Assure Instructional Lesson Plan
Lesson Title: Civil War Cereal Fuel
Grade: 8th Social Studies
Lesson Length: 60 Minutes
By Jurel Bennett
Topic and Content
Using the cereal spreadsheet template, students will compare three types of cereals that were available during the Civil War. Students will work in groups of three to four to create an online comic strip based off their research, identifying the most beneficial cereal for a troop of soldiers. In addition, students will also create a spreadsheet of the cereal data. Both the comic strip and spreadsheet will be uploaded into students’ preexisting blogs, along with individual reflective journals. This activity will take approximately 60 minutes.
Analyze Learners
General Characteristics
This lesson is intended for 8th grade Social Studies classes on the island of Guam. A predominant number of students in the class are within the low socioeconomic spectrum. Although English is used for all classroom communication, there are 10 students who are identified as English Language Learners. One student has been diagnosed with Autism, however it should be noted this student is high functioning and capable of performing student tasks in small groups. This student will be given the option of working alone if he chooses.
There are 17 males and 11 females in this class (all students have entry level computer skills or higher)
8th grade
Low socioeconomic level
11 Chamorro: 6 Male, 5 Female
8 Filipino: 6 Male, 2 Female (1 male student with Autism)
5 Chuukese: 3 Male, 2 Female`
3 FSM: 1 Male, 2 Female
1 Marshal Islands: 1 Male
Entry Competencies
Students have prior knowledge of dietary needs of the human body, dietary intake of civil war soldiers, and food shortages at battle fronts during the war. Students have also been introduced to internet safety, accessing websites on the internet, basic levels of spread sheet data input, digital presentation technologies, and basic internet based communication tools
Learning styles
Student data was previously collected through a classroom survey identifying preferred learning styles. Students share a variety of learning styles, but the inventory utilized displayed students’ most preferred learning style as such:
Visual: 54% or 15 students
Verbal: 21% or 6 students
Auditory: 18% or 5 students
Logical: 7% or 2 students
State Objectives
Common Core State Standards
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.8.3.B
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.8.3.C
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
CCSS.ELA-LITERACY.W.8.3.E
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Objective 1
Students will be able to identify the salt, sugar and fat content of three Civil War cereals with 90% accuracy.
Objective 2
Students will be able to input collected data into a spread sheet with 90% accuracy.
Objective 3
Students will be able to create a digital comic strip displaying the best cereal for soldiers to consume during war time with an 80% accuracy.
Objective 4
Students will type a 300 word reflective essay of the day’s activity to be uploaded onto their blogs.
Selected Methods, Media, Materials
Methods
Cooperative Learning technique
Facilitator teaching technique
Materials
Internet
Student Laptop computers
Teacher Laptop
Multimedia projector
Timer
Media
Wix Website https://www.wix.com
Google Spreadsheet platform: https://docs.google.com/spreadsheets
Comic Strip Creators: http://www.wittycomics.com, http://chogger.com, http://www.marvelkids.com/create-your-own-comic
Student Blog: https://www.blogger.com
Perception survey (Likert scale): www.surveymonkey.com
Media Tutorial www.youtube.com
Google Docs Tutorial: https://www.youtube.com/watch?v=CwyM2np54oU
Witty Comics Tutorial: https://www.youtube.com/watch?v=3xnguznAr24
Chogger Tutorial: https://www.youtube.com/watch?v=zW1HHgvYOaI
Marvel Kids Tutorial: https://www.youtube.com/watch?v=ROczAg9sIho
Blogger Refresher: https://www.youtube.com/watch?v=MfDcwI2OdcQ
Utilize Method, Media and Materials
Classroom Preparation
To utilize class time efficiently, Teacher will organize the classroom environment prior to the arrival of the students. Student desks will be arranged in groups of 3 and 4 with 1 laptop on each student desk. The laptops will be fully charged and turned on, displaying the activity website.
Methods: Cooperative Learning Groups (Student)
Studies have revealed that when students work in small groups (2-4), student interest and learning are increased while students are able to share knowledge with one another. For this activity, students will be grouped by the teacher into groups of 3 with one group of 4 students.
Methods: Facilitator and Technology- Teacher
Teacher will deliver instruction through digital media located on the activity website, http://bennettjurel.wix.com/ed271assure. The activity prompt, a comic strip http://www.marvelkids.com/create-your-own-comic, and activity rubric will also be located on the activity website. The teacher becomes a facilitator of the lesson, providing guidance when needed, answering questions, and encouraging the creativity of each group.
Materials
Internet
Reliable internet will be supplied to each laptop. Students will use the internet to access the activity website, Google Docs, a chosen comic creator, and their individual student blogs. Teacher will also use a laptop with internet access to display the activity website through a multimedia projector.
Student Laptop Computers
Laptop computers will be used to research the fat, salt and sugar content of Civil War cereals. The computers will also be used to create a group spreadsheet through google docs, create a comic strip, type reflective essays, and upload artifacts onto the students’ blogs.
Teacher Laptop and multimedia projector
A teacher laptop will be connected to a digital projector that will display the activity website. The teacher delivers the instruction through a comic strip on the activity website. Teacher will read the comic strip conversation to the class out loud.
Timer
A large digital timer will be displayed at the front of the classroom counting down from 60 minutes. The timer will help teacher and students stay on task and allow for smooth transition into the following task.
Media
Wix Website: http://bennettjurel.wix.com/ed271assure
Teacher will use the free platform of Wix website to publish the activity website. The website will have an embedded comic strip which will be the primary instruction tool for the activity. In addition, the website will provide links to all pertinent activity related materials and platform needed to complete the activity including a rubric. The link to the website will be located on the white board at the front of the classroom.
Spreadsheet Platform: https://docs.google.com/spreadsheets
Students will be required to list collected data into a Google Doc spreadsheet that will be used by the group to analyze data. The end product will be incorporated within each student’s reflective essay posted on their blog.
Comic Strip Creators: http://www.wittycomics.com, http://chogger.com, http://www.marvelkids.com/create-your-own-comic
A comic strip will be produced by each group from the collected data found in their spreadsheet. The comic strip should reflect an examination of the cereal that would serve the nutritional needs of a soldier at war. The comic strip will then be incorporated within each student’s reflective essay posted on their blog. Each group is allowed to pick from 3 comic strip creators to produce a comic strip product.
Student Blog: https://www.blogger.com
A Google blog will be used by each student to deliver the finished products to the teacher. The Google spreadsheet, comic strip product, and reflective essay will all be uploaded into the student’s blog. The student will then publish his or her blog post to be graded by the teacher.
Media Tutorials: www.youtube.com
Tutorial videos for all the technologies used for this activity will be located within the website. In the event that students need help with any of the technologies or media, these tutorials will offer instructions for each technology.
Perception Survey (Likert scale): www.surveymonkey.com
Students will be required to complete a perception survey about the teacher, lesson and their personal affect. A Likert scale is to be used because of its easy interpretation of responses. The teacher can use this response to adjust the lesson for future use. Additionally, it requires students to reflect on their instruction and work ethic, and take responsibility for their grade.
Require Learner Participation
After the initial introduction to the activity website, the teacher will assemble students into groups of 3 and 4 by counting off. Students will then be required to participate in research through the resource page, discuss among the group members, and actively work on the spreadsheet together. Students will collaborate on the finished product of the comic strip before transitioning to their individual essay work. A count down timer will ensure that all tasks stay within the allotted time frame. Students will individually upload the group spreadsheet, comic, and reflective essay onto their blog.
Evalution and Revise
Students will use the rubric provided to guide their activity, and teacher will use the rubric to verify if student expectations were met. In addition, teacher has provided an embedded survey for students to provide feedback.
Revisions to the lesson will be assessed after survey is administered and analyzed.
