Here are the links to the 5 Technology Integrated Lesson Plans

Establishing Business Ownership

Ancient Civilizations 

Glogster Book Report

Using Diigo in Research

Collaborating on a Research Essay Using Google Docs

Week 8

Here is the link to my Google Doc for my technology enhanced math lesson plan and rubric.

The technology used is a Pearson Envision Math topic opening video and Google Presentations

Making a Visual representation of a Word Problem Using Google Presentations

Establishing A Form of Business Ownership Lesson

Here is the link to my Business Ownership lesson plan for week 7.

https://docs.google.com/document/d/1TP6EQVRN7jPTMt62UrNImf-zTO__fLv_k_Q_wIxbJ8s/edit?usp=sharing

Career Planning Part II - Writing the Career Plan

Activity Lesson: What career path should I consider based on my desired lifestyle? (Part II on College and Career exploration project) Part II - Writing the Career Plan timeframe is 2 class periods and creating the presentation is 1 class period.

Topic: ELA: Writing and Personal Finance

Grade: 9-10

Aim: Students will create a career path document that reflects the actions that the student will take to achieve career path goals. Students will be able to present and articulate steps in the anticipated career path.

Learning Objectives:

Students will:

1. Use an outline to create a timeline document of actions to plan for a chosen career.
2. Create a formal document that answers the question: Considering my strengths, weaknesses, talents, and desires, what steps are needed over the course of my academic career to live the life-style I desire?
3. Create a presentation that reflects the main aspects of the chosen career cluster and highlights of the student’s career plan.

Standards:

• CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

Common Core Skills:

1. Students obtain information from multiple resources to create a

college and career plan references valid reliable information.

2. Students incorporate narrative elements effectively into arguments         

and informative/explanatory texts.

3. Students write precise step by step procedures backed by synthesis

of research.

Vocabulary: career pathway, associates degree, bachelor's degree,

graduate degree, Career Cluster, Agriculture & Natural Resources

Architecture & Construction, Arts, A/V Technology & Communication, Education & Training, Business, Management & Administration

Materials:

Smartboard or whiteboard, computer and projector. Access to the internet and student Google Apps account, Graphic organizer that was completed in Part I, Career Planning outline, student computers, Career Plan document Rubric.

Motivation:

Students will be asked to take out their graphic organizers from part one of this project and participate in a short whole class discussion about the various career aspects listed on the graphic organizer.  Students will be introduced to inserting graphics and video into their presentations and will have five minutes to practice doing so. Students will draw a partner out of a hat with whom they will share their presentation for comments and peer assessment.

Learning activities:

1. Students participate in an opening whole class discussion to reflect on their research in part I
2. Students watch a demonstration of the functions of inserting graphic and video into a Google presentation.
3. Students come to the front of the room and pick a partner from a hat and review the rubric
4. Students practice inserting graphics and video in Google presentations and practice sharing the presentations and commenting to others.
5. Students create the actual career plan and presentation.
6. Students review and comment on a partners presentation and career plan.
   
   7. Students present the presentation to the class.
   
   
   

   Differentiation:

   Select students will be given extra time to complete the written Career Plan.  The complexity and correlation of the written work shall remain consistent with the rest of the class, but the amount required will vary depending on the level of the student.

   
   
   

   Higher Order Thinking Questions:

   Is my written career plan a culmination of everything that is on the graphic organizer?

   Is my Career Plan written in a way that can be followed, regardless of potential setbacks?

   Does my presentation appeal to all audiences, or does it contain any bias?

   
   
   

   Assessment:

   Assessment of peer assessment and cooperation will occur through teacher observation and interaction on the shared documents (partner work). Continual feedback will be offered via comments on a shared Google document in a relevant timely manner.  The Career Plan will be given a score (evaluated) using a rubric and the presentation will be peer assessed using a rubric as well.

   
   
   

   Closure:

   Teacher will use leading questions to ignite a whole class discussion on career choice and ways to ensure success. Students will be asked to identify one action that they feel is the most important in achieving the goals they identified in the career plan and will write it on the board. Commonalities will be discussed.  As a closing activity, students will reflect on the research they completed in part one, the presentations of their classmates, and their final Career Plan.

   
   
   

   Evaluation of the lesson
   

   A strength of this lesson is that the students have a person interest in the outcome as they are completing research and writing about what they are interested in as a career.  An additional strength is in the engagement with using cloud based computing for creating a sharing presentations that contain video and graphics. A weakness is that students can get caught up in playing around with the functions in Google Presentations and may easily lose sight of the content. Continual feedback should be provided to be sure this does not happen.

   
   
   

   Next:

   Students create a college budget.

   
   

   
   

Career Planning

Activity Lesson: What career path should I consider based on my desired lifestyle? (Part I on College and Career exploration project)

Topic: Reading and Personal Finance

Grade: 9-10 Grade

Aim: Students will explore various career clusters and investigate resources, and education,  needed for a desired life-style to answer the question: What can you do now and over the course of your academic career in HS and college to live the life-style you desire?

Learning Objectives

Students will:

Research careers within career clusters:

1. Use a variety of sources for career research and employment information

2. Develop strategies to explore career options

3. Develop an awareness of high school and postsecondary options

4. Investigate specific job descriptions

Standards:

• CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Common Core Skills

• Students use advanced internet search methods to obtain reliable, relevant information.
• Students apply new information to pre-existing knowledge to formulate new ideas.
• Students synthesize information from multiple sources and from multiple formats to create a college and career plan.
• Students will organize information digitally.

Vocabulary: career pathway, associates degree, bachelor's degree,

graduate degree, Career Cluster, Agriculture & Natural Resources

Architecture & Construction, Arts, A/V Technology & Communication, Education & Training, Business, Management & Administration

Materials:

Smartboard or whiteboard & markers, computer, headphones, printer, graphic organizers, writing utensils, access to Google Apps, internet connection, list of suggested websites and videos.

Motivation:

Students will look at projected images of careers, homes, environments, and families and will put their name on the board under those that appeal to them. After a short introductory discussion on how current choices affect how life progresses, students will then complete a checklist of what they believe they want to achieve after high school.

Learning Activities:

1. Students participate in an introductory whole class discussion on what they perceive as their ideal life-style and career.
2. Students come to the board and put their name under their preferences and then complete a checklist
3. As a whole class students watch a video on Career Clusters and participate in a short discussion addressing different jobs that fall into the various clusters. Questions will be asked of students who currently have jobs.
4. Students will complete a worksheet listing their talents, skills, hobbies, preferences, and personality traits.
5. Students will then go to a computer (assuming they have then in the class, or are using BYOD, or alternatively this can be done in a lab) and will log into their Google Apps account and open a shared document that contains a graphic organizer template and links to various resources. The graphic organizer will have fields for the job, career cluster, education requirements, salary range based on geographical area, job title growth projections, family time, and notes.
6. Students will use Diigo (previous lesson introduced this tool) to bookmark websites and other resources, as well as to annotate the sources in obtaining the main idea and relevant information.
7. Students will use the information from the bookmarked sites and videos to complete the graphic organizer in preparation of completing part II of this activity, which is writing a career path plan and presenting the highlights via a Google Presentation.
8. Teacher will review the graphic organizers with each of the students to offer feedback and/or suggestions.

Differentiation:

Select students will be given a research sheet with less resources to investigate.  In this way the the complexity of the task is maintained, but the amount of information to be processed is reduced.  Additionally the graphic organizer and procedural list will be projected during the activity.

Higher Order thinking Questions:

Are my interests in line with my career choice?

Are my skills and talents complimentary to my career choice?

How can what I do today help me achieve my goals for career choice?

Assessment:

Observation and teacher interaction with the students as they complete their research.

Teacher review of the graphic organizer

Closure:

Students will participate in a whole class discussion regarding their findings and if what they found changes their initial ideas. Teacher will introduce Part II of the activity, which is to create a career plan and present the highlights by creating a presentation in Google Presentations, imovie, or other medium of their choice. Through discussion students will identify classmates that have similar interests regarding career choices and will be asked to share what they saved in Diigo so students can compare and contrast what was annotated.

Next:

Part II, students create an actual career path plan and create a presentation reflecting the highlights of that plan.

Evaluation of the Lesson:

The strengths of this lesson are in the perceived relevance of the activity to the students lives.  Additionally offering graphic organizers and a social bookmarking site will help the students to organize their ideas and research in an efficient manner so information can be synthesized and a deeper level of understanding can be achieved. Also, by using Google Docs and Diigo, information is readily available online and saved automatically so no research will be lost.

A weakness would be any limitation to computer or internet access as this activity is dependant upon both.