Applied Lesson Plan: Social Constructivism

Title: "Busy as a Bee"
Source: http://www.col-ed.org/cur/lang/lang42.txt
Author: Lorraine M. Tanaka, Sierra Grande Elementary, Blanca, CO
Grade: 5 Grade
Subject: Language Arts

Materials Needed:
1. Uncut fruit (Strawberry, Kiwi, Pineapple, Honey Dew, Apple, Grapes, Cherries, etc)
2. "Quick as a Cricket" by Audrey and Don Woods
3. "The Reading Teacher's Book of Lists"
4. Crayons
5. Drawing paper
6. Writing paper

This lesson would work well being taught using cognitive apprenticeship.
The students would first watch the more knowledgeable other (MKO) demonstrate what similes are and model how to do the fruit activity. They would then listen as the MKO read “Quick as a Cricket” to the students and then showed them how to create a 3 part simile.
The MKO in this lesson would be the teacher (me). I will be the one modeling how different activities are completed and instructing them throughout the entire lesson. The book “Quick as a Cricket” could also be an MKO in that it teaches the students about similes because it gives the students many excellent examples of similes.
Cultural and symbolic tools will be used through out the whole lesson as they are asked to write down their many similes they make.
In this lesson students will be pushed but not to a frustrational level. By challenging them their Zone of Proximal development is increasing. Students will also be aloud to work in groups; this will help all of the students work through questions and complete a task they might not have been able to do on their own.
Scaffolding is used throughout the whole lesson. In the beginning the teacher is giving students ideas as they being to write their own similes; they are then put in groups of three and make group similes and by the end though they are doing it on their own as they create their books and poems.
The dialectical relationship between learner and MKO began at the beginning of the lesson when the teacher started to model similes and explain what they were. In later parts of the lesson the teacher is helping the students and answering any questions they may have. Finally the students are able to do it on their own.

Applied Lesson Plan: Developmental Cognitivism

Title: "Busy as a Bee"
Source: http://www.col-ed.org/cur/lang/lang42.txt
Author: Lorraine M. Tanaka, Sierra Grande Elementary, Blanca, CO
Grade: 5 Grade
Subject: Language Arts

Materials Needed:
1. Uncut fruit (Strawberry, Kiwi, Pineapple, Honey Dew, Apple, Grapes, Cherries, etc)
2. "Quick as a Cricket" by Don Woods
3. "The Reading Teacher's Book of Lists"
4. Crayons
5. Drawing paper
6. Writing paper

1. Stage-based learning:
Before I start the similes lesson I would definitely take into account what level my students are at in their learning. I think that this concept is simple enough that pre-operational students would be able to grasp parts of the concept but they would not be able to grasp the whole idea and that would probably confuse them completely. Because this lesson will be taught to fifth graders (10-11) most of the students will be past the pre-operational stage and in the concrete-operational stage; some students would still be in that pre-operational stage and so that excessive amounts of repetition would be perfect so that they are able to better understand similes.

2/3 Uniqueness of Individual Learning & Experience that Involves Action:
Each of my students will come to this lesson with their own background and some may have already learned about similes. However because of the way I am approaching this lesson students’ with previous knowledge will not get board and students that do not have the background on similes will be able to connect and effectively learn the material. During this lesson there will be many times that involve action. In the beginning students will get to handle fruit with all 5 of their senses. We will then do a writing activity and they will write their own books and poems. By having the repetition occur in so many different ways the students will be able to learn about similes in their own unique way.

4. Necessity of Social interaction:
During this lesson students will have many different times for social interaction. They will do small group work when they are put in groups of three and make simile sentences. During our fruit activity they will be working as a class and as they complete their stories they will be sharing them with that class. These multiple interaction opportunities will give students a chance to get answers from fellow students without making the student ask the question in front of the whole class. Students will also be able to hear ideas from other students and learn to respect the ideas of other students.

• Adaptation (avoidance):
Because I think that it is a simple concept I need to make sure that I am not getting impatient with the students or trying to force the idea on the students. In the video in class the dad tried to force the idea on the little girl and she only said what she knew her dad wanted to her. If I try to force my students to learn the content they will start saying and writing what they think I want them to write and they will not learn the content the way that they should.

• Disequilibrium/cognitive dissonance:
In order for the students to truly learn there must be disequilibrium. Students will experience disequilibrium while they are coming up with the many different similes they will have to write. This will force them to add new schemas and connect these new schemas with old ones.

• Schemas:
Symbolic schemas will be used as the students write similes about fruit, write group similes, and write similes in their stories and poems. Different student’s schemas will be reached in different ways and that is why we will be making so many different connections throughout the whole lesson. This will help the students connect the similes in their daily lives to the lesson.

• Discovery or Guided Discovery Learning:
Guided Discovery Learning will be used throughout the whole lesson as students write their own similes about fruit, write group similes, and write the similes in their poems and books. This is Guided Learning because the students are doing hands-on activities and I am not telling them what a simile is they are learning for themselves.

• Classification:
At the end of the lesson I will give the students multiple similes and non similes. Each student will then tell whether it is a simile and if it is not then they will turn it into a simile.

Virtual Tour Plan and TPACK

Location	Activity	Google Earth content
1. The Golden Spike	Find the Lag. and Long. Then find out why the Golden Spike is a historic National site.	Take them to see the Golden Spike
2. Kennecott Cooper Mine	Find out what date the cooper mine opened. Also find out how wide and deep it is. Find the distance from our school to the cooper mines.	Show them Kennecott Cooper Mine
3. National Parks	Find out how many National Parks are in UT and which one is the closest to our school.	Show where the 13 National Parks are at in UT
4. NY and UT	Have the students find out how far away NY and UT are in miles. Have them tell differences in climate and landforms.	Show them the trail that the pioneers took from NY to UT
Details of Image overlay / path / Polygon:	For the first one I will have a picture of the Golden Spike with a wiki-tab for info on the golden spike. Next I will have a picture of the Kennecott cooper mines. For three there will be multiple pictures depending on which national park they are looking at (I hope to have one picture for each national park) Finally I will have a path from NY to UT that the pioneers took.

TPACK for Google Earth

What is the content you'll be using in your lesson?
4th Grade Social studies Standard 1, objective 1 A (Identify Utah's latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools.) Also Objective 2C ( Compare the development of industry and business in Utah as it relates to its physical geography (e.g. mining, oil, agriculture, tourism). Standard 2 objective 1A (Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.) 4th Grade Math Standard 3 Objective 2C (Locate regions on a map of Utah.)

What is the pedagogy you’ll be using and why is it a good fit with the content?
Students will learn about Utah and the different landmarks that are here. Students will learn why the pioneers are important to UT and finally learn how to find different locations on a map of UT. Students will also be able to tell where the different landmarks are in relationship to our school.

What is the technology you’ll be using and why is it a good fit with the content and pedagogy?
The technology that will be used in this lesson will be Google Earth and Wikipedia. Students will take a virtual tour around UT, they will follow a pioneer trail from NY to UT on Google Earth, and they will look up information on Wikipedia.

Applied Lesson Plan-Behaviorism

Title: "Busy as a Bee"
Source: http://www.col-ed.org/cur/lang/lang42.txt
Author: Lorraine M. Tanaka, Sierra Grande Elementary, Blanca, CO
Grade: 3-6 Grades
Subject: Language Arts

Materials Needed:
1. Uncut fruit (Strawberry, Kiwi, Pineapple, Honey Dew, Apple, Grapes, Cherries, etc)
2. "Quick as a Cricket" by Don Woods
3. "The Reading Teacher's Book of Lists"
4. Crayons
5. Drawing paper
6. Writing paper

Behavioral Objective: Students will be able to properly explain what a simile is, pick out similes in lessons other than language arts, and give six examples using comparative words in stories and poems.

Prompting: At the very beginning of the simile lesson I will prompt the students by giving them examples of similes and then having them work in groups to create similar similes. We will also read “Quick as a Cricket” by Don Woods and the students will try to identity as many similes as they can.

Cueing: After the first discussion about similes; I will continually input similes into my lesson. I will not have to remind the students to listen for the similes because the other students at their table

Reinforcement Schedule: fixed-ratio/Positive Reinforcement/Premack Principle:
So that the student will be able pick out similes in things other then their stories I will bring similes into other lesson by comparing different subject to things they are not similar to (I will include at least 2 similes in every lesson for 2 or 3 days.) The first student to raise their hand and identify what the simile was gets 5 points for their group; after 75 table points are earned that table will be let out 5 minutes early for one of the recesses. By rewarding student for finding the similes in the other lessons students will be more likely to stay on task and listen carefully to the lessons

Vicarious Reinforcement: During my lesson if I see a student not on task or distracting other students I will start positively reinforcing other students and groups. This will help the student realize that they need to return to the task at hand, like those who are being praised, without singling the student out or making them feel like they are bad.

Task Analysis: For the final project student will have to write storybooks that has 6 or more similes in it. They will also have to write a poem and include at least 3 similes. Their books and poems many be about anything they want as long as they are including the required similes.

Digital Story

This is my totally awesome story about a little boy named David and his Bear Robert!!

Storyboard TPACK questions

Content:
2nd Grade Language Arts
Standard 1: Oral Language-Students develop language for the purpose of effectively communicating through listening, viewing, and presenting.
Objective 2: Develop language through viewing media and presenting
b) Use a variety of formats in presenting with various forms of media

Standard 8: Writing- Students write daily to communicate effectively for a variety of purposes and audiences.
Objective 6: Write in different forms and genres.
b) Produce traditional and imaginative stories, narrative and formula poetry as an
individual/shared writing activity.
f) Share writing with others using illustrations, graphs, and/or charts and add meaning
g) Publish 4-6 individual products

Pedagogy:
This lesson will introduce individual writing to the students. The students will write their own stories, draw the pictures and then make both a book and a movie. This fits the content well because students will be starting their 4-6 individual projects, they will be producing imaginative stories, and in the end will share both their hand written books and their digital books with the class.

Technology:
The technology that will be used during this lesson is PhotoStory. The students will use this technology to make their stories into a fun movies. I think that this could have been done without technology but I also think that because of the technology this will allow the shyer children a chance to share their work without making them feel uncomfortable. This will also show the students that their stories can turn into more than just books.

Storyboard

301 Applied Lesson Plan-Cognition

Title: "Busy as a Bee"
Source: http://www.col-ed.org/cur/lang/lang42.txt
Author: Lorraine M. Tanaka, Sierra Grande Elementary, Blanca, CO
Grade: 3-6 Grades
Subject: Language Arts

Objective: As a result of this activity, students will:
1. Define the term 'simile'.
2. Write their own similes using the words as or like.
3. Work cooperatively to write similes.
4. Write stories that will include similes.
5. Illustrate picture books that contain similes.

Materials Needed:
1. Uncut fruit (Strawberry, Kiwi, Pineapple, Honey Dew, Apple, Grapes, Cherries, etc)
2. "Quick as a Cricket" by Don Woods
3. "The Reading Teacher's Book of Lists"
4. Crayons
5. Drawing paper
6. Writing paper.

I would get the students attention I will write the word “boy” on the board and have them tell me things that describe a boy (not necessarily a boy in the class.) Once we have compiled a good list I would ask the students to compare the items on the list with things they are not like (ex: eyes brown as chocolate, hair white as snow, etc.) After I would define and tell them about similes and give them example that they might already know (busy as a bee, quite as a mouse, hungry as a hippo)
—This activity grabs the student’s attention and prepares them for any new information that might come but it mostly helps them realize they use similes everyday.
—This activity also contains elaboration because we are taking this new knowledge of similes and connecting it with phrases and saying the students already know.

To get this idea into their sensory memory and then into their working memory I would put 5 or 6 pieces of uncut fruit on a table and have the students tell a neighbor different similes about the fruit outside appearance. After the students have given at least one example for each fruit I would cut the fruit and have them repeat it for the smell. Once smell was complete they would be able to touch the fruit and give similes for the touch. Finally they would be able to taste the fruit and they give a simile for the taste.
—This activity engages their hearing, smell, touch, and taste, the more sense used the faster the idea will move into the working memory. But because they have only been given this new knowledge so quickly it is only in working memory and nothing else.
—The strategy of massed practice is used here. The students are making similes over and over in one sitting in an attempt to move the knowledge into their long term memories.

To get the knowledge into their long term memory I will read "Quick as a Cricket" by Don Woods as a review for the students. I will then split the students into groups of 3 passing out sheets of paper that have been prefolded into thirds. Each student in the group will have a special writing job. Child One will write a short subject that includes a linking verb. Child Two will write a simile in the second column (without looking at Column One). Child Three will write a phrase telling how, when, where, or why. When the three columns are read together, some very humorous sentences will have been formed. (EX: The tall boy's hair is / as thick as a rug /when he runs.)
—This activity moves the information into their long term memory because it takes the information they have learned over the past couple of days and makes them review it.

To keep the knowledge from decaying or from having interference happen the students will write a story and a poem using multiple similes throughout their writing. Once the stories are complete they will go back and draw pictures for their books. When they have finished their poem they will draw a picture that puts some of their similes into pictures.
—The students are keeping their information protected because they constantly have to reuse the information as they do their writing and again as they draw pictures that have their similes in them.
—This entire lesson is using distributed practice because it is being span over a week but they are not only focusing on similes throughout the day but every day they are learning a little bit more about them.

TPACK question

The content for our lesson was the kindergarten standard 3 objective 1 c which states that " students will describe the information of each of the five senses provides with the change of the seasons."
The pedagogy used during this lesson is to have the students be able to collect pictures that represent all of the five senses in winter and document them using the scientific method. By learning the scientific method at a young age they will be able to use it through much more complex problems in their lives.
The technology we used in theis lesson was kispiration. It is an awesome tool for showing children what a brainstorm web looks like and letting them put one together. It is also a great tool to help them classify their data they collected and see all of their . It makes the learning process hands on even for a kindergartener.