Objective+1

__Objective #1__

Objective #1 I will apply basic principles of instructional design and effective uses of technology to develop learning activities in the media center for students in grades K thru 5. (FEAP 1, 4, 7, 8, 9, 10, 11, 12)

Date: May 27, 2009 – June 2, 2009 Grade Level: K - 5

__Objectives:__ Students will create a biography and identify the biography section of the library. (K-1) Students will demonstrate their knowledge of information literacy skills (research strategies, Dewey decimal system, parts of a book) while using technology to communicate their proficiency. (2-5)

Activity/Procedure: 1. Students will enter the media center and proceed to the carpet area. 2. Ask students if they have ever read a book about a real person and encourage them to share examples. 3. Explain that Biographies are books written about the lives of real people and identify where the biography section of the media center is located. 4. Instruct students that they are going to listen to a biography about Robert Munsch and they need to listen for facts or details about him because they are going to make a biography hat. 5. Read a biography about Robert Munsch. 6. Distribute hats and encourage students to write pictures and words that they have learned about Robert Munsch. 7. Allows students an opportunity to identify the biography section and to share their biography hats. || 2 – 5 1. Students will enter the media center and proceed to the carpet area. 2. Explain to the students that they are going to have an opportunity to share their knowledge of the media center and provide a quick review. 3. Review the procedures for using the Turning Point Remotes and assign students a remote. 4. Begin the PowerPoint and have students input their answers. 5. After each question review the answer and respond to any questions. 6. Praise students for their participation. || Evaluation: Biography hats and identification of the biography section (K – 1) Turning Point Responses (2 – 5) Benchmarks: LA.K.1.7.2 LA.1.2.1.1 LA.2.6.1.1 LA.3.2.2.4 LA.4.6.4.1 LA.5.6.3.2 LA.K.1.7.4 LA.1.6.2.1 LA.2.6.4.1 LA.3.6.1.1 LA.4.6.4.2 LA.5.6.4.2 LA.K.2.2.2 LA.1.6.2.3 LA.2.6.3.2 LA.3.6.4.1 LA.1.6.3.2
 * K – 1

WOW Design Qualities _x __1 Content and Substance _x__ 6 Affirmation of Performance _ __2 Organization of Knowledge _x__ 7 Affiliation _x __3 Product Focus _x__ 8 Novelty and Variety _x __4 Clear and Compelling Standards__ _ 9 Choice _x __5 Protection From Adverse Consequences _x__ 10 Authenticity

ESOL Strategies _x __Non-verbal/Nonverbal Cues__ _ Small Group Instruction _x __Demonstration, Role Play _x__ Individualized Instruction _x __Active Student Involvement _x__ Computer Assisted _ __Graphic Organizers _x__ Peer Tutoring _ __Manipulatives__ _ Cooperative Learning _x __Use of Active Voice _x__ Use of Simple Verb Tense _ __Use of Multicultural Literature__ _ Comprehensive Input With Vocabulary _ __Diagrams & Charts _x__ Visual Aids _x __Use of Oral Language with Concrete Referents such as gestures and visuals__ Created by Intern Lori Beans

Reflection of Lessons:

After analyzing the results from the TurningPoint activity I found that students were very knowledgeable about Destiny, dictionaries, copyrights, call numbers and biographies. Some areas of difficulty included almanacs, understanding how the books were organized in the media center and the importance of copyright dates. ||
 * K - 1 || Students appeared very engaged when teaching the biography lesson on Robert Munsch. They were very excited about being able to keep the picture and the biography hat that they created. Initially, the first grade students were more knowledgeable of the definition of a biography than the kindergarten students. Next time I would like to be able to show the students Robert Munsch's website and how they can access it at home. ||
 * 2 - 5 || Many of the classes appeared engaged while participating in the TurningPoint activity. They all enjoyed using the remotes. It was very important to review proper procedures for handling the remotes before beginning the activity. The enthusiasm level definitely changed as the grade level of the students increased. Overall, the second and third grade students were so excited about using the remotes and determining if their answers were correct. They would actually cheer when they had the correct answers. About half of the fourth grade classes shared that enthusiasm as well. Fifth grade displayed very little enthusiasm. They did participate; however, there was little or no outward excitement shared with others. After having a couple of the classes participate in the TurningPoint activity, I found I needed to add a couple more questions. For some classes, the questions and responses moved very quickly, while others needed more explanations of the answers and were not able to finish the entire activity. One challenge that we did run into was when the network went down. For a couple of class periods we were not able to use the TurningPoint so I improvised with different activities.

**__Assessment of the completed Internship Objective:__**

Description of activities or assignment:


 * Create lesson plans (K - 5) for the media center that incorporates the use of technology.
 * Prepare materials and implement lesson plans during the five consecutive days of internship in the media center.
 * Reflect on lesson plans to determine if objectives were met.

The extent to which the objective was met with comments and an explanation for the level identified: _X_ Objective satisfactorily met _ Objective partially met _ Objective not met

Different approaches or strategies for improvement regarding objectives that were partially or not met:

Comments from the Site Supervisor regarding the intern’s completion and assessment of the objective: Lori did a very nice job planning and preparing the lessons. The K and 1st grade students enjoyed learing about Robert Munsch. They were very much a part of the lesson. Even when it seemed as if they weren't listening, they were really absorbing the information and had no trouble answering the questions Lori asked. The Turning Point Remotes are always a hit, the students love to see immediate feedback. It was very interesting to observe someone else assessing what I have taught, then reteaching as needed. Lori was wonderful! She was on top of any misbehavior as soon as it started and drew the child back into the lesson without missing a beat. Lori even got to experience an internet interuption and was able to think quickly and come up with a new plan to teach the lesson so that the students still received the same skills.