Language Arts Lesson Plan Technology Personality

7/29/2019 Language Arts Lesson Plan Technology Personality

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Marc Steiner

Teaching Language Arts in Elementary Schools

Lesson Plan/Technology/Personality

Grade 4

Objective

SWBAT correctly write and utilize words of varying spelling patterns, grammar, and sentence

structure while rotating through different learning centers.

Materials

Spelling words for each group (Worksheets), Scissors

Students spelling journals, Pencils

Computers and/or Laptops

Internet access (Explorerhttp://languageartsgames.4you4free.com/sentence_structure.html)

Microsoft Word

Introduction/Motivation

Today, we will be having a lot of fun in working with our language arts skills. You will all get

the opportunity to practice working with your spelling words and patterns, grammar in writing,

and sentence structure. Everyone will rotate through some fun centers where you will spend 20

minutes working with each language arts skill! The class will be split into groups based on the

spelling group you are a part of each week (group 1, 2, or 3). There will be 3 different centers

for each group to rotate through during the block. First, one center will consist of each student

getting to make up your own spelling quiz by selecting any 10 of the 20 words to give to another

classmate in your spelling group. Each student will quiz a classmatepartner who will write

their answers in their spelling journal. You will also get to grade your partners quiz when theyare finished! A second center will allow each student to put some of their spelling words into

use through creating a short story using Microsoft Word on the computer. You will be required

to use at least 5 of your spelling words of which you will have the freedom to select which words

you want to use. You will type your story and print it out before switching centers. These

stories will all be hung up in the classroom or on the bulletin board for others to enjoy! The third

center will also involve using the computers or laptops. Each student will open Internet Explorer
http://languageartsgames.4you4free.com/sentence_structure.htmlhttp://languageartsgames.4you4free.com/sentence_structure.htmlhttp://languageartsgames.4you4free.com/sentence_structure.html


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and go to the web addresshttp://languageartsgames.4you4free.com/sentence_structure.htmlin

order to practice sentence structure skills. The students will all have to opportunity to choose

which games they would like to play during their time in this center! Teachers will circulate

around the room throughout the rotations to observe students working together and to assist

students as necessary! If everyone participates during the group activities and at each center

rotation, you will earn 5 minutes of free time at the end of the class period to sit wherever you

would like and do whatever you want!

Presentation

The objective and introduction will be presented to the students to get all the students of the

different personality types excited about the days class and grab their attention.

Guided Practice

Students will have their spelling words (worksheets) with the focal spelling patterns of the week

on their desks. This is the usual routine for when the students receive new spelling words. They

will immediately begin cutting out their words and putting them in their plastic bags in their

spelling journals. After having a couple minutes to complete this task, the students will be

shown an overall example of what is expected of them in each center. So, as the centers are

described to the students in more detail, the teacher will model what is to be done in each center!

Center 1 (Spelling Quiz)

The students will need their spelling journals and new set of spelling words/patterns to utilize in

this center. The students will be responsible for pairing up in this center with another classmate.

They will have the freedom to choose which 10 out of the 20 words they have received to quiz

their partners with on a spelling pre-test. After each of the students has taken their quiz that their

partner made up for them, they will get to grade each others quizzes in their journals as well!

With any remaining time left in the center after each student has given, taken, and graded a quiz,

they can practice sorting all their words into the focal spelling patterns of the week. The students

will hand in their spelling journals to be reviewed by the teacher after rotating through the

centers.

Center 2 (Spelling Short Story)

The students will either work on the computers in the room (or in the lab) or on the laptops from

the cart for this center. The students will get to put some of their new spelling patterns and

words into use by creating their own short stories using Microsoft Word. Each student will be

responsible for typing their own short story including their name, date, and title for their work.
http://languageartsgames.4you4free.com/sentence_structure.htmlhttp://languageartsgames.4you4free.com/sentence_structure.htmlhttp://languageartsgames.4you4free.com/sentence_structure.htmlhttp://languageartsgames.4you4free.com/sentence_structure.html


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Each story must include using at least 5 of the students new spelling words they were given.

The students will identify these words in their story by using some of the features on Word such

as bold, italics, different font type and/or color. The teachers will give a two minute warning

before the students are to rotate to the next center during which they will finish the sentence they

are on, save their work, and print their document out. The students will hand in their stories to

be hung up on the wall in the classroom and/or bulletin board in the hallway for others in the

school to view and enjoy!

Center 3 (Sentence Structure/Grammar Games)

Students will have an opportunity to work on their computers or laptops again when working in

this center as well. The students will all log on and open Internet Explorer. They will visit the

web addresshttp://languageartsgames.4you4free.com/sentence_structure.html. From here, each

student will have the freedom to choose what game or games they would like to play during thisrotation! Each game helps the students to strengthen and build their grammar/sentence structure

skills. All of the games will help the students with different aspects of sentence structure.

Therefore, all that is required of the students is to be actively participating in playing the games

during this rotation!

Independent Practice

While the students will be monitored and guided throughout the center rotations, they will be

responsible for some independent work in each of the centers as well. The students willindependently select, administer, and practice their spelling patterns and words in Center 1.

Also, the students will independently create writing samplesshort stories in Center 2. In

Center 3, the students will be selecting which games to play to practice their grammar/sentence

structure skills. So, while the students are supervised during the centers and rotations, they are

independently responsible for practicing the skills and completing the activities in each of the

centers they rotate through!

Given the outcome that all the students actively participated in the days center rotations, the

students will have 5 minutes offree time at the end of the blockin which they can spend

independently doing anything they chose with anyone in the class (games, drawing, writing,sitting, reflecting, reading, etc).
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Closure

There will be mini closure sessions conducted by the teachers throughout the time students are

working in the centers and rotating from activity to activity. Teachers will observe students and

have discussions with the students about the work completed in each rotation! Also, after all the

students have rotated through all the centers and have had their free time that they earned, wewill regroup as a whole group to discuss the work completed during the class. Students will be

given the opportunity to discuss what they learned working on the different language arts skills

in their rotations. The students will also be allowed to volunteer to read some of their short

stories to the classhighlighting the spelling patterns and words they are studying this week!

The students will be asked questions regarding some of the sentence structure skills that worked

on when playing the games on the computer. An overall whole group discussion will be lead to

get a sense of the students feelings working on the language arts skills (spelling, grammar,

sentence structure, and writing) in the manner of rotating through the centers like we did today!

Finally, the students will be given their free time to do what they choose for the final 5 minutes

of the block!

Assessment

The teachers will circulate around the room during the center rotations to monitor and assess

students participation (to earn free time at the end of the block). This means that the students

were able to cooperatively work with one another and independently, staying on task,

appropriately using the materials at each center, completing the activities, and handing in the

required assignments. The students will be creating short stories (writing samples) that they willhand in to be assessed for their usage of spelling words, grammar, and sentence structure

todays language arts skills! These short stories will be hung to display the students work as

well. The students will also be giving and taking spelling quizzes in their spelling journals

which will be peer administered and graded. The spelling journals will be handed in after

rotating through the centers and then reviewed by the teacher. These spelling quizzes will serve

as practice and pre-assessments for this weeks focal spelling patterns and words for each student

and spelling group! The students understanding will be constantly gauged throughout the

rotations through teacher observation, questioning, and discussion (also through class discussion

during closure).


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Elements of the Plan for each Personality Type...

ReactorOpportunities to process by themselves or with the group

WorkaholicTime structure for stations (20 min. per rotation/5 min. free time), recognition

of work (display short stories/writing samples on the wall or bulletin board)

PersisterDemonstrate their knowledge by developing/taking spelling quizzes, creating own

stories, and independently test their understanding playing games on the computer

DreamerReflection time (free time) at the end to take care of their personal needs

RebelPlayful stations (games), cooperative learning environment and situations

PromoterAction of moving and working through different stations

Elements of the Plan for the Different Learning Intelligences

Verbal/Linguistic

This intelligence refers to an individual's ability to understand and manipulate words and

languages. This includes reading, writing, speaking, and other forms of verbal and written

communication. Throughout this lesson, the students are given many opportunities to work with

their spelling words and patterns. They take the written spelling quizzes in their journals, write

short stories on the computer, and play word games involving sentence structure on the Internet.

The students are also given the opportunity to have dialogue with each other and the teachers and

read their stories aloud to the class if they choose to.

Logical/Mathematical

Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect,

and organize, analyze and interpret, conclude and predict. The students work with this

intelligence when they are given the chance to score and grade each others spelling quizzes that

they administer. Also, the students use their logic and understanding when working on the

Internet playing different kinds of sentence structure games.


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Visual/Spatial

Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. This

intelligence is fostered in the lesson as the students are given the time to work on the computer to

strengthen their grammar/sentence structure skills. The computer games offer the students a

more visual learning experience filled with pictures, sounds, colors, computer graphics, etctohelp facilitate their learning!

Bodily/Kinesthetic

Bodily/Kinesthetic intelligence refers to people who process information through the sensations

they feel in their bodies and through movement. The students are able to move around the roomthroughout the rotations from center to center. They also get to work with hands on activities

in the centers (physically manipulating the mouse and keyboard while using the computer, using

scissors to cut their words out and sorting their wordsusing spelling journals).

Interpersonal

Interpersonal intelligence is the ability to interpret and respond to the moods, emotions,

motivations, and actions of others. Interpersonal intelligence also requires good communication

and interaction skills, and the ability show empathy towards the feelings of other individuals.

This is included in the lesson by having the students involved in group work and cooperativelearning activitiesworking together to administer, take, and score their spelling quizzes, and

moving as a group rotating through the different centers. They are involved in group and class

discussion throughout working in the centers and during wrapping up the blockclosure. The

students are also given free time to interact with each other as they would like at the end of the

block as well.

Intrapersonal

Intrapersonal Intelligence, simply put, is the ability to know oneself and to work independently.

This lesson includes several opportunities for the students to work by themselves to completeseveral different activities and assignments. To exhibit strength in Intrapersonal Intelligence, an

individual must be able to understand their own emotions, motivations, and be aware of their

own strengths and weaknesses. This is accomplished as the students write their own short stories

based on the requirements set forth and independently play the different games on the computer

to strengthen their grammar and sentence structure skills. And for those that desire, they can use


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their free time at the end of the block to reflect and/or do whatever they would like to on their

own!

*All in all, this lesson provides the students of all the different personality types and those thatlearn using multiple intelligences the opportunity to be actively engaged and to flourish as there

are elements specifically included in this plan to accommodate their many varying academic

strengths and needs!

Documents

Language Arts Lesson Plan Technology Personality