Final Technofication Template

Madeline & Belinda

NAME:

ED 496Farrell
ORIGINAL LESSON PLAN
LESSON

ADAPTED SECTIONS OF THE

Reading & Responding Lesson

I. Background Information
Grade level: Second
Language Arts Component:
Writing and Speaking
Lesson Title: Terrible, Horrible
Personal Experience
II. Objectives/Student
understandings:
Students will:
1. Listen to the book being read
2. Draw a picture about their own
terrible, horrible day
3. Write a sentence about that
terrible, horrible day
4. Share the drawing with the
class and read the sentence
III. Content Standards:
CCSS Language Arts
2.RL.7
Use information gained
from the illustrations and words in a
print or digital text to demonstrate
understanding of its characters,
setting, or plot.
2.W.3 Write narratives in which they
recount a well-elaborated event or

Technology Integration:
Students will learn how to access
the microphone on google docs
and create a sentence. They will
also learn the tools in paint. In
addition, they are allowed to print
their pictures.
Student Objectives:
3) Students will demonstrate
understanding of the book Alexander

and the Terrible, Horrible, No Good,

Very Bad Day by creating a sentence
and picture using google docs
microphone and paint.

Standards Addressed:
ISTE 1 & 6
1. Creativity and Innovation
b. Create original work as a means of
personal or group expression.
6. Technology Operations and Concepts
Students demonstrate a sound
understanding of technology concepts,
systems, and operations. Students:
A. understands and uses technology
systems.
21st Century
CRITICAL THINKING AND PROBLEM

short sequence of events, include

details to describe actions, thoughts,
and feelings, use temporal words to
signal event order, and provide a
sense of closure.
2.L.5 Demonstrate understanding of
word relationships and nuances in
word meanings.
a. Identify real-life
connections between
words and their use (e.g.,
describe foods that are
spicy or juicy).
IV. Materials
1. A copy of the book Alexander and
the Terrible, Horrible, No Good, Very
Bad Day
Author: Judith Viorst
Illustrator:
Ray Cruz
1. Blank sheets of paper
2. Crayons, markers, colored
pencils
V. Procedure
1. Gather children in a circle for
reading time
2. Read the book
3. Discuss the a) books meaning,
b) what it is about/general
message, c) key elements in
the story
4. Ask if anyone has ever had a
terrible, horrible very bad day
5. Have children draw a picture of
what happened on their very
bad day
6. On the back of the drawing
write a sentence or two that
explains that day

SOLVING
Reason Effectively
interpret information and draw
conclusions based on their analysis
Make Judgments and Decisions
Interpret information and draw
conclusions based on the best analysis
COMMUNICATION AND
COLLABORATION
Communicate Clearly
Articulate thoughts and ideas
effectively using oral, written and
nonverbal communication skills in a
variety of forms and contexts
Listen effectively to decipher meaning,
including knowledge, values, attitudes
and intentions
INFORMATION LITERACY
Access and Evaluate Information
Evaluate information critically and
competently
Resources:
Electronic: Google Docs,
Microphone(Sentences) and Paint to
draw picture
Equipment: Computers with
internet and
smart board, iPad

Step-by-Step Procedures:
1) Teacher will read the book to the
students and have them think
when they had a horrible day. The
teacher will model an example of
what she is expecting using the
smart board and iPad to project
the project. The teacher will show
the students how to use each
technology and how to save it to
google docs.
2) Teacher will check on students
creating their sentences and

7. Share with the class their

experience on that particular
day
VI. Assessment
1. Children will be evaluated on
their participation in
listening/discussion
2. Children will be evaluated on
their completion of their
drawing by the end of the day
3. Children will be evaluated on
writing at least one sentence
about their drawing
4. Children will be evaluated on
their ability to share their
drawings with the class
VII. References and additional
resources:
Viorst, J. (1972). Alexander and the
Terrible, Horrible, No Good, Very Bad
Day (R.
Cruz.Illus.). New York:
Atheneum.

drawing using google docs

microphone and paint as well as
offering assistance if needed.
Closure:
3) The students will be able to use
the technology and share their
drawing and sentence voluntary.
Teacher will ask if there are any last
questions about the technology we
used today. Also, students are
allowed to print pictures.
Assessment Based on Objectives:
Students will be evaluated on their
participation and seeing if they
understood the concept of the
assignment and technology being used
by seeing their work completed on
google docs.

Adaptation by Teacher:
5) Provide a teacher example using
google docs microphone and paint.

Essay (250-400 words):

Belinda and I thought that using google docs microphone and paint were
beneficial for this lesson for many different reasons. The lesson consisted of
the teacher reading a book called Alexander and the Terrible, Horrible, No
Good, Very Bad Day and the student creating a written sentence as well as
drawing a picture of their sentence.

For the sentence we thought we would integrate technology by

introducing the google microphone. This is a great tool especially for second
graders because they struggle writing so this would allow them to become
less frustrated with spelling, punctuation, and handwriting. This would also
allow them to focus more on the content and their ideas rather than the
frustrations.
Next, the child is to create a picture to go along with their sentence.
We decided that integrating paint would be our best option. We thought this
would be beneficial because it allows the children to become familiar with
paint, computer tools, and fosters their creativity. We also like this idea
because we can have all the students ideas on google docs which allows us
to project their ideas and share as a class.
Overall, we really enjoyed this lesson plan and incorporating
technology into this lesson. It is very important for students to have the
opportunity to become confident with computers and access helpful tools.