TPACK Unit Plan

Kimberly Taylor

EDT 510

Fall 2011

  1. Outline of the Unit Plan
  1. Lesson #1 Outline
  1. TPACK Analysis of Lesson #1
  1. Lesson #2 Outline
  1. TPACK Analysis of Lesson #2
  1. Lesson #3Outline
  1. TPACK Analysis of Lesson #3
  1. References
  1. Outline of the Unit Plan
  1. Unit Title & Subject Area

The theme of the unit is mystery for English Language Arts.

  1. Grade Level

This unit is designed for 7th grade.

  1. Goals
  • Students will learn the elements of a mystery.
  • Students will practice identifying the elements of mysteries.
  • Students will contribute to a wiki.
  • Students will write a mystery.
  • Learning Objectives
  • After learning the elements of a mystery, students will create a graphic organizer using Microsoft word of the vocabulary words and read mysteries online and identify the various elements found in those mysteries and then try to solve the mysteries.
  • While reading a novel, students will summarize chapters and add their summaries to a wiki. Students will identify the most important parts of chapters and add content to the wiki pages.
  • Once students have learned the elements of a mystery and read several short mysteries and a mystery novel they will get to write their own mystery. They will go through the writing process by filling in a mystery graphic organizer, composing a rough draft that they will revise and edit, and finally typing their final draft and creating a cover using Microsoft Word.
  • Characteristics of the Students

The students that will be completing this unit are reading below grade level. To help these students succeed I will be working with them in a small group. This will allow me to provide each individual student with more attention and support. Also, by incorporating technology the students will have opportunities to practice identifying elements of mysteries and solving them with online mysteries, they will get to collaborate on the wiki, and they will be able to publish their own mystery using the computer.

  1. Instructional Procedures

The lessons in this unit will be taught using lecture with discussion, small group discussion, graphic organization, collaboration, and individual conferencing.

  1. Materials, Resources, and Technology

The following items are needed to complete the lessons in this unit.

  1. Classroom Computer
  2. Promethean Board
  3. Microsoft Office Software
  4. PowerPoint
  5. Word
  6. Computer Lab with Internet Access
  7. Class Wiki
  8. Class Set of The Dead Man in Indian Creek
  9. Assessment Strategies

I will use formative assessment strategies to gauge where my students are at and adjust my instruction as necessary. Students will receive credit for completing work, but will not be graded for accuracy in formative assessments. I will use summative assessment strategies to assess specific grade level content expectations set for the students. These assessments will be graded with rubrics.

Formative Assessment Strategies:

  • Observing students while working
  • Classroom discussions
  • Graphic Organizer
  • Identifying elements of mystery in online stories
  • Contributions to wiki
  • Working through drafts of paper
  • Writing process
  • Peer review
  • Conferencing with teacher

Summative Assessment Strategies:

  • Elements of mystery quiz
  • Student’s mystery writing
  • Mystery unit test
  • Lesson Plans

1. Analyzing the Elements of a Mystery

2. The Dead Man in Indian Creek wiki

3. Writing a Mystery

  1. Lesson #1 Outline
  1. Lesson Title

The Elements of Mystery

  1. Lesson Author

Kimberly Taylor

  1. Grade Level / Subject Area

This lesson is designed for a 7th grade English Language Arts class.

  1. Time Allotted for Lesson

This lesson will require three class meetings for students to be introduced to the elements of mystery, create a concept map (graphic organizer), and read mysteries to practice identifying the elements.

  1. Short Description of Lesson

This lesson will begin with students learning the elements of mystery through a PowerPoint. While viewing the PowerPoint and discussing the content, students will be taking notes. Then, they will create a graphic organizer using Microsoft Word where they will type the definition with an example and an image. They will then take the knowledge they have obtained and apply it when identifying these elements in mysteries they will read online at

  1. Classroom Layout and Grouping of Students

I will be conducting this lesson with a group of four students. These students are reading below grade level and need more support while working. The first day students will be in my classroom in individual desks for the PowerPoint. The second and third days we will be in the computer lab so each student can have access to a computer.

  1. Grade Level Content Expectations

R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.

R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

S.DS.07.03 discuss written narratives with a variety of literary and plot devices (e.g., clearly described setting, sequenced events, complex major and minor characters, dialogue, suspense, and specific character actions such as gestures, movements, and expressions).

  1. Michigan Educational Technology Standards for Students

6-8.CI.3.illustrate a content-related concept using a model, simulation, or concept-mapping software.

6-8.TC.2.use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize theaccuracy of technology-produced materials.

  1. Instructional Objectives

By viewing and discussing the elements of mystery in a PowerPoint, creating a graphic organizer, and analyzing the elements of mystery in various online mysteries, students will be able to

  1. Decide if a piece of writing is a mystery,
  2. Identify the elements that exist in a mystery,
  3. Organize their knowledge in a graphic organizer,
  4. Understand the elements that they will need to include when they write their own mystery.
  5. Materials, Resources, and Technology
  1. Classroom computer with Promethean Board
  2. Microsoft Office Software
  3. PowerPoint
  4. Word
  5. Computer lab with internet access
  6. Students’ Present Level of Performance and Skills

Before completing this lesson, students should have some basic computer skills. They should be able to use Microsoft Word and be able to navigate a website. My students have done both these things and should not have any difficulties using these technologies.

  1. Instructional Procedures

To engage students, begin by giving them a brief overview of how they are going to become detectives. Then, tell them that before they can begin their investigations they must learn more about mysteries. Before beginning the PowerPoint, ask students what they know about mysteries to activate their prior knowledge. Then, during the PowerPoint, describe the various elements and ask students to give their own examples. Once students have learned the elements of mystery, have them create a graphic organizer using Microsoft Word. The graphic organizer has each definition, an example of the term, and also an image. This graphic organizer serves as a visual support for students, which helps them organize and recall information better (Swaim, 2009). Next, have students apply their knowledge of mysteries by reading short mysteries at and identifying the elements in them. Show students how to find different mysteries on this website and also demonstrate using the think aloud strategy how to identify the elements within each mystery. Give students sufficient time to read at least three mysteries. Discuss findings with students.

  1. Supplemental Activities: Extensions and Remediation

If students are experiencing difficulties with the graphic organizer, I can demonstrate the steps to create one or work individually with a student. If students are having trouble with the mysteries, I can do an additional think aloud, we can complete one as a class together, or we can review specific elements that students do not understand. Additionally, if students need more practice, they can read additional mysteries from the website at home.

  1. Adaptations for Special Learners

Several adaptations can be made in this lesson for students with special needs. Instead of focusing on all the elements of mystery at one time, they could be broken down into smaller groups. Students could work in pairs to create their graphic organizer and identify elements in the mysteries. I could read the online mysteries out loud for students. Since I am teaching a small group of students, I could work with them individually.

  1. Assessment

I will formatively assess students through observation, discussion, the graphic organizer, and identifying the elements of mystery in online stories. Students will receive credit for their graphic organizer and identifying the elements of mystery in online stories, but will only be graded on completion. Students will have a summative assessment in the form of a quiz.

  1. Student products

Click here to view students’ graphic organizers.

  1. TPACK Analysis of Lesson #1
  1. TPACK Components
  1. Content (C)
  • The elements of mystery.
  • Pedagogy (P)
  • Group Discussion – the teacher activates students’ prior knowledge of mysteries through discussion.
  • Create a Graphic Organizer – the teacher has students arrange their knowledge for future recall using software.
  • Modeling – the teacher models how to identify the elements of mystery by completing a think aloud while reading a mystery.
  • Answering Questions – the teacher will provide students with questions to help them apply their knowledge of the elements when reading mysteries.
  • Technology (T)
  • Students learn the elements of mystery through a PowerPoint presentation.
  • Students use software to organize their knowledge in a graphic organizer.
  • Students use a website to apply their knowledge of mysteries.
  • Content Knowledge (CK)

I feel confident teaching the elements of mystery. I have a minor in language arts and have previously taught a unit on mystery.

  1. Pedagogy Knowledge (PK)

In this lesson I chose to use a class discussion to introduce the elements of mystery. This will allow me to teach them the elements while keeping them engaged and adding their own experiences to their learning. Also, I will be teaching a small group of students, which will provide more individual attention for each student, less classroom management issues, and also more frequent informal student evaluations.

  1. Technology Knowledge (TK)

I am very comfortable using the technology in this lesson. I have previously used and created PowerPoint presentations for classroom use, frequently used Microsoft Word, and have also familiarized myself with in preparation for teaching this lesson.

  1. Complex Interplay Between PCK, TCK, TPK, and TPACK.
  1. Pedagogical Content Knowledge (PCK)

Teaching the elements of mystery using discussion, graphic organization, modeling, and answering questions will be helpful for students. This will give them the opportunity to hear and see the material, discuss it to come up with their own examples to make it more meaningful, organize their knowledge, and finally apply their knowledge when they identify the elements in the online mysteries. Previously when I taught a mystery unit I did not have students come up with their own examples or practice identifying the elements in multiple stories. Consequently, when students took their quiz they did not perform as well as I had expected. I think these additions to the lesson will help students have a more meaningful learning experience.

  1. Technological Content Knowledge (TCK)

The use of PowerPoint, Microsoft Word, and will assist in the teaching and learning of the content. PowerPoint and Microsoft Word will serve a similar function for the learning process. Students will see the terms with definitions and then write them, see my examples and write their own examples, and see my images and choose their own images. These visual supports will help students learn the content. Also, offers many short mysteries for students to read and solve. This will offer them many opportunities to practice identifying the elements until they understand them. Additionally, there are 28 different “solve-it” mysteries so students do not have to work on the same mysteries. My former mystery unit did not provide multiple mysteries for students. It would be unnecessary to print 28 mysteries for each student, because most would not need to use all 28 to practice identifying the elements of mystery. However, by using this technology it gives the student the option to complete all 28 if they need additional practice.

  1. Technological Pedagogical Knowledge (TPK)

Using PowerPoint helps the learning process by providing visuals during lecture and discussion. To teach the elements of mystery I previously used a document camera. This was fine for showing the definitions of words, but I did not have any images. Since visuals aids are helpful in learning, the PowerPoint will allow me to have images with the definitions. On students will be able to read many short mystery stories. Previously, I did not have sufficient time to teach multiple mysteries. We read one as a class and identified the elements together. By using this technology I can help students with many mysteries. They can read them independently during class or after school and then ask me any questions they may have.

  1. Technological Pedagogical Content Knowledge (TPACK)

In order to successfully teach this unit I thought about how the combination of technology, pedagogy, and content can be integrated into the classroom to make instruction that is constructive and meaningful for students. When designing this lesson plan I thought about the best ways to communicate knowledge to my students. First, I must know about the content, the elements of mystery. Next, I needed to decide how to teach the content. I knew it would be helpful to present the new information to the students, give them time to discuss their own ideas, organize their thoughts, and also apply their new knowledge. Then, I needed to decide what technologies I could use to enhance the students’ ability to learn this content and also support my pedagogical strategies. I decided to use PowerPoint at the beginning of my lesson to present the information, provide visuals, and also support discussion. I chose Microsoft Word as the concept mapping tool because the students are familiar with Microsoft Word, it has spelling and grammar check available, and it also allows students to add symbols, pictures, and clip art. This graphic organizer will be used to help students learn the elements, provide a visual representation, be used as a reference, and will also be used as a study guide. The final technology I incorporated was a website, where students will read mysteries and identify the elements of mystery that are in the stories. This will provide students with many opportunities to practice applying their knowledge. Having taught a mystery unit before, I know that it can be taught differently. However, without TPACK the unit was limited and lacking the power to truly impact student learning. This lesson has the ability to work because of how the content, pedagogy, and technology work together. Any of these components in isolation would not create a meaningful and productive teaching and learning environment.

  1. Lesson #2 Outline
  1. Lesson Title

The Dead Man in Indian Creek wiki

  1. Lesson Author

Kimberly Taylor

  1. Grade Level / Subject Area

This lesson is designed for a 7th grade English Language Arts class.

  1. Time Allotted for Lesson

This lesson will require five class meetings for students to read a short mystery novel and contribute to the class wiki.

  1. Short Description of Lesson

This lesson will begin with an introduction to the novel. We will view the cover and read the back description to make predictions about the novel. As we read each chapter, students will take turns writing chapter summaries and predictions and adding them to the class wiki. As students post their summaries and predictions, their classmates will be able to add content or questions to the pages.

  1. Classroom Layout and Grouping of Students

I will be conducting this lesson with a group of four students. These students are reading below grade level and need more support while working. Students will be in my classroom in individual desks while reading the novel. When possible we will be in the computer lab so each student can have access to a computer to contribute to the wiki simultaneously. When we are not able to go to the computer lab, students will take turns using the two classroom computers to post to the wiki.

  1. Grade Level Content Expectations

R.WS.07.06 fluently read beginning grade-level text and increasingly demanding texts as the year proceeds.

R.NT.07.01 identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit.