PhotoStory Lesson Plan: Responsibility

Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
• 1.1.4.D Demonstrate comprehension/ understanding before reading, after reading, during reading, on grade level
texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting
assertions about the text, and non-linguistic representations
• 1.2.4.E Read,understand and respond to essential content of text in all academic areas
o R3.A.2.1 Identify and interpret the meaning of vocabulary in nonfiction.
o R.3.A.1.4 Identify and explain main ideas and details
• 1.5.4.A Write with a clear focus identifying topic, task, and audience
• 1.5.4.B Develop content, gather, organize and select the most effective information appropriate for the topic, task,
and audience. Write more than one paragraph that connects to one central main idea.
• 1.5.4 C Organize writing in logical order with a recognizable beginning, middle and end. Use appropriate
transitions
• 1.5.4 F Use grade appropriate conventions of language when writing and editing. Spell common frequently used
words correctly. Use capitals correctly. Punctuate correctly. Use grammar and sentence formation.
• 1.8.4.B Conduct inquiry or research on self selected or assigned topics using a variety of teacher guided media
sources and strategies.

Lesson Objective(s)
(Stated in observable and measurable terms)
The students will be able to
Identify and interpret the meaning of responsibility
Organize , and create a slide show depicting responsibility

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Informal: student responses for examples and non-examples of responsibility. The students organized plan will be checked
by the teacher before moving on to complete project (similar to a rough draft). Formal evaluation: students will be given a
rubric to follow for their slide/photostory project and will be graded along those criteria.

Materials:
SMART board connected to a teacher computer with internet
A computer for each group
A digital camera for each group
A cord to download photos onto computer
A graphic organizer/ or blank paper to complete plan/rough draft for each group
USB cord to save projects to all in one place, and present to younger students
Copy of rubric for each student

Inclusion Techniques for Students with Special Needs:

Pair a higher needs student with a higher achieving student, use slide.com instead of photostory to simplify the technology
options, give a partially filled in graphic organizer to help with the drafting stage, allow for extended time (this lesson will
take several days to complete), break the task up into smaller chunks, provide student with specific positive reinforcement.

Enrichment Techniques:
Team up with one of the younger students and create another photostory/slide.com on a skill specific to them (i.e if they
need help at recess or how to behavior on the bus ect). Have that younger student the “main character” in the photostory,
acting out the appropriate way to act in a situation.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson): Accommodations will be made for time in school to complete this project since some
students do not have computers at home. Appropriate groups will be developed to make sure everyone is able to participate
with as much or as little help as needed. Inclusion techniques for students with special needs with be used (listed above).
For students that need/want more, and enrichment activity is available (also listed above)

Lesson Presentation (multiple day lesson)

Introduction/Motivational Activities/Anticipatory Set:
http://www.youtube.com/watch?v=I03JseHP1x4 We will watch this short song/video about responsibility. Then we will
discuss examples and non examples of responsibility.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
• Explain to the students that they are going to produce their own slideshow about responsibility. Have the students
watch the teacher’s example via the teacher’s website.
• Hand out the rubric for the assignment and discuss with the student’s how the teacher’s example follows the rubric.
• Split students into partners

• Brainstorm on the board a list of ideas relating to school that they could do. For example; riding the bus, turning in
assignments, Eating lunch in the cafeteria, how to behave in the hallway, how to behave at recess, ect.
• Approve each groups topic

• Give each group a graphic organizer where they can record what pictures they would like to take to include in
slideshow.
• Approve each group’s “plan”

• The teacher splits the groups in half so that half of the students take pictures with the classroom aide and the other
half take their pictures with the teacher, taking turns.
• When pictures are all taken, and the teacher has downloaded each groups photo’s to the desk top they will be using
in the computer lab, the teacher will have the students follow along step by step on how to create their slideshow
using photostory.
• Once the general procedures are introduced the students will have some time to explore and make their slideshow
unique to their ideas.
• When finished teacher will save projects onto a USB and take them back to the classroom.
• Students will present and explain their slideshows to younger students.

Guided Practice/Independent Practice/Assessment Activities

Guided practice is through thinking of examples/non-examples, when going over teacher’s example of project and rubric for
their project, as well as guided practice through the technological parts of the photostory usage. Independent practice is
creating their own rough drafts/taking the pictures, creating their own individual projects on photostory/slide.com. The
assessment would be the rubric for their photostory.

Closure: The lesson will end with the students presenting their projects and explaining how it is a good example of being
responsible in school.
 Microsoft Word and Poem about Respect
Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

1.5.4.D Write with an understanding of sense of style. Use a variety of sentence structures and precise words that create a
voice.
• 1.5.4.A Write with a clear focus identifying topic, task, and audience
• 1.5.4 F Use grade appropriate conventions of language when writing and editing. Spell common frequently used
words correctly. Use capitals correctly. Punctuate correctly. Use grammar and sentence formation.
• 1.4.4A Write Poems, multi- Include detailed descriptions of people, places and things. Include to use literary
elements.
• 1.3.4.B Identify the characteristics of different genres such as poetry, drama and fiction.
• 1.3.4.A Read, understand and respond to different to words from various types of literature (including poetry)
• 1.1.4.D Demonstrate comprehension/ understanding before reading, after reading, during reading, on grade level
texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting
assertions about the text, and non-linguistic representations

Lesson Objective(s)
(Stated in observable and measurable terms)

The students will be able to:

Apply their understanding of the concept of the vocabulary word, respect, by writing a poem
Express meaning through words
Use or correct spelling and grammar to be correct
Practice typing skills by using Microsoft Word

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

List created on the board of different ways to show respect under each category, and the rubric for the respect poem

Materials:
Teacher computer with internet and SMARTboard
Student computers with Microsoft Word
Rough draft paper

Inclusion Techniques for Students with Special Needs:

Create the rough draft on the computer and make the corrections/final product from there. Student given a graphic
organizer to help create the poem, use “talk to text” so the student only needs to say the poem out loud and it will be
translated into text for him/her. Extended time if necessary.

Enrichment Techniques:
Create the lyrics to and record a respect song

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson): Inclusion techniques and enrichment opportunities will be available to differentiate
the lesson (as listed above).
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
View respect song: http://www.youtube.com/watch?v=ZgidfFs-j4M
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• Draw 3 pictures on the board: a building labeled places, paper/pencils/crayon labeled things, and a person labeled
people.
• Discuss how to show respect for each category (example: picking up trash for places, asking before borrowing from
someone for things, and raising your hand before you talk for people.) Write students ideas on board under the
appropriate picture
• Read teachers poem to class, pass out rubric and discuss expectations
• Students will each individually create their poems and get their rough drafts checked by the teacher
• Once all students have their rough drafts approved teacher will give a mini lesson on Microsoft word; showing
students how to type; change their fonts, colors, and add a border. Be sure to specify they may only “spice it up”
after they have typed the whole thing.

Guided Practice/Independent Practice/Assessment Activities

Guided practice would be brainstorming the list of ways to show respect (in the three categories), and reviewing the rubric.
Independent practice would be creating their own poems. The assessment would be the rubric for the poem.

Closure: Review how to show respect to places, things, and people.

 Glogster Poster: Peer Pressure
Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

• 1.1.4.D Demonstrate comprehension/ understanding before reading, after reading, during reading, on grade level
texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting
assertions about the text, and non-linguistic representations
• 1.5.4.A Write with a clear focus identifying topic, task, and audience
• 1.5.4.B Develop content, gather, organize and select the most effective information appropriate for the topic, task,
and audience. Write more than one paragraph that connects to one central main idea.
• 1.5.4 C Organize writing in logical order with a recognizable beginning, middle and end. Use appropriate
transitions
• 1.5.4 F Use grade appropriate conventions of language when writing and editing. Spell common frequently used
words correctly. Use capitals correctly. Punctuate correctly. Use grammar and sentence formation.
• 1.8.4.B Conduct inquiry or research on self selected or assigned topics using a variety of teacher guided media
sources and strategies1.5.4.A Write with a clear focus identifying topic, task, and audience
• 1.3.4.B Identify the characteristics of different genres such as poetry, drama and fiction.
• 1.3.4.A Read, understand and respond to different to words from various types of literature (including poetry)

Lesson Objective(s)
(Stated in observable and measurable terms)

The students will be able to:

Demonstrate comprehension of a story
Sequence events of a story/ retell the story
Illustrate the meaning of peer pressure

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Rubric for Poster
Presentation/ being able to retell the main events of the story in order

Materials:
Computers with internet
Teacher computer with SMARTboard and internet
Printer

Inclusion Techniques for Students with Special Needs:

Extended time if needed, a pre-selected web site to get all of their pictures for their poster from so they don’t have to search
the internet, a partner to help, a copy of the sequence of the story created on the board together.

Enrichment Techniques: Create an additional poster on their favorite character in the story, include whether that character
would be considered a chicken or a sheep.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson): The lesson could be differentiated by following the suggestions for inclusion of special
needs students and challenging the gifted students with the enrichment activity.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Take a poll from the class, “ would you rather be a chicken, or a sheep.” Explain chicken and sheep in the context of the
story and tell them to pay attention to that comparison because at the end of the story I’ll be asking again, based on this
story which you would rather be and how this relates to peer pressure.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• Play the story “The Berenstein Bears and the Double Dare” http://www.youtube.com/watch?v=GJhOb5Ro0O4 and
http://www.youtube.com/watch?v=StpDQP6gF6U&feature=related
• At the end, take another poll as to if they would rather be a chicken or a sheep in the story and why.
• Take out the ball with comprehension questions on it and play a comprehension game. Throw the ball and
whatever question is in front of the student have them read and answer about the story they heard. Throw till
everyone gets a turn, and or all of the questions are asked.
• On the board have the students give you the main events of the story in order, record on the board. Have the
students retell the story in their own words (using the board to help).
• Tell the students that they are going to create a poster using Glogster that retells the story in pictures (and a few
words). Go over the rubric with them and show them the teacher example.
• Students will briefly be shown how to use Glogster and then be given time to work on their project posters
independently.

Guided Practice/Independent Practice/Assessment Activities

Guided practice is the comprehension game, and the sequencing of main events on the board. Independent practice is the
students working on their posters. The assessment is the rubric created to grade the poster as well as their presentation
(ability to retell the story).

Closure: Students will use their poster as a visual aide to retell the main events of the story in order.
 Graphing our Behavior Goals
Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

• 2.5.4.A Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the
plan, check whether the answer makes sense, and explain how the problem was solved in grade appropriate
contexts.
• 2.6.4.B Organize and display data using pictures, tallies, bar graphs, line graphs, and pictographs.
• 2.8.4.C Recognize, extend, create, replicate, and make generalizations for a variety of patterns, sequences,
relationships verbally and numerically.
• 2.7.4.E Describe possible reasons for the difference between predicted outcomes and actual outcomes.

Lesson Objective(s)
(Stated in observable and measurable terms)

The students will be able to:

Create a goal based on data
Graph data and recognize patterns in data
Problem solve

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Students will be assessed on calculations, questions based on any patterns in data, and a personal goal.
Rubric will be used to assess independent graphing

Materials:
Computer lab with Excel
Organized asking for the necessary calculations, questions based in any patterns in data, and their personal goal
Rubrics
Students data from the previous month (both behavior sheets and teacher based goal)

Inclusion Techniques for Students with Special Needs:

A step by step note sheet to use when independently graphing, Only graphing one week instead of one month, extra time if
needed, using the less detailed graphs found on Mircosoft Word instead, information needed already found or highlighted
from data sheets.

Enrichment Techniques:
Create a graph for personal goal and figure out how to track the behavior to collect data for the graph.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson): Differentiated through inclusion techniques and enrichment techniques.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Review the behavior program they are on and what they can earn with their behavioral accomplishments. Explain that they
are going to monitor, track and graph their own progress towards their behavior goals by using a program called Microsoft
Excel. Excel is widely used by many professionals and will help us be able to see patterns in our own behavior.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• Each upper elementary student in my classroom has their own green, yellow, red behavior sheet each day. Before
going to the computer lab have the students collect some data from their behavior sheets over the past month.
Have them calculate the total green, yellow, red from each week and record it on a piece of paper.
• Have them answer some questions from looking at their data sheets, such as which class did I have the most red or
yellow in, ect.

• Have the student create a personal behavior goal for next month, such as decreasing the amount of yellow or reds
at lunch/recess time (be sure to teacher approve the goals to make sure they are reasonable goals).

• Once in the computer lab have the students open up Mircosoft excel. Go through the process of setting up their
behavior graph step by step. Give them time to enter their own data from their sheets into their graphs. (once a
month have them update their graphs and check their progress towards their goal, create new goal if need be)

• Independently students will set up a graph based on a goal the teacher has for them. For example, one of my
student’s has a goal of needing less than 3 prompts in a day to stay in his seat. The student would be given his data
from the last month on his “in seat behavior” and asked to create a graph of that data.
• The teacher would go over the rubric with the students at this point and show them the teacher made example. This
part of the lesson would be very individualized because all of my students are working on different goals. Teacher
would walk around and help as needed but the general process in setting up the graph on excel would be similar to
the process the students where guided through with their behavior charts.

Guided Practice/Independent Practice/Assessment Activities

Guided practice would be creating the behavior graphs together. Independent practice would be creating a graph for their
teacher-made goal following the rubric. The students would be assessed by their independent graph graded by a rubric, as
well as their paper with the calculations/answer to pattern questions from the data/personal goal.

Closure: A personal conference with the teacher discussing the graphs created, not only would we review their behavior
goals, but also the parts of their graphs.