Lesson Plan: Popplet

Endorsement Middle School

Subject English
Class Language Arts
Unit 'Independent Reading
Lesson Book Talks
Resources Popplet, computer or tablet, and book oI choice Irom The Hunger Games
by Suzanne Collins, Hatchet by Gary Paulsen, The Outsiders by S. E.
Hinton
Standard LA 7.1.5.b
LA 7.1.6.b
Introduction Students will read a book Irom the above choices, analyze reading, and be
asked to make a Popplet presentation aIter completing the book using
vocabulary taught to them in class. They will Iind these words within the text
to demonstrate their comprehension oI the diIIerent elements oI the text.
Technology
Uses/Materials
Needed
Popplet will be used to explain the lesson over the program (Popplet) and
the presentation. Students will then use Popplet to complete the assignment.
Materials that will be needed are computer or a tablet, internet connection,
and the text. II the student doesn`t have a computer or tablet, the student
may use one provided by the school in the media center.
Objectives Objective 1- Plan and organize a visual presentation using Popplet
Objective 2- Students comprehend and can explain character development,
setting, plot development, conIlict, theme
Objective 3- Students can successIully spell and use vocabulary in context
Preparing the
Student
Have a brieI presentation on how to use Popplet and an introduction to the
three books students have to choose Irom. There will be a review oI literary
elements beIore beginning the project
Assessment of
Student Learning
This uses all the levels oI Bloom`s Taxonomy beginning with remember
where the students will have to write using the vocabulary words used in
class which will demonstrate they understand these words. The students will
apply their knowledge oI literary terms to examine the text. Then they will
analyze the text by identiIying these literary elements. Using these literary
elements, students will Iormulate understanding oI the reading within this lens.
Finally, students will create a Popplet to illustrate their complete knowledge.
Lesson Sequence 1. A review oI literary elements using Popplet
2. Show students how to use Popplet and introduce book talks
3. Introduction to all three books
4. Allow students to choose which book they would like to read with a
maximum amount oI students per book
5. Allow two weeks Ior students to read book with two days set aside
Ior discussion about books in speciIic groups to ask questions and review
what they`ve read
6. Upon completing the book, students have approximately two days to
make their own Popplet with halI a class period provided to work. Popplet
should include a summary oI the book, literary terms (title, plot, characters,
theme/moral, setting, conIlict), and vocabulary the students Iound.
7. Students will turn in Popplet presentation by e-mail to the teacher
8. Students will compile their answers into one large Popplet and have
the book group present this Popplet to their peers
Measurement of
Success
Students will Iirst be graded on the Popplet they turn into the teacher. There
will be a small presentation grade Ior the entire group. The true success oI
this lesson is how well the students can identiIy the literary elements
discussed in class which will be used to understand and discuss Iuture texts
used in class.
http://popplet.com/app/#/1638975


Lesson Plan: iMovie/WeVideo
Endorsement High School
Subject Social Studies
Class American History
Unit 'The Dirty 30s
Lesson Evaluating Issues in America During 1930s
Resources Textbook, websites, WeVideo/iMovie
Standard SS 12.4.1.a
Introduction Students will create a movie on WeVideo or iMovie encompassing issues oI
the 1930s. Students should take away Irom this lesson issues that occurred
in America and how it aIIected our country.
Technology
Uses/Materials
Needed
Laptop or desktop computer, preIerably an Internet connection, textbook,
Google account and WeVideo or iMovie, any web-based research
Objectives Objective 1- Plan and organize a project using a video
Objective 2- Research speciIic event during the 1930s
Objective 3- Use these tools to teach class on certain issues
Objective 4- Collaborate with classmates
Preparing the
Student
We will have a lecture on the 1930s, a brieI introduction to WeVideo and
iMovie, and a description oI topics available Ior presentation.
Assessment of
Student Learning
The students will use remember to Iind inIormation on their topic during the
Great Depression. Students will use understand to explain their topic to their
classmates. Students will apply to show this inIormation in a video they
create. The students will Iurther analyze by investigating the details oI their
topic. Students will evaluate by choosing which inIormation to include in their
presentation. Students will create by constructing a video to show their
classmates.
Lesson Sequence 1. We will have lecture over the 1930s.
2. We will have a lecture over iMovie and WeVideo
3. Provide students with a list oI topics to choose Irom Ior their
presentation and explain movie parameters. Parameters should be no Dirty
30s.
longer than Iive minutes, should include Iootage and can use some still
images, and the presentation should visually and audibly pleasing using either
music, narration, or intentional silence or any combination. The presentation
should have a creative take on historical events Irom the 4. Assign groups
Ior students to collaborate in
5. Provide class time Ior research
6. Provide time each day in class Ior video editing Ior about a week
7. Students will export their videos to QuickTime, save to a Ilash drive,
and turn into teacher
8. Students will present their videos to class
9. Hold class discussion over various issues presented in the class
Measurement of
Success
Students will Iirst be graded on the video they turn into the teacher based on
parameters listed above. There will be a small presentation grade Ior the
entire group. The true success oI this lesson is how well the students can
understand the 1930s and have the ability to teach and describe their topic
to the class.
http://www.youtube.com/watch?v=NlFsByWT4A&feature=c4-overview&list=UUgQkgHXLfaqTJD
J58gPH1aw

Lesson Plan: PowerPoint, Prezi, and PowToon

https://docs.google.com/presentation/d/1qhsZT2FF3BW2pNg7yc1yCw1tXIomm5hOYGn5C5oIGWc
/edit#slideid.p

Lesson Plan: Socrative

Endorsement High School Education
Subject Nutrition
Class Family and Consumer Sciences
Unit Body`s Building Blocks
Lesson Unit Review - Nutrition
Resources Non-print materials (Socrative)
Standard 12.3.1.a
12.3.1.b
Introduction Students will be quizzed via Socrative to measure their
understanding and determine what areas need improvement
beIore the end oI the unit.
Technology
Uses/Materials
Needed
Socrative will be used in class to quiz the students. To access
Socrative, students will use a computer or iPad.
Objectives Objective 1 Evaluate students` current understanding oI the
material.
Objective 2 Address any questions that cause concern or
conIusion.
Objective 3 Prepare students Ior end oI unit test.
Preparing the
Student
Introduced Socrative soItware to students aIter spending 2
weeks covering nutrition in class.
Assessment of
Student
Learning
Students will have to understand the material and remember the
inIormation and be able to Iind the correct answer on Socrative.
While taking the quiz, students will assess what inIormation they
already know and prioritize what they need to study Ior the test.
Lesson
Sequence
1. Teach students about nutrition over a 2-week period.
2. Introduce Socrative soItware to the students.
3. Introduce questions on Socrative through a teacher-paced
Iormat.
4. Receive students` answer aIter each individual question.
5. Have a discussion aIter each question that students struggled
with.
Measurement of
Success
Students will initially be measured by their answers on the
ungraded Socrative quiz. However, the true success oI the lesson
will be determined by test grades.

Question 1:

Which of the following nutrients is needed to build and maintain the structural components of
the body?
A.) Carbohydrates
B.) Proteins
C.) Fats
D.) Fiber
Question 2:
Which of the following nutrients is known as the sunshine vitamin?
A.) Vitamin A
B.) Vitamin K
C.) Vitamin D
D.) Vitamin E
Question 3:
All of the following are needed for strong bones except?
A.) Thiamin
B.) Calcium
C.) Magnesium
D.) Vitamin D
Question 4:
Which of these nutrients is the preferred energy source for the body?
A.) B Complex Vitamins
B.) Carbohydrates
C.) Fats
D.) Fiber