take place? Chapter 3? Describe the
setting. |
| Evaluation ( See
starter scoring rubric below.) |
Scoring Rubric
| Criteria |
Complete
(9-10) |
In-Progress
(3-8) |
Incomplete
(0-2) |
Comments |
| Uses
Pocket PC Wireless consistently |
Users
are able to use Pocket PC without/or little help from instructor |
Users
are understanding Pocket PC and are on their way to using the Pocket PC on
their own. |
Users
need consistent help when handling Pocket PC. |
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| Demonstrates
comprehension skills. |
Students
answer comprehension questions discussing more than adequate, structured
sentences, including setting, characters, theme, etc. |
Students
answer comprehension questions discussing adequate detail, structured
sentences, using setting, characters, theme, etc. |
Students
answer comprehension questions with little detail and informal sentence
structure. |
|
| Uses
imagination and/or thought |
Student
expresses his/her own opinion, using detail to back up his/her
conclusion; takes ideas and applies them to the book. |
Student
express little his/her opinion, using little detail to support his/her
conclusion. |
Student
does not use his/her own opinion. |
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Maryland Teacher
Technology Standards and Performance Indicators:
V.
Integrating Technology into the Curriculum and Instruction
Candidates will:
A. Design, implement and assess
learning experiences that incorporate technology in the delivery of a
curriculum-related instructional activity.
Indicators:
·
Select and apply best practices for integrating technology into
instruction.
·
Use technology tools appropriate to the discipline and student’s
ability level.
·
Apply a variety of instructional strategies in the use of technology in
the classroom.
B. Design, implement and assess
learning experiences that incorporate student use of technology to support
inquiry, problem solving, communication, and/or collaboration.
Indicators:
·
Use technology tools appropriate to the discipline.
·
Select and apply best practices for integrating technology into
instruction.
·
Apply a variety of instructional strategies in the use of technology in
the classroom.
·
Develop a scoring tool for measuring student attainment of outcomes and
student technology products (when appropriate);
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