Subject: English Language Arts
Date/Time: January 28, 2014
Grade: Sixth Grade
Strand: Speaking and Listening
Topic: Presentation of Knowledge
and Ideas
Content Statement: Include
multimedia components
(e.g., graphics, images,
music, sound) and visual
displays in presentations to
clarify information.
Objectives: Given the example of
making a peanut butter sandwich
students placed in groups of 3 will be
able to create a video presentation of
a how to topic including at least 8
steps 100% of the time as measured
by the how to project class book.
I Can Statement:
I can create a multimedia how to project.
Preassessment:
Students will place how to direction
given to them in the correct order.
Formative Assessment:
Students will write their how to
steps for their topic.
Summative Assessment:
Students will create their
multimedia project to be
placed in a class book.
Materials/ Equipment: Bread, peanut butter, jelly, butter knife, plate, Smart Board, paper, pencils,
computer, microphone, http://qrcode.kaywa.com/ , http://vocaroo.com/
Engage:
Explore/ Explain/Elaborate:
Evaluate/ Conclusion:
1. Pull up out of order peanut
1. Put students into groups
1. Have students go to
butter and jelly sandwich
2. Have groups decide
computer lab.
Smart Board presentation.
(Blooms-evaluation) topic
2. Access
2. As a class students will place
or give groups topics.
http://vocaroo.com/
the directions in the correct
3. Pass out paper, and have
and have students
order.
students discuss (Bloomsrecord (Bloomsa. When directions are in
comprehension) and write
knowledge) their
correct sequential
(Blooms-knowledge) at
steps.
order (Bloomsleast 8 steps to their topic.
a. Students will
analysis) discuss
4. Once students are done
click record
(Bloomswriting (Bloomsbutton then
comprehension) why it
knowledge) their steps, they
speak into
is important to have
should go back and assess
microphone.
directions in the
(Blooms-evaluation) their
b. Once students
correct order.
work and make sure their
are done
b. Perform making the
steps are in order.
recording they
peanut butter and jelly
5. Check and edit student work
will hit stop
sandwich as an
to be used for their final
and save
example.
multimedia project.
recording.
6. Students will then go to
c. The website
computer lab and type their
will generate
steps in order, these will be
a URL code
used in the class book.
that will be
a. If time allows have
used to
students practice
generate the
speaking their steps
into the microphone.
QR code, so
students will
just want to
right click the
URL link and
copy it.
3. Students should then
access
http://qrcode.kaywa.c
om/ where they will
generate their QR
code.
a. Students will
want to
switch to the
static QR
option.
b. Paste the
URL link into
the text box
and click
generate.
c. Copy and
paste the QR
code into a
word
document and
print out.
Students will
use this for
their class
book.
4. Once students all
have turned in their
QR codes and their
copy of steps
assemble the class
book.
5. Evaluate (Bloomsevaluation) students’
work and check for
completion of topic.
a. Did students
list (Bloomsanalysis) at
least 8 or
more steps?
b. Did students
order
(Bloomsanalysis) steps
correctly?
c. Did students
leave out any
steps?
Differentiation:
Low - Give students topic of your
choice. Students will have a max of 5
steps per topic.
High – Students will list a 10 step
process instead of 8.
Reflection of Lesson:
Intervention:
Pull struggling students aside and
provide more assistance and lead
group in determining their steps.
Enrichment:
Instead of using
recordmp3.org have students
record a video for their steps
and link this on YouTube.
Once on YouTube, use the
URL link to generate the QR
code.