Adonis De Claro

BSIT-IV-S2
Instructional Unit Integrating Technology Day 1
Content
With the help of the instructional software application Kidspiration, students
will be able to identify passages that indicate setting, characters, problem
(events), and solution in a story. They will be able to see what makes up a
story and why it is considered one by using technology.
Objectives (Michigan)
R.NT.02.EG03 Begin to identify simple story elements in narrative text, such
as
- problem
- setting (time and place)
- events
- characters
- sense of story events (beginning, middle, and end).
R.NT.02.EG02 Begin to become familiar with a variety of narrative genre
including
stories
nursery rhymes
poetry
songs.
Michigan Technology Standards/Benchmarks:
Students understand that technology is a tool to help complete a task.
Students understand that technology is a source of information, learning,
and entertainment.
Materials Needed
1. The book, "Where the Wild Things Are" by Maurice Sendak.
2. Classroom computer with Kidspiration software that can be projected onto
the wall for everyone to see
3. A monster shaped cutout for each student. Printed on each "When I feel
________, I ________and then ___________."
Introduction
As a group, with the students sitting on a carpet in a circle, introduce the
book Where the Wild Things Are to the children. Read the author and title;
show the cover and first few pages of the book. Ask the children what they
think the story might be about.
Development of Lesson (Procedures)

1. Read the book, inviting those students who may know it well to read along
whenever they want to.
2. Ask, or suggest, if this is a "good story," an "interesting story," a "wellwritten story." Explain that we will now look at the elements, or parts of what
makes up a good story.
3. Using the Kidspiration software on the computer, create a diagram that
includes all the components of a good story. Put the title and author of the
book in the center and branch off from that "Setting". Explain that the setting
is where and when the story takes place and branch off from setting where
the story took place. For each response refer back to the book saying "how
does it tell us that?" and help the students remember a passage or a phrase.
Repeat the process for "Characters," "Problem," "Events" and "Solution."
4. Tell the students that you're going to leave the chart up on computer for
now, that it helps for our reading and writing to know what makes up a good
story.
Accommodations/ Adaptations
For the student having trouble understanding the book, teacher assistants,
paraprofessionals, and/or parent volunteers can assist teachers with helping
the student. They could be there to go through each page and describe
every word, idea, and picture in full detail. The book could be provided on
tape, video, and as a big book with larger words and pictures if it is available
for any student. The ESL student would have a translator or be able to
read/listen to the book in another language. Print outs of the chart could also
be provided for any student needing it.
Evaluation/ Assessment
Remind the students that Max was feeling wild and that caused a problem
and other events to happen in the story. Ask: what are some other ways we
can feel? Single out a response. Say: Could we take that feeling and make up
a story like Mr. Sendak did? Ask: What do we need for a good story? When
responses have included Setting, Characters, Problem, Events and Solution,
begin with a second diagram using Kidspiration with these titles, and
brainstorm ideas for each.
Closure
Ask again when Max was feeling wild, what did he do (acted wild, yelled at
his mother, wore his wolf suit, etc.)? Have the students fill out their own
bulletin board cut-out, a picture or shape stating: "When I Feel (emotion), I
(action) and then (this happens)." They are putting together in a very simple
way, the beginning elements of an original story. Either now, or when the
bulletin board is up, you can individually ask students to come up with an
idea for a solution. A simpler activity would be to limit this to "when I feel
wild, I ________".
Lesson Extensions

Students could take this idea home with them and ask family members the
same question: When I feel (emotion), I (action) and then (this happens).
Have students think of other individuals (superheroes, monsters, characters
in their favorite stories) that act out when they feel a certain emotion. Do
these individuals do the right thing? Students would be given the opportunity
to use Kidspiration in the classroom or as an extra credit assignment at home
to create their own web diagram on a story of their choosing.
Bibliography
Szabo, Deborah. St. Joseph College. Lessons Plan Page. Elements of a Story
Where the Wild Things Are.
http://www.lessonplanspage.com/LAWildThingsStoryElementsK2.htm

Instructional Unit Integrating Technology Day 2

Content
Students will learn to use picture clues as a valid and effective strategy in
reading comprehension.
Objectives (Michigan)
R.NT.02.EG04 Begin to identify why authors write and how
authors/illustrators use pictures and illustrations to support the
understanding of settings and characters
R.NT.02.EG05 Begin to respond to multiple texts by discussing, drawing,
and/or writing to reflect, make meaning, and make connections
Michigan Technology Standards/Benchmarks:
Students understand that technology is a source of information, learning,
and entertainment
Materials Needed
1. Cardboard/construction paper to make an accordian style book
2. Crayons and markers
3. The book, Yo! Yes! by Chris Raschka
Introduction
As a group, with the students sitting on a carpet in a circle, introduce the
book Yo! Yes! to the children. Read the author and title; show the cover and
first few pages of the book. Ask the children what they think the story might
be about. Explain that the illustrations of a story are sometimes as important
as the story itself, and that using the illustrations to improve comprehension
is recognized as an effective and valid reading strategy.
Development of Lesson (Procedures)

1. Read the book to the class. Do not allow the students to see the pictures
or the cover while you are reading the story. Use appropriate inflection while
reading, but do not use different voices for the two characters.
2. When finished, ask the students to elaborate upon what they think the
story was about. Highlight any differences in opinion amongst the students.
Explain that Yo! Yes! is an excellent example of a story that actually needs
pictures in order for its readers to fully comprehend. Explain that stories like
this demonstrate how effective the use of visual clues can be in reading
comprehension.
3. Re-read Yo! Yes! showing the pictures to the students as its being read.
When finished, ask students to elaborate upon what they think the story was
about. Highlight the similarities in opinions this time.
4. Have students create an accordion book by folding cardboard/construction
paper in half lengthwise and crease. Then fold accordion style into equal
parts. Ask students to write a quick, six-scene story that is dependent upon
both words and pictures in the formation of meaning.
5. Share several stories with the class, highlighting the importance of the
illustrations in determining meaning.
6. If there is time, ask students to share their stories with a partner
Accommodations/ Adaptations
For the student having trouble understanding the book, teacher assistants,
paraprofessionals, and/or parent volunteers can assist teachers with helping
the student. They could be there to go through each page and describe
every word, idea, and picture in full detail. The book could be provided on
tape, video, and as a big book with larger words and pictures if it is available
for any student. The ESL student would have a translator or be able to
read/listen to the book in another language. For the student having difficulty
writing, he could dictate how he wants his picture drawn on paper to another
student that likes to draw in order to document
Closure
Ask the students to look through the classroom library for a book in which
illustrations could be used in determining meaning. Ask several students to
share the book they have chosen with the class, explaining how the pictures
might aid in comprehension. The teacher may have to model the first story.
Ask students to share their choices with a partner while explaining how the
illustration might aid in comprehension. After explaining the proper and fair
use of the classroom computer, have it already open to
http://www.liveandlearn.com/bigsml.html and have students watch and
interact with this animated picture book.
Evaluation/ Assessment
Evaluate the students stories by determining if the illustrations serve as
effective visual clues to the story's meaning. Using anecdotal notes, evaluate
students use of visual clues while reading on a daily basis.

Lesson Extensions
For students who experience difficulty with the concept of visual clues, select
several stories that include challenging vocabulary words that are identified
through the story's illustrations. Ask the students to read these stories, either
independently, in shared reading, or as part of a reading circle. As they read,
ask them to use the illustrations to determine the meaning of the new
vocabulary words. Allow the students to read through their classmates
stories, looking for ways in which their illustrations help improve
comprehension.
Bibliography
http://ericir.syr.edu/cgibin/printlessons.cgi/Virtual/Lessons/Language_Arts/Reading/RDG0020.html

Dela luna Charneil R.

BSIT-IV-S2
Internet Lesson Plan
Objectives
Students will be able to sort data in a worksheet, use AutoFilter to extract
specified data from the worksheet, hide worksheet columns or rows, and use
the drawing toolbar. In addition to these tasks, students will be able to insert
a picture in a worksheet, use excel templates to format a worksheet, insert a
hyperlink in a worksheet, save a workbook in a different format, and add/edit
comments. How to create and respond to discussion comments will also be
covered along with how to use the research tool.
Instructional Design
Presentation/Demonstration- I will open class by having students log on to
their computers and turn their books to the Making the Worksheet Useful
section in their books. Class will be instructed to take notes during the
reading portion of the chapter which should consist of vocabulary and the
various processes. I will then walk them through steps 6.1-6.12. 6.1 and 6.2
deal with filtering. 6.3 deals with hiding columns and rows. 6.4 and 6.5 deals
with using the drawing tool. 6.6 and 6.7 works with adding/editing pictures.
6.8 works with templates and 6.9 works with hyperlinks. 6.10 shows them
how to save spreadsheets on the internet. 6.11 will show them how to
edit/view comments. And 6.12 will show them how to use the research tool
to gather information from the internet. Guided Practice- Every action or
process contained in the steps 6.1 through 6.12 will be demonstrated

through my CPU onto a projection screen where the student may view all the
steps before actually completing them.
Independent Practice- Students will be asked to complete their own notes
while reading in between completing the steps in the lesson. They will also
complete all the secondary processes within each step, after of course
watching the completion thereof before hand.
As the students are reading the material, I will walk around being available
Im up for any questioning. I will also be viewing the students screens to
informally check for accuracy. After completion, they will all save their work
to their personal school computer file where I can check them and informally
assess their work. Any common mistakes will be addressed the following
class period followed by a time allotment for questioning. (1 hour, 20 min.)
Closing
The lesson will end with the printing of all material covered in the days
lesson. I will also hand a test syllabus half sheet covering testing material.
They will have the last five minutes to save and close any programs we are
working on. They will then log off. (5 min.)
Materials
CPUs, Office 2003 Textbooks, note taking material
Evaluation
The evaluation for the lesson will be informal for the lesson. It will be done
during class time in the form of observations during reading time. It will also
be done after school by checking their work on the school hard drive.
Adjustments
Visually impaired students will be seated at the front of class and they will be
joined by the lower level students. Higher level students will be seated by
lower level students for informal peer assistance.

Vicmark Yuzon
BSIT-IV-S2
Lesson Plan: Introduction to Microsoft Excel
Student Technology Standard addressed:
1(example): Sort, organize, interpret, and display information using
spreadsheets, databases, and graphs.
OBJECTIVES:
Learn how to use M Excel
Independent practice:
Student will create a MS Excel spreadsheet, focusing on autosum tool.
Learning objective. Results focus:
Open MS Excel and set up a spreadsheet.
Use MS Excel autosum feature to total columns that contain constants (in
this case prices).
CFU:
What are we going to do today?
-Create a spreadsheet
-Input data in MS Excel
What are we going to use the autosum tool for?
-To efficiently create a formula to total up prices
Hook/Background information/Activating prior knowledge:
Have you ever shopped in a supermarket?
Do you or your parents use a grocery checklist?

Do you or your parents ever compare prices?

Review basic MS Office tools (bold, font change, font size, highlight, text
alignment)
Review data input in MS Excel (columns, rows, cells), types of data (labels,
constans, and formulas).
Concept/Skill development, Guided practice:
Model: Make a short grocery checklist w/ prices.
ITEM AMOUNT QTY/LBS TOTAL
Apples $1.39 2
Orange juice $2.78 1
New York steak $7.99 2
Plastic cups $3.59 1
GRAND TOTAL
Show how to properly set up a spreadsheet in MS Excel.
Use autosum feature to total the prices.
Essential Questions Appropriate to this lesson / checking for understanding:
What did I do?
Why did I do this?
How can this help me?
Why is the autosum feature necessary?
Big Unit Ideas / Importance:
Why is this important?
1. learning technology
2. makes life easier
3. helps in organization
Student assessment strategies:
Visual check at the students computer to see if they are using autosum
function correctly
Student will print out and turn in a spreadsheet for assessment.
Unit Knowledge and Skills Objectives:
By the end of the lesson, students will be able to identify the parts of a MS
Excel spreadsheet (cells, rows, columns) and be able to efficiently input
information in MS Excel. Also, they will have an understanding of the
importance of the autosum function and how formulas are created in MS
Excel. They will understand the importance of creating and maintaining a
spreadsheet to manage numbers-related tasks.
Differentiation of Instruction:
GATE/High level achievers
Students will be required to analyze and compare the use of formulas vs. the
more traditional method of simple calculations. They will produce a brief
summary of their analysis. Additionally, they will be required to model and
explain the steps to other in the class, to demonstrate their understanding of
the subject.
Below grade level

Students will work in groups and discuss what a spreadsheet is and what is
the function of a formula. They will be able insert data into MS Excel, and be
able to identify a formula and recall the autosum feature.
Closure:
Closure activity will be the independent activity and printed assignment,
turned in. Afterward, I will use to LCD projector and ask individual students to
identify parts of a MS Excel spreadsheet.
Post Lesson Reflection/Assessment:
Oral instruction will be provided along with a teacher-created handout. I will
go over the handout with the students to ensure understanding. I will
activate prior knowledge by discussing grocery checklists, balance sheets,
calculations, and basic math terms.