The purpose of this assignment is to address the basic skills of computerassisted publishing. The goal is to assist scholars in their computer knowledge, skills, and abilities. It is hoped all scholars recognize importance of integrating computer technology in their classroom teaching techniques when developing lesson plans and conducting correspondence.
In order to maintain a productive working environment, a lesson plan was created to assist and develop educators.
OBJECTIVE each scholar will develop a lesson plan for a course that they might teach or are presently teaching, COMPONENTS OF A LESSON PLAN (MICROSOFT
WORD) , in accordance with the criteria indicated below.
RATIONALE in order to maintain a productive teaching and learning environment, teachers need to know and be able to perform simple computer assisted publishing
CRITERIA it is expected that each scholar will:
One inch margins with bold, italic, and plain text styles (use at least two different fonts and styles) X 5
Include statement of purpose X 5
The lesson plan must have 2 different fonts and fonts sizes, and include bold, italic, and plain font styles at minimum X 20
Compose using a standard letter format with writing quality (clarity of expression, word precision, liveliness, transitions, interests, pacing, etc.) X 20
Type with Substance and quality of thought (depth of discussion, critical analysis, etc.) X
Grammar and Style (correct punctuation, grammar, appropriateness, etc.) X 20
Careful consideration given to margins, headings and overall appearance. Everything should formatted on 8.5 by 11 inch pages and it should be clearly reproduced on to high quality paper so that it will look professional X 10
RESOURCES solicit information from administrators at the institution where you teach and have those administrators review the lesson plan you develop (CLICK HERE FOR
AN EXAMPLE OF CA 1) .
EVALUATION in order to earn credit for this assignment the materials submitted must meet the specific criteria stated above.
The purpose of this assignment is to satisfy the E.T.E.C 546 requirements through demonstrating the use of basic word processing skills along with computer assisted publishing.
The goal is to develop one’s knowledge of the computer and associated skills by completing word processing assignments. Moreover, by completing these tasks individuals will hopefully recognize the importance of integrating technology into the classroom.
UNIT: U.S EXPANSION (1800’S)
LESSON: ADAMS-ONIS TREATY/ CONVENTION OF 1818
STANDARD 8.5: Students analyze U.S foreign policy in the early republic.
OBJECTIVE: Students will analyze the impact of the Adams-Onis Treaty and the Convention of 1818. Students will identify new boundaries and new territory acquired by the U.S in the early
TEACHING METHODS INCLUDED IN THIS LESSON:
Writing (Cornell Notes)
Question and Answer
MATERIALS: Map handout, Overhead transparency, Whiteboard
Stimulate Prior Knowledge
Discuss previous U.S expansion (Louisiana Purchase)
Discuss what foreign nations still occupy parts of North America
Analyze the events which occurred before the Convention of 1818
Direct Instruction (Lecture) addressing the following issues:
No clear border established in Louisiana Purchase
Border disputes between U.S and Britain over Oregon territory and border between U.S and Canada. Disputes between U.S and Spain over claims to Texas,
California and New Mexico territory
Growing conflict between Seminole Indians of Spanish controlled Florida and nearby Georgia farmers. U.S pressuring Spain to get control of Florida or get out.
Andrew Jackson leads U.S army into Florida to crush Seminoles. While in
Florida, Jackson seizes Spanish forts.
Convention of 1818 establishes clear boundary between U.S and Canada at 49 th parallel. U.S and Britain agree to share Oregon territory.
Adams-Onis Treaty (1819) Spain gives up claim to Florida in exchange U.S gives up claim to Texas, California and New Mexico territory. Treaty also establishes clear border between U.S and Mexico.
Teacher models expected behavior by demonstrating how to draw borders on overhead transparency.
Students copy Cornell Notes from the Whiteboard.
Students physically draw boundaries on map handout.
ASSESSMENT: MULTIPLE FORMS
INFORMAL: Teacher will ask the class questions on information given to them in the lecture in order to assess student’s understanding of the material.
FORMAL: Teacher will give a unit test which will include questions based on lecture and mapping activity.
U.S GIVES UP
SET NO CLEAR