TPACK Lesson Plan- Adjectives

Lesson Plan for TPACK integration

• Learners: 3^rd grade learning group.
• Learning outcomes: At the end of this activity students should be able to understand different kinds of adjectives, and how and where they function in a sentence.
• Assessment: Assessment will be done throughout the activity. Multiple points for review and practice are given in the presentation (distinguishing between nouns and adjectives, finding adjectives and the nouns they modify in writing). And a final assessment will be conducted informally when the student is finding adjectives on a smartboard game. The number of correct adjectives identified on the game will be recorded.

Break down of lesson:

• The lesson will begin by asking students what they know about adjectives. We will discuss as a class and come up with an overall definition of what we think adjectives are. This should take about 3 minutes.
• For about 10 minutes as a class we will go through the presentation. New and old information will be presented and connected. There will be points to stop to have students come and answer questions on the board and some activities will be done together. These activities will check for understanding and will further reiterate concepts presented.
• Following the presentation, students will come and play the adjective identification game on the smartboard. This will help students practice quickly identifying adjectives in a given sentence. Allow 2 minutes of play time for each student.

Reflection

--Pedagogical-Content:

• The strategies used in this lesson utilized all 3 modes of learning to help further develop student’s understanding. Verbal examples were given of adjectives that correlated with a specific picture. It gave examples of the different ways that adjectives can modify nouns that were familiar to the age group. There was also practice and examples for the placement of adjectives in a sentence as well as differentiating between nouns and adjectives. This activity also allowed students to share ideas with others, contribute to the class discussion, and self-practice with teacher guidance.
• I would go into this lesson with the pre-conception that students in the 3^rd grade have at least heard the word “adjective” and know that it has to do with writing. Some students who are more advanced may know that function it has in a sentence or what it modifies. These students will help start the lesson with discussion and help other students begin to develop an understanding of the topic before formal instruction is given.

--Technological-Pedagogical:

• In this activity technology serves to give a visual and auditory explanation of the concept. A concept is presented with pictures, then students can make inferences when seeing the two before the verbal answer or explanation is given. Technology also allows the students to interact as a class and an individual with the content. Students are able to mark and search for important points while getting automatic feedback from the material.
• Students would need to be kept actively thinking while others were coming up to the board to answer questions. A method could be to ask students to have an answer ready in their head if their classmate cannot answer the question, they can be called on at any point. Students might also be asked to write down answers on a piece of paper while others are answering. Or groups could be made to discuss the answers and groups come up together to answer on the board. These strategies would allow for all students to be active with the content even though they may not be actually interacting with the technology.
  
  

--Technological Pedagogical Content:

• Technology enhances the way content is presented by utilizing all 3 modes of learning. Students can hear the examples of adjectives and how they are used in a sentence. There are also visual representations of examples (number, descriptive, origin) given within the lesson. Many times, auditory support is given along with the visual aids. Kinesthetic practice is given when students are called to the board to identify adjectives as well as the nouns they modify. The practice given gives instant feedback to students when they choose the correct answer. The game app is a tool to support the pedagogy because the difficulty constantly changes with how well a student is doing with the identification. The game also uses a quick response method to help students work on naturally recognizing an adjective in a sentence.
• Without the technology component of this lesson, students would have less interaction with the material and the modes of learning would be limited. I could have the notes on a white board and still have visual and auditory instruction, but I do not believe it would reach students in the same way. The transition from concept to practice would also be less smooth, students may grow inattentive if the same material was given on paper or just on the board. Another element of the technology use that is not available otherwise is the sound effects and feedback given from the presentation. Students are accustomed to getting teacher feedback every day, but being able to get a different source of feedback is very beneficial and exciting to students. The practicing of the material would also be less interactive and would need to be done on paper.