Darleane Lucero 1
Lesson Plan 1 for EDUC 518 M72
MY FAMILY
Grade Level: 5th
Standards/Benchmarks for NETs :

Standard 1 a- apply existing knowledge to generate new ideas, products,
or process

Standard 1 b- create original works as a means of personal or group
expressions.
Standard 2a- interact, collaborate, and publish w/peers, experts, or
others employing a variety of digital systems.
Standard 2c- develop cultural understanding and global awareness by
engaging w/Learners of other cultures.
Standard 5a- advocate and practice safe, legal, and responsible use of
information and technology



Goals: Students will gain a better understanding of their families and a greater appreciation of
others family dynamics.
Learning Objectives: Students will use Word to write a story about their family unit. Students
will use Paint to draw a depiction of their family.
Materials:
Computer lab with Word and Paint
Paper and pencil
Procedures:
1. Brainstorm in pairs about, What makes up a family? Then brainstorm questions they
might use to interview partners in the class. Ex: Who lives with you? ; How many
siblings do you have? ; What are the cultural dynamics in your family? What makes your
family special or unique? What family traditions do you have? Write the questions on
chart paper for them to use to copy onto their own paper.
2. Have the students interview each other and write notes. Then have them pick a
different partner and share what they learned about their previous partner.
3. Come back as a group and share with the class your (the teacher’s) family dynamic.
Then let students come up in pairs and share what they learned about each other’s
family dynamic.
4. In the lab make sure students have their notes that their partner wrote down. Instruct
them that they will be creating a story about their family in PowerPoint and Paint.
Darleane Lucero 2
Lesson Plan 1 for EDUC 518 M72
5. This will be a all week lesson. The first part could be teaching how to use PowerPoint
and have them start writing their story.
6. The second day could be teaching them how to use Paint, then have them continue
working on the story or if they had already completed it they can start in Paint.
7. The instructions for what they should draw in paint would be that the pictures should
offer as much detail as possible about their family. Ex: skin color, sizes of family
members, color and shape of their house, background, etc… . Instruct them that they
will be graded on detail and how well their pictures match their written story from their
notes. Use the rest of the week to work and assist students.
8. When they are done allow for opportunity to have students share their PowerPoints. I
would invite parents to attend. You could even create a lesson on making invitations for
parents.
Assessment: Students will be assessed using the Rubric attached.
Reflection: Have them write a reflection on what they learned and their personal thoughts
from this unit and why they think the teacher should or should not do this unit again with other
students.
Anticipatory set: Set up expectations up front. Create a safe environment for kids to share by
making it clear how students should or should not behave in share groups. It is critical that
students feel safe to talk about their families without the threat of being teased. I would talk to
students first, before the lesson, about terms they might hear and the different types of
families there are such as single parents, gay parents, etc… .
Darleane Lucero 3
Lesson Plan 1 for EDUC 518 M72
Oral Presentation Rubric
My Family
Teacher Name: Mrs. Lucero
Student Name:
________________________________________
CATEGORY
Enthusiasm
4
Facial
expressions and
body language
generate a
strong interest
and enthusiasm
about the topic
in others.
3
Facial
expressions and
body language
sometimes
generate a
strong interest
and enthusiasm
about the topic
in others.
2
1
Facial
Very little use
expressions
of facial
and body
expressions or
language are body language.
used to try to Did not
generate
generate much
enthusiasm,
interest in
but seem
topic being
somewhat
presented.
faked.
Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often
and distinctly all and distinctly and distinctly mumbles or
(100-95%) the all (100-95%) most ( 94-85%) can not be
time, and
the time, but
of the time.
understood OR
mispronounces mispronounces Mispronounces mispronounces
no words.
one word.
no more than more than one
one word.
word.
Posture and
Stands up
Stands up
Sometimes
Slouches
Eye Contact
straight, looks straight and
stands up
and/or does
relaxed and
establishes eye straight and
not look at
confident.
contact with
establishes eye people during
Establishes eye everyone in the contact.
the
contact with
room during
presentation.
everyone in the the
room during the presentation.
presentation.
Content
Shows a full
Shows a good Shows a good Does not seem
understanding understanding understanding to understand
of the topic.
of the topic.
of parts of the the topic very
topic.
well.
Darleane Lucero 4
Lesson Plan 1 for EDUC 518 M72
Vocabulary
Volume
Uses vocabulary
appropriate for
the audience.
Extends
audience
vocabulary by
defining words
that might be
new to most of
the audience.
Volume is loud
enough to be
heard by all
audience
members
throughout the
presentation.
Listens to
Listens intently.
Other
Does not make
Presentations distracting
noises or
movements.
Uses
Uses
vocabulary
vocabulary
appropriate for appropriate for
the audience. the audience.
Includes 1-2
Does not
words that
include any
might be new vocabulary
to most of the that might be
audience, but new to the
does not define audience.
them.
Volume is loud Volume is loud
enough to be enough to be
heard by all
heard by all
audience
audience
members at
members at
least 90% of the least 80% of
time.
the time.
Listens intently Sometimes
but has one
does not
distracting
appear to be
noise or
listening but is
movement.
not distracting.
Uses several (5
or more)
words or
phrases that
are not
understood by
the audience.
Volume often
too soft to be
heard by all
audience
members.
Sometimes
does not
appear to be
listening and
has distracting
noises or
movements.
Darleane Lucero 5
Lesson Plan 1 for EDUC 518 M72
Collaborative Work Skills : My Family
Teacher Name: Mrs. Lucero
Student Name:
________________________________________
CATEGORY
Attitude
4
Never is publicly critical
of the project or the
work of others. Always
has a positive attitude
about the task(s).
3
Rarely is publicly
critical of the project
or the work of others.
Often has a positive
attitude about the
task(s).
Monitors Group
Effectiveness
Routinely monitors the
effectiveness of the
group, and makes
suggestions to make it
more effective.
Routinely monitors
the effectiveness of
the group and works
to make the group
more effective.
Working with
Others
Almost always listens to,
shares with, and
supports the efforts of
others. Tries to keep
people working well
together.
Provides work of the
highest quality.
Usually listens to,
shares, with, and
supports the efforts
of others. Does not
cause "waves" in the
group.
Provides high quality
work.
Consistently stays
focused on the task and
what needs to be done.
Very self-directed.
Focuses on the task
and what needs to be
done most of the
time. Other group
members can count
on this person.
Quality of Work
Focus on the task
2
Occasionally is
publicly critical of
the project or the
work of other
members of the
group. Usually has a
positive attitude
about the task(s).
Occasionally
monitors the
effectiveness of the
group and works to
make the group
more effective.
Often listens to,
shares with, and
supports the efforts
of others, but
sometimes is not a
good team member.
Provides work that
occasionally needs
to be
checked/redone by
other group
members to ensure
quality.
Focuses on the task
and what needs to
be done some of the
time. Other group
members must
sometimes nag,
prod, and remind to
keep this person ontask.
1
Often is publicly
critical of the project
or the work of other
members of the group.
Often has a negative
attitude about the
task(s).
Rarely monitors the
effectiveness of the
group and does not
work to make it more
effective.
Rarely listens to,
shares with, and
supports the efforts of
others. Often is not a
good team player.
Provides work that
usually needs to be
checked/redone by
others to ensure
quality.
Rarely focuses on the
task and what needs
to be done. Lets others
do the work.
Darleane Lucero 6
Lesson Plan 1 for EDUC 518 M72
Preparedness
Brings needed materials
to class and is always
ready to work.
Almost always brings
needed materials to
class and is ready to
work.
Almost always brings
needed materials
but sometimes
needs to settle down
and get to work
Often forgets needed
materials or is rarely
ready to get to work.
Problem-solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but
is willing to try out
solutions suggested
by others.
Does not try to solve
problems or help
others solve problems.
Lets others do the
work.
Pride
Work reflects this
student's best efforts.
Work reflects a
strong effort from
this student.
Work reflects some
effort from this
student.
Work reflects very
little effort on the part
of this student.
Time-management
Routinely uses time well
throughout the project
to ensure things get
done on time. Group
does not have to adjust
deadlines or work
responsibilities because
of this person's
procrastination.
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Sometimes provides
useful ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.
Rarely gets things
done by the deadlines
AND group has to
adjust deadlines or
work responsibilities
because of this
person's inadequate
time management.
Contributions
Usually uses time
well throughout the
project, but may have
procrastinated on
one thing. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Routinely provides
Usually provides
useful ideas when
useful ideas when
participating in the
participating in the
group and in classroom
group and in
discussion. A definite
classroom discussion.
leader who contributes a A strong group
lot of effort.
member who tries
hard!
Rarely provides useful
ideas when
participating in the
group and in
classroom discussion.
May refuse to
participate.