1.

Using the Bellarmine Lesson Plan Template, identify your learning targets for your lesson
plan.
I can distinguish semicolons from other kinds of punctuation.
I can recognize the rules for when semicolons should be used.
I can use semicolons correctly to combine closely related complete sentences (independent
clauses) which are not joined by a conjunction.
I can use semicolons correctly to separate complete sentences (independent clauses) that are
joined by a conjunctive adverb.
I can use semicolons correctly to separate items in a list when commas alone would be confusing.
2. Using your Bellarmine Plan Template, complete section five (Resources/Technology) for
your use of the quizzes.
Resources / technology: Computers / iPads / smartphones for students to use for responses, solid
internet connection, Plickers, Kahoot, Socrative.
Contribution: The selected resources contribute to student learning by offering visual and
auditory aids for students which helps to differentiate instruction and engage all learners, by
facilitating testing and enabling immediate feedback, and by allowing for more interactive student
experiences with the subject matter so as to improve student engagement.
3. Using your Bellarmine Plan Template, complete section six (Lesson Procedures) for your use
of the quizzes.
Description of Lesson Procedures
The Plickers quiz will be used mid-way through the lesson to assess student understanding of the
basic rules and concepts behind using semicolons. This will largely cover the first two learning
objectives, and will be preceded in the lesson by an overview of those rules and concepts.
The other two quizzes the Kahoots and Socrative quizzes will be used at the end of the class
(they are basically interchangeable) to assess whether students can actually practice the rules for
using semicolons that they have learned.
4. Pick one of your quizzes and identify the SAMR level. Explain your choice. Also, how is this
activity aligned with the TPACK model?
These quizzes offer an augmentation of the normal quizzing methods. Unfortunately, because of
the subject matter, there is not a lot of room for videos or explorative exercises as part of the
quizzes. Again, this is about semicolons, so the most I can really do is add some images into the
quizzes to enhance their experiences with the quizzes. Of course, using these technologies makes
that easier and also just makes the whole quizzing process more convenient for both my students
and for me as a teacher. The SAMR level for this activity is probably augmentation. Of course, I
could have just had the students answer questions on the board or handed out a sheet with the
questions for students to work on individually, but the online quiz activities are, again, somewhat
more convenient both for me and for my students, allows for an interactive and perhaps even
competitive component (e.g., if they are working in groups and their scores are shown up on the

boardas with Kahoot), and is simply more visually interesting than plain typed questions on a
handout. As far as how its aligned with the TPACK model, well, these quizzes are contentrelevant and pedagogically sound and are activities that are somewhat enhanced by the use of this
technology. Now, the activity does require both access to computers/iPads/smartphones and a
working knowledge of the quizzing programs, which some students may not have. But if
available, it is at least modestly well-suited for the teaching of this content and the method Ive
chosen for teaching it in this activity.