Tilplesson

Technology in Education
1. Analysis of Learners
1.1 General Characteristics
Students are both male and female, they represent a variety of races and
ethnicities. They are in third grade and have positive attitudes toward reading.
1.2 Specific Entry Competencies
Students will need to be able to read a short picture or chapter book. They must be
able to identify characters in a story as well as important events in a story.
1.3 Learning Styles
Students will exhibit auditory and visual skills as they listen and watch as the
teacher demonstrates the activity. Students will also exhibit kinesthetic skills as they create
graphic organizers to demonstrate their knowledge.
2. Standards
2.1 Michigan Curriculum Standards:
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
2.2 NETS-S Technology Standards:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
3. Learning Objectives
The learner will be able to verbally describe to a classmate the main characters in a story
being sure to include at least 5 of the characters traits, feelings, and motivations.
The learner will be able to create a character map listing at least 5 character traits,
feelings, and motivations displayed in a book.
The learner will be able to create a cause and effect chart illustrating how a characters
actions contribute to the events in the story.
The learner will be able to write a one page essay describing how a characters actions
contributed to the main events of the story, using the graphic organizers they created.
4. Instructional Strategies
Learning Objective 1:
The learner will be able to verbally describe to a classmate the main characters in a story being
sure to include at least 5 of the characters traits, feelings, and motivations.
4.1 Teacher-Centered Strategies
Choice: Presentation
Rationale: The easiest most effective way for the information to be presented is
through presentation. The teacher will present to students examples of character traits, feelings,
and motivations. The teacher will also explain to students how they will share their ideas to a
classmate.
4.2 Learner-Centered Strategies
Choice: Discussion
Rationale: Students will discuss with each other in pairs the traits of characters in
a story they are reading. This will be an effective way for students to share the details of the
characters they are reading about.
Learning Objective 2:The learner will be able to create a character map listing at least 5
character traits, feelings, and motivations.
Choice: Demonstration
Rationale: Demonstrating to students how they are going to create a character
map with help students understand exactly what is expected of them. Creating an
example for students to see is especially helpful and will eliminate any questions and
confusion students may have about how they should accomplish this task.
Choice: Discovery Learning
Rationale: Students will look through their books to help them create a map that
illustrates a characters traits, feelings, motivations, etc. Discovery learning is the
most effective strategy to give students the opportunity to look for the necessary
information for their maps because it allows them to find the information on their
own.
Learning Objective 3: The learner will be able to complete a cause and effect chart
provided by the teacher illustrating how a characters actions contribute to the events in
the story.
Choice: Demonstration
Rationale: For students to understand exactly what they are going to do for this
lesson, the teacher should provide an example and demonstrate what is expected
of them.
Choice: Cooperative Learning

Rationale: Students will explore the stories in their books to determine how the
characters actions affected the events of the story. Students will work together in partners or in
small groups of three. This allows students to discuss their ideas and help each other identify the
actions of the characters and their influence on events of the story.
Learning Objective 4: The learner will be able to write a one page essay describing how a
characters actions contributed to the main events of the story, using the graphic
organizers they created.
Choice: Presentation & Demonstration
Rationale: To most effectively tell students what they are to do, presentation
would be a good strategy. The teacher simply needs to tell students what they are to write about
and explain what materials they can use to help them form an effective essay. To help students
understand what format their essay should be, the teacher may demonstrate by providing an
example layout of an essay. Demonstrating an entire essay would be too time consuming, but
students would benefit from an outline of how their essays should look.
4.2 Learner Centered Strategies
Choice: Problem-Based Learning
Rationale: Students must choose which actions the character in their story made
affected the events. Students must identify the actions and then figure out how the
characters traits influenced those actions.
5. Instructional Media/Technologies
Learning Objective 1:
The learner will be able to describe to a classmate the main characters in a story being
sure to include the characters traits, feelings, and motivations.
5.1 Choice: Books, video
5.2 Rationale: Students will need books for this activity in order to find main characters
and discuss their traits. The teacher could show a short video of a book being read so the teacher
could explain to students who the main character was and what traits and feelings they had.
Learning Objective 2: The learner will be able to create a character map listing at least 5
character traits, feelings, and motivations.
5.1 Choice: Character map (online or on paper), document camera
5.2 Rationale: In order to show students what is expected of them, the teacher will need
an already developed character map and a document camera to show the students.
Learning Objective 3: The learner will be able to create a cause and effect chart
illustrating how a characters actions contribute to the events in the story.
5.1 Choice: Cause and effect chart, document camera, video

5.2 Rationale: The teacher will need a cause and effect chart and a document camera to
demonstrate to students what a cause and effect chart looks like. The teacher could also show a
brief youtube video that shows how a characters actions affect the events in a story to better
illustrate this activity.
Learning Objective 4: The learner will be able to write a one page essay describing how a
characters actions contributed to the main events of the story, using the graphic
organizers they created.
5.1 Choice: paper and pencil or computer
5.2 Rationale: Students could write their essays on paper or type them on the computer in
a more formal format.

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Technology in Education

Choice: Cooperative Learning

5.1 Choice: Cause and effect chart, document camera, video

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