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Lesson Plan 1 & Plan 2 for EDCI 632


LESSON PLAN 1


DESCRIPTION:

Content Area: Computers & Internet
Topic: Web Page Designing
Grade Level: 6-8
Estimated Time Frame: 5 class periods (45 minute/period)

OBJECTIVES:

1. Students will use Netscape Composer to create and design his/her own web page.
2. Students will use basic layout tools (font, align, list, table, etc.).
3. Students will insert at least one graphic from remote web site onto the web page.
4. Students will insert at least 2 hypertext links (one links to his/her own page and one to other website) onto the web page.
5. Students will save the page using naming system.
6. Students will add their web pages to continue to add more content.

SPECIFIC LEARNING OUTCOME:

1. Student can learn the interactive concept without learning other complex software such as Hyperstudio and save money for purchasing this kind of software.
2. Students can learn how to design a layout for demonstrating their own idea.
3. Students can transfer or continue their experience for word processing course.
4. Student can understand the basic structure of the Internet.

DAILY LESSON PLAN:

Day 1: Introduce the concepts of the web page.

Lecture: (20 minutes)
  • How many materials are used in the web page (text, picture and graphic, music, video and animation, program, etc.).
  • What is HTML (File format)?
  • What is URL?
  • What is domain name?
  • What good web page is? (Offer good examples for students)
Learning Activities: (25 minutes)
  • Group cooperation: Find the materials on our school's web page. (10 minutes)
  • Find the file format. (5 minutes)
  • Image the domain name. For example, Whitehorse's domain name should be www.whitehouse.gov. (10minutes)
Day 2: What you see is what you get! (WYSWYG)

Lecture: (20 minutes)
  • How to name your files?
  • What is what you see is what you get?
  • Your basic tools: keyboard and mouse.
  • Introduce Layout tools.
Learning Activities: (25 minutes)
  • Open and save your files.
  • Introduce yourself (write a short story on a blink page).
  • Preview your story.
  • Adjust your layout.
Day 3: Find/create your materials

Lecture: (15 minutes)
  • Why should we respect copyright?
  • Where can we find free on-line resources?
  • How do we create our own pictures?
Learning Activities: (30 minutes)
  • Find one animal picture or graphic to represent yourself.
  • Copy the URL address or save it to your hard drive/floppy disk.
  • Take a picture using digital camera by the teacher.
Day 4: Link to your web page

Lecture: (15 minutes)
  • Why do we need to use hyperlinks?
  • How to insert an image or hyperlink in a web page?
  • How to insert a table in a web page?
Learning Activities: (35 minutes)
  • Introduce and create a link to our school.
  • Put an animal picture or graphic onto the web page.
  • Put your own picture onto the web page.
  • Insert a 2-cell table. Then, put the link of school on one cell and the introduction to the other cell.
Day 5: Create a page for your friend

Lecture: No lecture.

Learning Activities: (45 minutes)
  • Write an article to introduce one of your best friends.
  • Save one his/her picture to your hard drive/floppy disk.
  • Create a page for your friend and link to your own page.
ASSESSMENT:

       Students will get 100 points when they create 2 pages can be linked to each other and put at least 1 picture and 2 links on them.

DESIGN RATIONALE:

       This course focuses on the interesting to create a web page and also let students understand the concept of the Internet. There is much software use the same design concept. When students begin to use the software of windows, they will have more abilities to use the next software. This will save them much time to learn the new software. By the way, the teacher also can mention the relationship between them. When teach a tool for our students, the most important thing is concept. Because the tool will be updated very quickly, the concept will not be easy to change so soon. If they already have concepts, they will be easy to transfer experience to match the other tools and will not have a feeling to waste time in learning current software.

RELATED ON-LINE ARTICLE:

You, Too, Can Create a Quality Web Site - Even with Outdated Equipment
http://www.techlearning.com/db_area/archives/WCE/archives/feld2.htm

      Many schools are limited to the budget and cannot update their computer so soon. Although it is no good for students, teachers should accept this fact that new machines will come later. In fact, there may the other way to teach the concept to their student using current machines instead of buying the new computer. In this article, the teachers used older version of software and machines to teach their students and they created a learning environment for their students successfully. If the teachers just waited for new machines, some students would lose the chance to learn the concept of using computer. In fact, the students still created a wonderful work and just use that old equipment. This evidence proofed that their struggles had great value for their students.


LESSON PLAN 2 (GoTop)


DESCRIPTION:

Content Area: Language Arts
Topic: Basic Word Processing
Grade Level: 4-6
Estimated Time Frame: 5 class periods (45 minute/period)

OBJECTIVES:

1. Students will learn how to use word processing software (Microsoft Word) to write creatively.
2. Students will understand the procedure of desktop publishing.
3. Students will insert at least one picture or graphic in his/her document.
4. Students will create a neat document by using computer.
5. Students will learn how to use the resources for improving their writing.

SPECIFIC LEARNING OUTCOME:

1. Students can learn how to produce an electronic document.
2. Students can learn how to create a portfolio.

DAILY LESSON PLAN:

Day 1: Introduce the concepts of the word processing

Lecture: (25 minutes)
  • How many word processing software on the market?
  • Why should we learn word processing software?
  • What is desktop publishing?
Learning Activities: (20 minutes)
  • Group discussion: The benefit compare to hand writing and word processing.
  • Composition: Write a short story to describe one of your friends on paper.
Day 2: Modify the article

Lecture: (20 minutes)
  • Open and save a document files.
  • What is the attribution of font and how do we use it?
  • What is the attribution of paragraph and how do we use it?
  • When we need to modify our article, how do we do?
Learning Activities: (25 minutes)
  • Typing the article he/she wrote last time.
  • Using the font tool to modify it.
  • Using the paragraph tool to modify it.
Day 3: Insert the graphic or picture

Lecture: (20 minutes)
  • How do we use the clip art?
  • How do we input the picture?
Learning Activities: (25 minutes)
  • Insert a picture/clip art in your document.
  • Adjust your document.
Day 4: Using the list and table

Lecture: (20 minutes)
  • How do we use the list tool?
  • How do we input the table tool?
Learning Activities: (25 minutes)
  • Insert a table or create a list in your document.
  • Edit the article provided by the teacher and design its layout.
Day 5: Using spelling and grammar tool

Lecture: (20 minutes)
  • How to use the spelling and grammar tool?
  • Can we trust the spelling and grammar tool at all?
Learning Activities: (25 minutes)
  • Check your article with spelling and grammar tool
  • Check peer's article after spelling and grammar check.
  • Group Discussion: How many errors that spelling and grammar tool can not find?
Day 5: Print it out and create your portfolio

Lecture: (20 minutes)
  • Check your page set and preview before you print it.
  • How to insert page number and other data into your document?
  • How to create your own portfolio?
Learning Activities: (25 minutes)
  • Print your article out.
  • Create your own portfolio.
ASSESSMENT:

       Students will get 100 points when they create their portfolio including at least 2 pages document.

DESIGN RATIONALE:

       For grade 4-6 students' learning, this course's purpose focuses on the application of word processing. For students of this generation, the Internet is the major tool of communication for them. To learn a proper tool will help them jump into the electronic ear easily. I hope students can learn this tool to use in their daily life especially in the Internet. So, the learning activities are given many topics that related with students' daily life.

RELATED ON-LINE ARTICLE:

Word Processing and its Effect on the Writing Process
http://www.techlearning.com/db_area/archives/WCE/archives/herrick.htm

       Although the research indicated that using word processing might not enhance students' spelling and grammar abilities, students still liked to use word processing instead of handwriting. Even the teacher feels that they are influenced by the word processing and use it will weak his/her writing ability. Student may be influenced by the strong motivation to demonstrate or share their neat documents to peers. Using Word processing, students may generate peer collaboration and interaction. It also gives students chances to publish their work for audience. For learning writing ability, word processing may not be a good tool for students. The fact is that using word processing has become one of their normal life style. Students will keep using it to communicate with outside world.

REFERENCE LESSON PLANS:

Web Page Designing
http://www.lessonplanspage.com/CIWebPageDesign6HS.htm
Computer Writing Lesson
http://ericir.syr.edu/Virtual/Lessons/Ed_Tech/EDT0003.html