Unit Plan Overall Idea Matrix

Topic
2nd Grade English
Target Audience (make sure to describe number, age, and abilities of students)
2nd Grade, 15 students. There is a range of different learning abilities throughout the classroom. 2 of the 15 have ADD and are on daily medication.
Overall Objectives
Given a list of 10 words, the student will be able to correctly define and identify vocabulary words 90% of the time.
Given a list of 10 words, the student will create a visual representation of vocabulary word, along with an explanation.
Given a sentence, the student will be able to correctly identity the different parts of speech 90% of the time.
Given a topic, the student will be able to write a story using the steps of the writing process, vocabulary words given to them, and use correct grammar.
Given a famous fairy tale, the student will be able create their own ending using 5 of the 10 vocabulary words.
Pass Content Standards that Will Be Addressed (Put number and copy and paste)
(iMovie) Standard 3: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.
1. Words in Context - Expand vocabulary in language and writing by reading and listening to a variety of text and literature.
2. Synonyms, Antonyms, and Homonyms/Homophones - Understand and explain common antonyms (words with opposite meanings), synonyms (words with the same meanings), and homonyms/homophones (words which sound the same but have different spellings and meanings, e.g., bear and bare).
(Kidspiration) Writing/Grammar/Usage and Mechanics. The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process. The student will use the writing process to write coherently.
1. Introduce a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing.
School Improvement
5 Use a process approach to write coherently, using developmentally appropriate steps of the writing process: prewriting, drafting, revising, editing/proofreading, and publishing or presenting the final product.
3. Begin writing an independent first draft with a clear beginning, middle, and ending. 4. Use the revision process and continue to use the standard editing marks and proofreading
skills introduced in the first grade. 5. Publish and present final writing products with various audiences such as peers or adults.
(Podcast) Standard 6: Literature: The student will read to construct meaning and respond to a wide variety of literary forms.
2. Literary Elements – Demonstrate knowledge of literary elements and techniques and how
they affect the development of a literary work.
a. Compare different endings to stories and identify the reasons and the impact of the
different ending.
(SMARTboard) Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
1. Grammar/Usage: Students are expected to recognize subject (naming part), and predicate (action part), correctly use nouns, pronouns, verbs, contractions, and adjectives in their writing.
a. Subject (naming part) and predicate (action part)
b. Singular and plural nouns
Pass Instructional Technology Standards that Will Be Addressed (Put number and copy and paste)
Standard 1: The student will demonstrate knowledge of basic operations and concepts.
1.  Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
Standard 3: The student will demonstrate knowledge of technology productivity tool.
2.  Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Standard 4: The student will demonstrate knowledge of technology communications tools.
1.  Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Technology to be included in the Plan / How it will be Used / Materials that Need to Be Created
1) I-Movie / Students will present a definition, visual, explanation of visual, as well as a synonym and antonym of different vocabulary words put together in a movie with their choice of music and background. The teacher will put together the movie, with help from the students. / Kids drawings
Movie
2) Kidspiration / Students will be guided through the writing process, creating their own story through the webs and interactive activities provided. By the end of the kidspiration lesson, the student will have completed his or her own brief story. / Webs
Activities
3) SMARTboard / Through the SMARTboard, the students will be able to show their understanding of the difference of grammatical elements taught. / Grammar games
Grammar matching
4) Podcast / The students will hear half of a popular fairytale, and then must create an individual, alternate ending. They will record themselves, and after all the students have created their ending, they will then have to explain their reasoning behind their creation. / Create the recording of the story.
What technology will be needed to teach this lesson? (Specify type and number both Software and Hardware)
The teacher will need a computer, Notebook program, video camera, and Imovie.

Technology Unit Timeline Planner

Must have one lesson plan for each individual plus at least one as group (number of group members + 1).

Lesson Topic / What Students Will Do / Time
Allotted / Objectives Addressed
(Copy and paste from above) / Technology Used / Person Responsible (or Group)
Vocabulary / The students will pick a vocabulary word from the provided list. They will then draw a representation of the word, along with a synonym and antonym. They also must come up with an explanation behind their drawing. / 3days:
25min. intro/defining words
25min. drawing time
25 min. recording / Given a list of 10 words, the student will be able to correctly define and identify vocabulary words 90% of the time.
Given a list of 10 words, the student will create a visual representation of vocabulary word, along with an explanation. / Video Camera
Imovie / Amanda Ybarra
Grammar / The students will use the SMARTboard to complete different activities and games in order to learn the different parts of speech in a sentence. / 1 day: / Given a sentence, the student will be able to correctly identity the different parts of speech. / SMARTboard
Computer
Notebook program / Elizabeth Speaks
Writing Process / The students will use the webs and activities in order to write their own story. / 2 days / Given a topic, the student will be able to write a story using the steps of the writing process. / Kidspiration / Kirby Leonard
Reading / The student will listen to the beginning of a fairy tale. After listening to the tale, the students then must create, and record their own alternate ending. Once everyone is done recording, the student will explain why they chose to end the story the way they did. / 2 days / Given a famous fairy tale, the student will be able create their own ending, and explain their reasoning behind their creation. / Recorder
Computer / Group