I’ve realized that incorporating technology in the kindergarten classroom will look much different compared to incorporating technology in the high school classroom. At this level, students will need to learn to focus on one thing at a time on a screen that is covered in colorful, distracting things. Beginning to use technology with large group activities will prepare the students for activities in which they are on their own or with a partner using technology. This activity will introduce technology as part of the presentation of a lesson. Students will be able to see that it is a useful tool. This lesson introduces the classroom rules in a fun and interesting way, so it is designed to be used in the beginning of the school year. You can find the cartoon I created here. Photo credit to commons.wikimedia.org, en.wikipedia.org, and theguardian.com.
I used Chogger.com to create the comic, and I found it a very easy-to-use website in which you can create comics of all lengths and designs using pictures from the web or that you have uploaded yourself. It would be a great tool for middle school and high school students to use when presenting research, or studying a novel and making a storyboard for it, or illustrating an experiment for chemistry class. It would also be great to use when teaching math at the kindergarten level where it is always a good idea to make a story out of everything.
Following is my lesson plan:
Introducing the Classroom Rules
|Identification of the Class||Subject:Oral Language and Social SkillsGrade:KindergartenNumber of Students:25|
|Virginia Standards of Learning&National Educational Technology Standards (Students)||Virginia SOL:
|Lesson Objectives||The students will…
|Essential Questions(big idea and sub questions)||(Afterintroducing classroom rules) Why do we need to have listening ears,quiet voices, walking feet, watching eyes, and helping hands? Answer: Because we have caring hearts.|
|Problem & Quest||How can we act so that we all have fun, feel good about ourselves, and make our friends feel good about themselves?What can we learn from these 5 animals?Students will be given the role ofwilderness explorers, and they must use what they know to share with their teacher and classmates what they can learn from these animals. Students will not be broken up into groups, but rather kept together. This is because it will be the first day of class and they mustobserve andrealizehowtherules help the class as a whole to function.Most five year olds love to show off what they know, and the sooner I can get them comfortable with talking to a group and usingproper procedures for doing so, the better.|
|Assessment & Evaluation||Asthe activity goes on, I will use student behavior to give other students examples of what they should do (example: Emily is listeningso well,just like the dogOR I want everyone to look at how well Adam and Joseph are watching with their eyes). As theday/week/yeargoes on, I will continue to do this to reinforcethe class rules. I will know the activity was effective by observing evidence of the students trying to/succeeding infollowingthe rules. This will take time, especially for the students who were not in the school’s preschool program, but the students will quickly get to the point where they will beremindingeach other and responding quickly to verbal reminders from me.|
|Materials& Resources||A Smartboard will be used to project the cartoon,made onChogger, of the five animals and their behavior demonstrating the classroom rules.|
|Procedures (Instruction and Activities)Should be specific.||For this lesson, the students will be seatedand I will be at the front of the room. On the white board at the front of the room there will be a cartoon of 5 animalsprojectedwith one classroom rule represented by each animal.I will tell the students that I want to hear what they know about each animal, but in order to share, they have to raise their hand and be called on in order to share. I will ask the students what they know about each animal, one animal at a time. Students will be called on as they raise their hands. After talking about each animal and pointing out what each panel says (the rules), I will demonstrate hand motions that go with each rule and have the students stand up after I have demonstrated them and do them along with me.After practicing a few times, the students will be seated and given a coloring activity that matches with the cartoon we discussed. As a visual reminder, these rules will be displayed on the wall at the front of the classroom on a series of posters.|
|Management||The technology will be managed by a remote control, simply turned on and off by me before and after the activity. The students will not be ready for an extensive class discussion at this age and at this point in the year, so in order to keep their attention, there willbeno more than 3 students called on to share for each animal. The handmotions that relate to each rule will give the students a chance to stand up and get their wiggles out. The coloring activity at the end of the discussion will give them an activity to focus on at the individual level and to work with their hands.|
|Differentiation||How will you differentiate content and process to accommodate various learning styles and abilities?The students will be provided with a visual representation of the rule, a verbal explanation, and hand motions that match each one, as well. This will make sure that verbal, auditory, and visual learners are represented.To reinforce the rules, I will verbally recognize students who are following the rules. This will provide a reminder for students who may forget or need examples to show them what behavior is expected.|
|Closure and Reflection||The closing event will be the coloring activity. At the beginning of each dayfor the rest of the yearas part of our morning routine, we will go through the rules and say them as we do the hand motions that go with them. After reciting the rules, I will say, “And why do we have listening ears, watching eyes, quiet mouths, walking feet, and helpful hands?”The students will answer, “Because we have caring hearts.”|