TPACK
The following plan is a part of a larger document available through a file sharing link.
Lesson Plan – Be Red Cross Ready
Stage 2 – Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results.
Performance Task(s) or Assignment Description(s):
- Discuss and be able to recite hazards in the area
- Participate in the discussion of “Red Cross Ready” preparedness kits
- Be able to contribute idea about preparedness to the group discussion
- Demonstrate readiness through the follow-up questionnaire.
Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments
Learning Activities:
Phase I: Introduction to Hazards and Mitigation: Lecture presentation using https://magic.piktochart.com/output/12069874-mitigation or the Disaster Cycle Presentation at https://docs.zoho.com/show/publish/qu3o10a5586c6e0f540b98befa91b45d33f1c or the "Types of Disasters" slideshow presentation at https://docs.zoho.com/file/1lhhy057bfc34756147a58955704e48219060 (Draft)
(15 Minutes)
Phase II: Disaster Preparedness: Handouts and discussion of “Red Cross Ready” preparedness kits and procedures. Discussion of useful items and skills in an emergency using http://stormboard.com
(20 Minutes)
Phase III: Group processing of disaster plans, and best practices, and where to find preparedness-related items. Demonstration of first-aid kits and items for sale on http://redcross.org (15 Minutes)
Phase IV: Feedback Worksheet and End of Class (See Stage 4).
Stage 4 Feedback Strategies, including Timeliness
Preparedness Post-Hoc Assessment: https://drive.google.com/file/d/0B32eEzpVnqebQ2xxaktYdk9hSGM/view?usp=sharing
Scoring Sheet Template: https://drive.google.com/file/d/0B32eEzpVnqebSTI2RExzazRPZEk/view
Crockett, L., Jukes, I. & Churches, A. (2011). Literacy is not enough: 21st-century fluencies for the digital age. Thousand Oaks, CA: Corwin.
Haddow, G., Bullock, J. & Coppola, D. (2011). Introduction to emergency management (4th ed.). Burlington, MA: Butterworth-Heinemann.
Crockett, L., Jukes, I. & Churches, A. (2011). Literacy is not enough: 21st-century fluencies for the digital age. Thousand Oaks, CA: Corwin.
Haddow, G., Bullock, J. & Coppola, D. (2011). Introduction to emergency management (4th ed.). Burlington, MA: Butterworth-Heinemann.
Common Core Standard
Colorado Department of Education (2010) outcomes expectations state (p. 20), “
a. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.9-10.3):
How I Currently Teach It:
Typically a structured presentation with a flat-file exhibit demonstrating the sections and formatting of correctly written academic literature.
The exhibit is shown during lecture and each component of the written work is discussed such as the subject tense, and the beginning, middle, and end sections of the document. The discussion also focuses on the intended audience of the message.
The journal assignment is a series of weekly structured writing assignments written in Microsoft Word, that are graded with appropriate feedback.
The instructor during the journal assignment visits previously submitted written assignments and using appropriate scaffolding the student creates new work based on constructive feedback from the instructor.
The journal assignment is a self-evaluation assignment submitted according to instructor-established criteria.
Technological Pedagogical Content Knowledge (TPACK) Integration Ideas:
The blended learning environment can be used to present a multimedia text, and students then break into work-groups and process a group-collaborative written evaluation of the text according to the structure given in the flat-file handout.
Students in work-groups can collaborate with a series of internet sources to produce a narrative multimedia work or presentation containing rich media elements according to fair-use policies and available online tools such as www.piktochart.com
Students in the larger Communities of Inquiry (Shea & Bidjerano, 2010) setting can evaluate a selected media text, during a brainstorming process, using online tools such as https://stormboard.com/
The student-created work is then evaluated during group process according to the criterion established in the rubrics for the course (Goodwin & Hubbell, 2013); students then establish the grade which they believe they had earned as a group.
i. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.9- 10.3a)
ii. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. (CCSS: W.9- 10.3c)
b. Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience.
d. Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details.
e. Explain strengths and weaknesses of own writing and the writing of others using criteria (e.g., checklists, scoring guides).”.
CDE (2010). Colorado academic standards: Ninth grade reading, writing & communicating. Retrieved from:
Goodwin, B. & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Denver, CO: McREL.
Personal Learning Environment:
Although the author maintains this list of bookmarks, there is a Personal Learning Environment that is regularly maintained as well as this list of the most-useful teaching tools in the table below.