EDU 5170

EDUCATIONAL TECHNOLOGY I
Lesson Plan Integrating Technology & Pedagogy Directions and Outline
Name: Nathan Bombard
Date: 11/8/14
Standards: Include content area and ISTE NETS for Students standards.
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in both face-toface and virtual environments.
a) Promote, support, and model creative and innovative thinking and inventiveness
b) Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
c) Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes
d) Model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments
New York State Learning Standards for Social Studies
The five learning standards, adopted by the Board of Regents in 1996, continue to provide the
overall foundation for the NYS Framework. Each Key Idea is derived from and/or aligned to one
of these standards as the primary standard. In many cases, a Key Idea represents more than one
standard.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental systems of the United States and other
nations; the United States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship, including avenues of
participation.
Lesson Objective(s): Students will be able to compare the major political parties of the United
States; the democrats and the republicans. They will be able to determine their stance on issues,
and discuss the points they agreed on, or disagreed on. Students will be able to navigate the
websites of the two major parties, and through this be able to determine their stances.
Introduce the Learning Activity:
1. Describe how you will communicate the lesson objective to the students. How will you
tell them what they will learn in this lesson?
The teacher will have the objectives written on the board, and will read them to the students,
then have two (2) students repeat what the objective is. (CFU Directions)

2. Describe how you will provide a motivator. How will you get students interested in this
lesson?
The teacher will give the students a bell-ringer asking them to define a liberal, conservative,
and a moderate. The teacher will chose one (1) student per word to define that word (one
student to define conservative, one to define liberal and one to define moderate). (CFU
Content)
Provide Information:
1. Describe how you will provide any definitions, explanations, descriptions, procedures,
examples, and/or samples needed for this lesson.
The teacher will provide students with guided notes that will have basic definitions and will
follow the topic. The teacher will also be giving definitions orally and asking one (1) student
to repeat each definition (CFU Content). The teacher will also be sure to explain the
differences in certain definitions (such as the difference between a political ideology and
political party). Links to the different web materials will be on the teachers website.
Provide Practice:
1. Describe how you will give students an opportunity to practice the exact task
stated in the objective.
Students will be asked to go to their computers and go to my website. From there they will
go to the different partys websites (All students will go to just one of the sites at first) and
will be asked to look up the partys stance on a certain issue. The teacher will give the
students two to three (2-3) minutes to look up what they need to, then the teacher will ask
students what they discovered, and if that is a conservative view, liberal view, or a
moderate view. The teacher will then ask the students to go to the converse partys website
and look up their stance on the issue. The students will be given another two to three (2-3)
minutes to research, and then the teacher will ask the students what they found, and repeat
the same questions that were used for the previous party. The teacher will then have the
students chose one of the independent parties, and research their stances on the given issue.
The teacher will then give the class another two to three (2-3) minutes to research, then the
teacher will ask the students what they found, and repeat the previous questions. Students
will then be asked to fill out exit slips that will give comparisons between the different
parties they researched using the vocabulary that was established at the beginning of class
(Formal Assessment).
2. Describe how you will give students an opportunity to practice the exact task
stated in the objective individually, as well as in groups. (You may have only
individual practice, but not solely group practice.)
The students will receive their individual practice while they research the given material.
They will work individually to come up with the answers. The students will work as a group
when it comes time to discuss what they found.

Provide Knowledge of Results:

1. Describe how you will provide verbal feedback to the students on their practice efforts.
The oral feedback will be given during the lesson. The teacher will answer any questions that
students might have on the subject, as well as clear up any misunderstandings about the
assignment. The teacher will also be involved in the group discussion to give feedback on what
the students discovered.
2. Describe how you will provide written feedback to the students on their practice efforts.
The teacher will collect exit slips at the end of class and write feedback on them to clear up
any misunderstandings the students have in the material, and use the exit slips to determine if
the class needs to spend more, or less time on the subject.
Review the Activity:
1. Describe how you will, or how you will have students, summarize the important points in
this lesson.
The teacher will ask students orally about what they found in larger group discussions. This
will allow the teacher to hear what students thoughts are on the topic. Students will also have
to fill out exit slips that will give comparisons between the different parties they researched
using the vocabulary that was established at the beginning of class.
Method of Assessment:
1. Describe how you will assess whether or not the students have learned the skills outlined
in the learning objective. Provide a sample test, rubric, scoring guide, etc.
The teacher will do a qualitative analysis using the exit notes given at the end of class. The
teacher will determine how well they know the material and if they truly understand the lesson.
Students have to show knowledge of the vocabulary when comparing the parties they looked at,
and must show that they understand what the stances are for the different parties. This will be a
formative assessment on the students knowledge of the content, and ability to research and
analyze statements given by political parties.