Special2010-2

** Lesson Plan Title: ** It’s All About Me

** Concept/Topic to Teach: ** Autobiographies

** Standards Addressed: ** 6-8.5) Use basic features of word processing, spreadsheets, databases, and presentation software.

= ** Specific Objectives: ** After viewing the powerpoint created by the teacher, the students will be able to create an autobiography powerpoint about themselves. Students will be graded based on the powerpoint rubrics provided by the teacher. =

** Required Materials: ** Computers

** Anticipatory Set (Lead-In): ** The students will enter the classroom quiet as usual. The teacher will then direct the students to complete the bell ringer on the chalkboard. The bell ringer will state, name how many different ways are there to make twenty dollars. The teacher will begin the lesson by reviewing the bell ringer. The teacher will ask, can anyone name me one way we can make twenty dollars? If the answer is correct, the teacher will ask two other students for an answer. However, if the answer is incorrect, the teacher will ask another student to assist him or her. The teacher will ask the students, how many of you know who an autobiography is about? For those of you that are unfamiliar with an autobiography, the teacher should explain what an autobiography is. The teacher will explain to the students that they will be creating a powerpoint about their autobiography. The teacher will explain the outline for developing presentation slides and grading procedure.

** Step-By-Step Procedures for Teaching the Lesson: ** The teacher will begin the lesson by explaining who an autobiography is about. The teacher will divide the students into groups of four. The teacher will assign roles within the groups. The teacher will show the powerpoint she created. The teacher will provide the students with an outline for developing presentation slides. The teacher will discuss and model each step. The teacher will provide students with the rubrics they will use to grade the presentations and walk students through the steps of using the rubrics.

** Guided Practice/Monitoring: ** The teacher will monitor the students as they work together in groups. The teacher will continuously remind the students to make sure they are doing their jobs within the groups. The teacher will refer the students back to example provided of who an autobiography is about and what should be included. The teacher will provide the students with examples of good autobiographies and some not so good. The teacher will allow ample time for each group to finish.

** Closure (Reflect Anticipatory Set): ** The teacher will ask different questions concerning the lesson. Question 1- Can anyone tell me who an autobiography is about? Question-2 Can anyone tell me the steps for creating a powerpoint? Question-3 can anyone tell me the steps for using the rubrics? It seems as if you all have a very good understanding about autobiographies and how to create a powerpoint. Next week, we will begin working on timelines.

** Assessment Based on Objectives: **** - ** After viewing the powerpoint created by the teacher, the students will be able to create an autobiography powerpoint about themselves with 90% accuracy.

** Adaptations (For Students With Special Needs): ** Josh and Alexis both have mild behavior problems. They will have a chance to work within their groups if their behavior stays under control. If they should get out of hand they will have to work with the Special Education Teacher to complete their assignment. Kaley has problems in Math but has no problem in Language.

** Extensions (For Advanced Students): ** Elizabeth will be able to create a blog posting the autobiography of herself.

** Possible Connections to Other Subjects: ** Autobiographies are often used in social studies class. One can often find autobiographies of other individuals if they were searching for a particular individual.

** Reflection: ** I truly believe technology is a way for students to grow. All students should be involved in some type of enrichment that involves using technology.

** CONCEPT/TOPIC TO TEACH ** : DENTAL HYGIENE

** STANDARDS ADDRESSED ** : 4.9 Describe the importance of positive personal health habits related to puberty and health habits.

** SPECIFIC OBJECTIVES ** : Students will be able to understand the importance of dental hygiene and distinguish between the types of products used for dental hygiene (toothbrush, tooth paste, scope, mouthwash, floss, toothpicks). Students will be graded based on their presentation. ** Materials ** : laptop, Pen, Paper, Projector

** Anticipatory Set (Lead In): ** The students will enter the classroom quiet as usual. The teacher will then direct the students to complete the bell ringer. The bell ringer will be a review of the discussion from last week. The teacher will ask the students, what personal hygiene includes. name different things associated with personal hygiene. Once the teacher has received some responses from the students, she/he can proceed with the lesson for the day. he/she will begin by saying, Today we will discuss things associated with dental hygiene. ** STEP-by-STEP Procedure for Teaching the lesson ** : The teacher will begin the lesson by defining dental hygiene. he or she will describe the importance of dental hygiene. The teacher will explain to the students that they will be grouped into groups of twos and be required to research different hygiene items assigned by the teacher (two kinds of toothpaste, two kinds of mouthwash, etc.) The teacher will further explain to the students the outline for typing the research paper. The teacher will also explain to the students that they will create a digital display between the two items they chose, comparing each. The teacher will explain the comparison should be made upon which one people use most, and the price which one has the better products. The teacher will assign groups and pass out laptops. ** Guided Practice ** : The teacher will make sure everyone is in the right groups. The teacher will make sure everyone is doing his or her job within the group. ** Closure: ** The teacher will again review the importance of dental hygiene and elicit responses from the students. ** Assessment Based on Objectives ** : Students will be able to understand the importance of dental hygiene and distinguish between the types of products used for dental hygiene (toothbrush, tooth paste, scope, mouthwash, floss, toothpicks) based on their presentations with 95% accuracy. Adaptations: Rosalyn was born with spinal bifida but she has no problem with using her hands. ** Extensions ** : Keith will be allowed to put together the digital graph for all the groups and present it to the class. ** Possible Connections: ** Good Dental Hygiene is something that should be practice on a daily basis and should be taught at a young age. Reflection: The lesson was presented in a way that the students could understand the significance of the material presented. The activity completed by the students really helped the students take in the information.