Vukmanic 1

Daily Lesson Plan One

Grade Level and subject:
Grade 9; Honors English 9

Date:
March 11, 2013

Teacher(s):
Mrs. Vukmanic & English Teacher

Estimated time:
One 86-minute Class

Overview of Lesson:
This lesson is Day Four of a seven day unit plan. During the first three days of the unit plan,
students took a pre-assessment on their knowledge of the research process and properly
formatting citations and completed two days of research on a specified topic and sub-topic.
This lesson will be focusing on students working in their research groups to organize their
research notes into a complete sentence outline and creating a Works Cited Page that contains
citations for all of the sources they have used during their research. The resources will be
available for any groups that still need research.
Integrated Standards and Indicators:
AASL 21st Century Standards
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions,
and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create
products
that express new understandings
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
3.2.3 Demonstrate teamwork by working productively with others

Maryland VSC Standards

3.A.1 Collaboratively and independently use specific sources to find information.
3.C.2 Use an appropriate and accepted citation style to create a source list.
5.0
Students will be able to follow an inquiry process to share findings/conclusions in an
appropriate format to support written, oral, and multimedia information products and
evaluate the products and the process in an ethical manner (All)

English Core Learning Goals

2.2.2 The student will select and organize ideas for specific audiences and purposes.
2.2.5 The student will use suitable traditional and electronic resources to refine presentations
and edit texts for effective and appropriate use of language and conventions.
2.3.2 The student will use various information retrieval sources (traditional and electronic) to
obtain information on a self-selected and/or given topic. Electronic sources include
automated catalogs, CD ROM products, and on-line services like Internet, World Wide
Web, and others.

Vukmanic 2
2.3.3 The student will use a systematic process for recording and documenting information.

Technology Standards
3.0
5.0

Technology for Learning and Collaboration: Use a variety of technologies for learning
and collaboration
Technology for Information Use and Management: Use technology to locate, evaluate,
gather, and organize information.

Assessment:
Product:
Typed complete sentence outline
Typed Works Cited Page
Process
Working in collaborative groups,
students will use their prior knowledge,
notes, and exemplar examples
(provided by teacher) of finished
products to organize their research
notes into a typed complete sentence
outline and a typed Works Cited Page.
Student Self-Questioning
Students will complete the selfreflection portion of their Project
Calendar

Prior Knowledge and Skills

Desired Outcomes:
Students will be able to work
collaboratively in small groups to
accomplish their task.
Students will be able to organize their
research notes into a complete sentence
outline.
Students will be able to compose an
MLA formatted Works Cited Page
containing citations for all of the
sources used.
Students will use Microsoft Word to
type a properly formatted completed
sentence outline and Works Cited Page.

Essential Question(s):
Content:

Students have had lots of prior practice

using Microsoft Word to type
documents and print them
Students have written complete
sentence outlines and MLA formatted
Works Cited Pages before
Students will be using the information
they gathered and reviewed from the
first three days of the unit plan

What was daily life like in England during

the Elizabethan Era?

Process:
Why is a complete sentence outline an
effective way to organize research
notes for a presentation?
Why is it important to accurately cite
all sources used during research?

How can working collaboratively in a

group improve the overall final product
that is created?

Vukmanic 3

Student Resources (Materials

and Technology):
Project Calendar handout
Exemplar examples of a complete
sentence outline and a Works Cited
page
Media Center resources containing
information on the Elizabethan Era
Resources on creating a complete
sentence outline and Works Cited page
Computers with Microsoft Word

Teacher Resources (Materials

and Technology):
Maryland Technology Literacy
Standards for Students
AASL Standards for the 21st- Century
Learner in Action
Maryland VSC Standards
English Core Learning Goals
21st- Century Learning in School
Libraries (Kristin Fontichiaro)
Prior exemplar examples of complete
sentence outline and MLA Works Cited
page
Websites that can be used to assist with
the project

Provisions for Differentiation and Learning

Styles:

Verbal/Linguistic: Reading and skimming the text resources

for information. Composing a complete sentence outline
Visual/Spatial: Will be used as students create slides for their
VoiceThread

Multiple Intelligences
Verbal/Linguistic
+ Musical/Rhythmic
+ Logical/Mathematica
l
Visual/Spatial
+ Body/Kinesthetic
+ Intrapersonal
+ Interpersonal

Body/Kinesthetic: Moving around through the reference and

computer sections of the media center during the research and creation processes
Interpersonal: Working collaboratively within small groups to create the final products
Intrapersonal: Completing the self-reflections

Instructional Plan:
Engagement/Motivation (interest hook):
Day One: Students got to watch VoiceThread projects to see what their final project will look
like. Since most of the students have never seen nor heard of VoiceThread, they were interested
in using this new technology in school. Also, students were told how learning about the
background of the Elizabethan Era will help them better understand Shakespeares Romeo &
Juliet as we read it in class.

Vukmanic 4

Pre-Assessment of Prior Knowledge:

Day One: Students took a pre-assessment covering the topics of the research process, source
selection, and MLA formatted citations. This pre-assessment allowed us to group students into
heterogeneous ability groups based on how they scored
Direct Instruction:
Direct instruction will be provided for students at the beginning of the class to review how to
create a complete sentence outline and MLA Works Cited page.
Modeling/Guided Practice:
(AASL Self-Assessment 1.4.4)
Students will be provided with exemplar examples of a complete sentence outline and MLA
Works Cited page. While looking at these examples as a class, we will model for students.
Independent Practice
(AASL Self-Assessments 1.4.2)
Each student has been assigned a sub-topic for their research, and each sub-topic creates one subheading for the groups complete sentence outline. This means that students will be composing
their own portion of the outline individually before working together in groups to piece together
the separate sub-headings into one group outline. The same is true for the Works Cited page
because each student is responsible for creating MLA citations for the sources that they used
while researching their sub-topic. Then, students will work in their groups to combine the
citations into one Works Cited document. By making each student accountable for their own
individual portion of the greater group project, that ensures that every student is able to complete
the work successfully on their own, as well as in a group.
Closure
(AASL Self-Assessments 3.4.2, 3.4.3)
Students will submit their typed complete sentence outline and types MLA Works Cited page.
Then, they will complete the self-reflection for this day on their Project Calendar.
Assessment:
o Product: Typed complete sentence outline and Works Cited page
o Process: Students will be working individually on their own portion of the groups
outline and Works Cited page. Then, students will work with their groups to combine
the portions into one outline and Works Cited page. Finally, groups will type their
outline and Works Cited page to print them out for submission.
o Student Self-Questioning: Students will be self-reflecting each day on their
Project Calendar. Students will also have the opportunity to self-assess their Works
Cited and Outline using the rubric.

Suggested Modifications:

Vukmanic 5
o Accommodations: Students who have 504 Plans and/or IEPs will have
accommodations made to the project. The most common of the possible
accommodations include the need for a scribe, having passages from the texts read to
them while researching, and providing extra time for the project. Accommodations
would be handled on a case by case basis depending on the 504 Plan and/or IEP.
o Modifications: The number of required sources, the readability of the texts and
websites, and not requiring the outline to use complete sentences are some of the
modifications that can be made to the project.
o Extensions: Extensions can be made to this lesson to encourage the more
advanced students. For instance, an advanced student could complete an outline and
Works Cited page on their own, without the help of their group.

Bibliography
Brown, Carol, Dr. "Building Rubrics: A Step-by-Step Process." Library Media Connection Jan
(2008): n. pag. Print.
Maryland Technology Literacy Standards for Students. N.p.: MD State Board of Education,
2007. Web. 02 Mar. 2013. <http://mdk12.org/instruction/curriculum/technology_literacy/
vsc_technology_literacy_standards.pdfTish>.
MLA Works Cited Page: Basic Format. OWL Perdue Online Writing Lab. Web. 02 Mar. 2013.
<http://owl.english.purdue.edu/owl/resource/747/05/>
Seider, Scott. "An Educator's Journey Toward Multiple Intelligences." Edutopia. The George
Lucas Educational Foundation, 01 Apr. 2009. Web. 02 Mar. 2013.
Standards for the 21st Century Learner. American Library Association, 2007. Web. 02 Mar.
2013. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesand
standards/learningstandards/AASL_LearningStandards.pdf>

Vukmanic 6

Daily Lesson Plan Two

Grade Level and subject:
Grade 9; Honors English 9

Date:
March 13, 2013

Teacher(s):
Mrs.Vukmanic & English Teacher

Estimated time:
One 86-minute Class

Overview of Lesson:
This lesson is Day Five of a seven day unit plan. During the first four days of the unit plan,
students took a pre-assessment on their knowledge of the research process and properly
formatting citations and completed two days of research on a specified topic and sub-topic. After
completing the research, students worked individually and in groups to organize their findings
into a complete sentence outline with a Works Cited page.
This lesson will be focusing on students taking their outline and using it to effectively
produce a VoiceThread presentation. VoiceThread is a relatively new technology that allows
students to create a presentation, which other students may openly comment on to add to the
presentation. The comments will be added to VoiceThreads during the Day Six lesson.
Integrated Standards and Indicators:
AASL 21st Century Standards
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions,
and solve problems.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create
products
that express new understandings
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
3.2.3 Demonstrate teamwork by working productively with others

Maryland VSC Standards

3.A.1 Collaboratively and independently use specific sources to find information.
3.C.2 Use an appropriate and accepted citation style to create a source list.
5.0
Students will be able to follow an inquiry process to share findings/conclusions in an
appropriate format to support written, oral, and multimedia information products and
evaluate the products and the process in an ethical manner (All)

English Core Learning Goals

Vukmanic 7
2.2.2 The student will select and organize ideas for specific audiences and purposes.
2.2.5 The student will use suitable traditional and electronic resources to refine presentations
and edit texts for effective and appropriate use of language and conventions.
2.3.2 The student will use various information retrieval sources (traditional and electronic) to
obtain information on a self-selected and/or given topic. Electronic sources include
automated catalogs, CD ROM products, and on-line services like Internet, World Wide
Web, and others.
2.3.3 The student will use a systematic process for recording and documenting information.

Technology Standards
1.0
3.0
4.0
5.0

Technology Systems: Develop foundations in the understanding and uses of technology

systems
Technology for Learning and Collaboration: Use a variety of technologies for learning
and collaboration
Technology for Communication and Expression: Use technology to communicate
information and express ideas using various media formats
Technology for Information Use and Management: Use technology to locate, evaluate,
gather, and organize information.

Assessment:
Product:
VoiceThread Presentation
Process:
Working in collaborative groups,
students will use their complete
sentence outlines to create a
VoiceThread presentation. They will
find images online to use for their
slides and then they will use their
outline sentences as the commentary
for their slides. Each group member
will be responsible for creating a slide
for their research sub-topic. Then, as a
group, they will combine the slides into
one VoiceThread presentation.
Student Self-Questioning
Students will complete the selfreflection portion of their Project
Calendar

Prior Knowledge and Skills

Students will be applying their

experience with technology and
computers to learning a new technology
for the presentation
Students will use their complete
sentence outlines for the information
needed on the VoiceThread

Vukmanic 8
Desired Outcomes:
Students will be able to work
collaboratively in small groups to
accomplish their task.
Students will be able to apply the
information they included in their
outlines to a new technology format, a
VoiceThread presentation
Students will be able to compose an
MLA formatted Works Cited Page
containing citations for all of the
sources used for images on their
VoiceThread.
Students will use VoiceThread to create
an engaging and visually appealing
presentation.

Essential Question(s):
Content:

Student Resources (Materials

and Technology):
Project Calendar handout
Their own outline and Works Cited
page
Websites for images to use on their
VoiceThread slides
Computers with internet access to
create a VoiceThread presentation

Teacher Resources (Materials

and Technology):
Maryland Technology Literacy
Standards for Students
AASL Standards for the 21st- Century
Learner in Action
Maryland VSC Standards
English Core Learning Goals
21st- Century Learning in School
Libraries (Kristin Fontichiaro)
Websites that can be used to assist with
the project
VoiceThread

What was daily life like in England during

the Elizabethan Era?

Process:
Why is VoiceThread a useful Web 2.0
tool to use for a presentation?
Why is it important to accurately cite
all sources used during a presentation?

How can working collaboratively in a

group improve the overall final product
that is created?

Provisions for Differentiation and Learning

Styles:

Verbal/Linguistic: Reading and skimming the text resources

for information. Composing a complete sentence outline

Multiple Intelligences
Verbal/Linguistic
+ Musical/Rhythmic
+ Logical/Mathematica
l
Visual/Spatial
+ Body/Kinesthetic
+ Intrapersonal
+ Interpersonal

Vukmanic 9

Visual/Spatial: Creating slides for their VoiceThread

Body/Kinesthetic: Moving around through the reference and computer sections of the media
center during the research and creation processes
Interpersonal: Working collaboratively within small groups to create the final products
Intrapersonal: Completing the self-reflections

Instructional Plan:
Engagement/Motivation (interest hook):
Day One: Students got to watch VoiceThread projects to see what their final project will look
like. Since most of the students have never seen nor heard of VoiceThread, they were interested
in using this new technology in school. Also, students were told how learning about the
background of the Elizabethan Era will help them better understand Shakespeares Romeo &
Juliet as we read it in class.
Pre-Assessment of Prior Knowledge:
Day One: Students took a pre-assessment covering the topics of the research process, source
selection, and MLA formatted citations. This pre-assessment allowed us to group students into
heterogeneous ability groups based on how they scored
Direct Instruction:
Direct instruction will be provided for students at the beginning of the class to learn how to
create a VoiceThread account and presentation.
Modeling/Guided Practice:
Students will follow along in their groups as we (content teacher and myself) walk them through
the process of creating a VoiceThread account and a VoiceThread presentation. The main
computer in the lab will be hooked up to a presenter. As we are doing a step in the process, the
students will watch and then do the same within their groups on their own computers.
Independent Practice
(AASL Self-Assessments 1.4.1, 1.4.2)
Each student has been assigned a sub-topic for their research, and each sub-topic creates one
slide in the VoiceThread presentation. This means that students will be composing their own
slide for the presentation individually before working together in groups to piece together the
slides into one group VoiceThread presentation. By making each student accountable for their
own individual slide before combining them into one presentation, it ensures that every student is
able to complete the work successfully on their own, as well as in a group.
Closure
(AASL Self-Assessments 3.4.2, 3.4.3)
Students will save their VoiceThread presentation to the class shared drive. Then, they will
complete the self-reflection for this day on their Project Calendar.

Vukmanic 10

Assessment:
o Product: VoiceThread presentation
o Process: Students will be working individually on their own slide. Then, students
will work with their groups to combine the slides into one VoiceThread presentation.
o Student Self-Questioning: Students will be self-reflecting each day on their
Project Calendar. Students will also have the opportunity to self-assess their
VoiceThread on Day Six using the rubric.

Suggested Modifications:
o Accommodations: Students who have 504 Plans and/or IEPs will have
accommodations made to the project. The most common of the possible
accommodations include the need for a scribe, having passages from the texts read to
them while researching, and providing extra time for the project. Accommodations
would be handled on a case by case basis depending on the 504 Plan and/or IEP.
o Modifications: The amount of slides required and allowing students to work in
groups for the entire presentation instead of creating slides individually are some of
the modifications that can be made to the project.
o Extensions: Extensions can be made to this lesson to encourage the more
advanced students. For instance, an advanced student could complete a VoiceThread
project on their own, without the help of their group.

Bibliography
Brown, Carol, Dr. "Building Rubrics: A Step-by-Step Process." Library Media Connection Jan
(2008): n. pag. Print.
Maryland Technology Literacy Standards for Students. N.p.: MD State Board of Education,
2007. Web. 02 Mar. 2013. <http://mdk12.org/instruction/curriculum/technology_literacy/
vsc_technology_literacy_standards.pdfTish>.
Seider, Scott. "An Educator's Journey Toward Multiple Intelligences." Edutopia. The George
Lucas Educational Foundation, 01 Apr. 2009. Web. 02 Mar. 2013.
Standards for the 21st Century Learner. American Library Association, 2007. Web. 02 Mar.
2013. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesand
standards/learningstandards/AASL_LearningStandards.pdf>

Vukmanic 11
VoiceThread. Web. 02 Mar. 2013 <http://www.voicethread.com>

Elizabethan Era Research

Books: See Cart of pulled books
Online Database: Has everything! Biographies and all others!

http://opac.aacps.org/databases.asp?sID=99

ABC CLIO Social Studies Cites

Select Daily Life Through History
Search: Elizabethan England, person or subject

Thomson Gale
Select World History
Search: Elizabethan England, person or subject

Ebook: Elizabethan World Reference Library: Select Gale Virtual Reference Library to
History to Elizabethan World look through table of contents or search

Internet Sites:
Great site with everything you need (entertainment, food, fashion, art, historical
figures)
http://www.springfield.k12.il.us/schools/springfield/eliz/elizabethanengland.html
http://www.elizabethan-era.org.uk/index.htm
http://elizabethan.org/compendium/index.html

Vukmanic 12
http://www.intute.ac.uk/cgi-bin/search.pl?term1=elizabethan&limit=0&subject=All

Art and Architecture:

http://www2.springfield.k12.il.us/schools/springfield/eliz/artsarchitecture.html
Black Plague:
http://www.themiddleages.net/plague.html

Crime and punishment:

http://www.eyewitnesstohistory.com/punishment.htm
http://www2.springfield.k12.il.us/schools/springfield/eliz/everylife.html
Currency:
http://elizabethan.org/compendium/6.html
Costumes:
http://www.elizabethan-era.org.uk/elizabethan-upper-class-fashion.htm
http://www.elizabethancostume.net/influence.html
Education:
http://www.william-shakespeare.info/william-shakespeare-biography-childhood-andeducation.htm
Fashion, Food Medicine, Entertainment:
http://www2.springfield.k12.il.us/schools/springfield/eliz/everylife.html
Government:
http://history.wisc.edu/sommerville/361/361-15.htm
http://www.elizabethi.org/uk/power/
London:
http://elizabethan.org/compendium/27.html

Vukmanic 13
Musical Instruments:
http://www.springfield.k12.il.us/schools/springfield/eliz/musicalinstruments.html
Social Class:
http://elizabethan.org/compendium/14.html
Spanish Armada:
http://www.elizabethan-era.org.uk/index.htm
Marriage/Weddings:
http://elizabethan.org/compendium/9.html
London Bridge: http://www.google.com/archivesearch?
scoring=t&hl=en&um=1&lnav=ent0&sa=N&q=old+london+bridge
Shakespeare:
http://www.springfield.k12.il.us/schools/springfield/eliz/Shakespeare.html
Shakespeare, Theatre, Literary Works:
http://www2.springfield.k12.il.us/schools/springfield/eliz/everylife.html
Shakespearean Authors:
http://www.william-shakespeare.info/william-shakespeare-biography-elizabethanplaywright-authors.htm
Spanish Armada:
http://library.thinkquest.org/20176/armada.htm
http://www.historylearningsite.co.uk/spanish_armada.htm
Torture:
http://www2.springfield.k12.il.us/schools/springfield/eliz/artsarchitecture.html
http://www2.springfield.k12.il.us/schools/springfield/eliz/everylife.html
http://www.eyewitnesstohistory.com/torture.htm
Tower of London and St. Pauls Cathedral (landmarks):

Vukmanic 14
http://www2.springfield.k12.il.us/schools/springfield/eliz/stpauls.html
Citations for websites: http://www.citationmachine.net/index2.php?
reqstyleid=1&mode=form&rsid=6&reqsrcid=MLAWebDocument&more=yes&nameCnt=1