| Up | Narrative/Reflection |
Students have seen an outline of the entire unit, so they have an idea of their day-by-day assignments and responsibilities. In the first lesson, students were shown the AUP document and, as a whole-class activity, brainstormed ideas about what it is, what it "sorta" means, and why we have it. In the previous lesson, students worked in cooperative groups with one section of the document to come up with a short description of what their "piece" means, and why it is important (or not important). Each group presented to the class, and handed in their printed/written notes for teacher review.
In today's lesson, the teacher hands back each group's notes with her feedback (i.e., areas where they might not have had the meaning exactly correct, areas they might have left out, FIS lab rules that fit within their section, etc.). Groups are expected to revisit their assigned sections and incorporate teacher feedback into their "understanding" of that section. Groups begin drafting student-friendly versions of their assigned section using Microsoft Word.
By the end of this lesson students will (hopefully):
| Gain knowledge about what one section of the AUP text means |
| Expand their knowledge of Microsoft Word as a tool for expressing ideas |
| Produce a draft of their AUP re-write |
| Time | Student Activities | Teacher Activities |
| At the bell | Students are in their seats finishing the Mavis Beacon warm up | Teacher is taking role |
| 5 minutes after the bell | Students have exited Mavis Beacon and are listening to instructions | Teacher
reminds the class of their assignment for today: Group notes will be returned with feedback Each group is to begin drafting a more understandable (in their own words) version of their section. Students are to use Microsoft Word, and they will be saving their work to disks which will be passed out with the notes. Any student who wants a turn at the keyboard should have one - since there are 20 minutes for work time, that means approximately 5- 7 minutes apiece, depending on the size of the group. Questions? Please go to your groups. |
| 10 minutes after the bell until 5 minutes before the end of class | Students are in their groups, have launched Microsoft Word and are working on their revised AUP sections. | Monitor and assist groups as needed. |
| Last 5 minutes of class | Students save their work and return to their individual workstations; one person from each group hands in the disk; one person from each group reports their status to the teacher | Collect disks and take status reports |
| Last 30 seconds of class | Wait for dismissal | Seat check (make sure all computers are at the desktop, all mice are turned upside down, all materials have been gathered). Dismissal |