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: 1. Pull up out of order peanut

butter and jelly sandwich Smart Board presentation.

2. As a class students will place the directions in the correct order.

a. When directions are in correct sequential order (Blooms-analysis) discuss (Blooms-comprehension) why it is important to have directions in the correct order.

b. Perform making the peanut butter and jelly sandwich as an example.

Explore/ Explain/Elaborate: 1. Put students into groups2. Have groups decide

(Blooms-evaluation) topic or give groups topics.

3. Pass out paper, and have students discuss (Blooms-comprehension) and write (Blooms-knowledge) at least 8 steps to their topic.

4. Once students are done writing (Blooms-knowledge) their steps, they should go back and assess (Blooms-evaluation) their work and make sure their steps are in order.

5. Check and edit student work to be used for their final multimedia project.

6. Students will then go to computer lab and type their steps in order, these will be used in the class book.

a. If time allows have students practice

Evaluate/ Conclusion: 1. Have students go to

computer lab.2. Access

http://vocaroo.com/ and have students record (Blooms-knowledge) their steps.

a. Students will click record button then speak into microphone.

b. Once students are done recording they will hit stop and save recording.

c. The website will generate a URL code that will be used to 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.com/ 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 (Blooms-evaluation) students’ work and check for completion of topic.

a. Did students list (Blooms-analysis) at least 8 or more steps?

b. Did students order (Blooms-analysis) 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.

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.

Reflection of Lesson: