Download - Cob Lesson Plans Grade 11 Edu 420
My Teaching
Portfolio
Teacher: Mr. D. Barr
ID#: 000-00-6469
Using Technology to Assess Students‟ Cognitive Skills 2
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
EDU 420: Classroom Management and Techniques
Semester: Fall 2010
NAME: Don B. Barr
SCHOOL: C. V. Bethel Senior High School
PHONE No: 392-9252
PRINCIPAL: Mrs. Eulease Beneby
COB SUPERVISOR: Mrs. Janice Munnings
SUBJECT: English Language
RESEARCH TOPIC: Using Technology to Assess Students’ Cognitive Skills in English
CO-OPERATING TEACHERS:
Mrs. Greta Meadows (Master Teacher and Subject Coordinator, Language Arts Dept.)
Mrs. Joan Gibson (Master Teacher and Resource Coordinator- NovaNet Program)
Using Technology to Assess Students‟ Cognitive Skills 3
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
FINAL YEAR TEACHING PRACTICE
Student’s Name: Mr. Don B. Barr
School: C. V. Bethel Senior High School
Phone No: 362-0803 (H) 392-9252/3 (W)
Principal: Mrs. Eulease Beneby
Cob Supervisor: Mrs. Janice Munnings
Jr/Sr-High/ Secondary: Senior High School
Subject(S): English Language
Co-Operating Teacher: Mrs. Joan Gibson
Grades: 11c1-S1 & 12c-H1
Primary Only:
Grade:
Cooperating Teacher
TIME-TABLE
THIS TIMETABLE IS FOR OFFICE USE. PLEASE FILL IN CLEARLY.
PERIOD TIME MON. TUE. WED. THU. FRI.
1 9:05-10:00
2 10:00-10:55Gr 11C1-S1
(Room A8)
Gr. 11C1-S1
(Room A8)
Break
(10:55-
11:10)
3 11:10-12:05
Gr. 12C-H1
(Room B25)
Gr. 12C-H1
(Room B25)
4 12:05-1:00Gr. 12C-H1
(Room B25)
Lunch
(1:00-1:45)
5 1:55-3:00Gr. 11C1-S1
(Room A8)
Using Technology to Assess Students‟ Cognitive Skills 4
Motivational Quotes
“God allows us to experience the low points of life
in order to teach us lessons we could not learn in any
other way. The way we learn those lessons is not to
deny the feelings but to find the meanings
underlying them.” Stanley Lindquist
Using Technology to Assess Students‟ Cognitive Skills 5
Grade 11C1-S1
English Language
Lesson Plans
“The whole purpose of education is to turn mirrors into windows.”
~Sydney J. Harris
Using Technology to Assess Students‟ Cognitive Skills 6
Grade 11C1-S1 Register
English Language
2010
September October November
Name Grade 27 29 6 8 13 20 27 1 3 8 12
1.Charlisa Ferguson
11V1
2.Lanae Lyles
11V1
3.Brittany Ford
11V1
4.Alexander Rahming
11H1
5.Diego Arnett
11C1
6.Duane Grant
11S1
o o o o
7.Torian Gibson
11C1
8.Anishka Kemp
11C1
9.Ediesha Martin
11S1
o o o o o o
10.Jasmine Oliver
11S1
o
o
o
11.Baricka Rolle
11H1
12.Chadeesha Cash
11V1
13.Shavayne Mackey
11H1
14.Deshea Munroe
11C1
15.Veranique Smith
11H1
16.Chandler Taylor
11B1
o
17.Anthonique Bowe
11V1
Using Technology to Assess Students‟ Cognitive Skills 7
18.Kamal Murphy
11B1
19.Anthony Cargill
11B1
20.Walter Young
11V1
21.Jacobbi Donaldson
11S1
22.Teleesha Ferguson
11V1
23.Andrew Smith
11C1
24.Shanniece Sawyer
11S1
25.Donovan Saunders
11C1
26.Wayne Missick
11V1
27.Tevin Rolle
11S1
28.Giovaughn Wilson
11H1
29.Chancely Rolle
11H1
30.Chaz Curling
11H1
31. James Cox
11H1
o
o
32. Matthew Griffin
11H1
o
33. Margarita Limage
11V1
o o o
34. Eugenette Small
11H1
o
Using Technology to Assess Students‟ Cognitive Skills 8
November December
Name Grade 15 17 22 29 31 2 3
1.Charlisa Ferguson
11V1
2.Lanae Lyles
11V1
3.Brittany Ford
11V1
4.Alexander Rahming
11H1
5.Diego Arnett
11C1
6.Duane Grant
11S1
o
7.Torian Gibson
11C1
8.Anishka Kemp
11C1
9.Ediesha Martin
11S1
o o o
10.Jasmine Oliver
11S1
o
o
11.Baricka Rolle
11H1
12.Chadeesha Cash
11V1
13.Shavayne Mackey
11H1
14.Deshea Munroe
11C1
15.Veranique Smith
11H1
16.Chandler Taylor
11B1
o
17.Anthonique Bowe
11V1
18.Kamal Murphy
11B1
19.Anthony Cargill
11B1
20.Walter Young
11V1
Using Technology to Assess Students‟ Cognitive Skills 9
21.Jacobbi Donaldson
11S1
22.Teleesha Ferguson
11V1
23.Andrew Smith
11C1
24.Shanniece Sawyer
11S1
25.Donovan Saunders
11C1
26.Wayne Missick
11V1
27.Tevin Rolle
11S1
28.Giovaughn Wilson
11H1
29.Chancely Rolle
11H1
30.Chaz Curling
11H1
31. James Cox
11H1
o
o
32. Matthew Griffin
11H1
o
33. Margarita Limage
11V1
o o o
34. Eugenette Small
11H1
o
Using Technology to Assess Students‟ Cognitive Skills 10
Grade 11C1-S1 Mark Book
English Language
Name
Subject
and
Predicate
8th
Oct
Conjunc
-tions
20th
Oct
Types of
Sentences
25th
Oct
Sentence
Structure
27th
Oct
Literal and
Figurative
Expressions
15th
Nov
Infer-
ences
17th
Nov
Digital
Stories
(Narratives)
29th
Nov
Expository
Writing
(E-folios)
1st Dec
1.Charlisa Ferguson
11V1
100
89
78
80
70
80
85
80
2.Lanae Lyles
11V1
100
89
78
60
90
80
90
80
3.Brittany Ford
11V1
100
100
80
78
90
80
90
90
4.Alexander Rahming
11H1
60
70
60
56
70
50
70
50
5.Diego Arnett
11C1
60
60
56
70
74
50
74
50
6.Duane Grant
11S1
76
89
78
70
90
60
90
60
7.Torian Gibson
11C1
44
60
56
70
80
50
80
50
8.Anishka Kemp
11C1
100
100
89
88
70
80
90
80
9.Ediesha Martin
11S1
100
70
78
80
90
80
90
80
10.Jasmine Oliver
11S1
0
78
70
78
70
80
90
80
Using Technology to Assess Students‟ Cognitive Skills 11
11.Baricka Rolle
11H1
100
100
78
88
70
70
90
70
12.Chadeesha Cash
11V1
60
78
78
88
80
70
95
70
13.Shavayne Mackey
11H1
80
65
78
70
70
60
70
50
14.Deshea Munroe
11C1
88
90
88
78
70
800
70
50
15.Veranique Smith
11H1
92
90
70
80
80
90
95
90
16.Chandler Taylor
11B1
0
100
90
88
90
80
90
80
17.Anthonique Bowe
11V1
92
100
78
90
80
70
80
88
18.Kamal Murphy
11B1
88
90
88
90
80
50
80
50
19.Anthony Cargill
11B1
88
78
70
90
90
88
90
88
20.Walter Young
11V1
60
70
60
60
88
50
88
50
21.Jacobbi Donaldson
11S1
100
89
78
90
80
50
80
50
22.Teleesha Ferguson
11V1
100
100
88
75
70
50
70
50
23.Andrew Smith
11C1
68
70
70
80
60
60
60
60
Using Technology to Assess Students‟ Cognitive Skills 12
24.Shanniece Sawyer
11S1
68
74
78
80
80
50
80
50
25.Donovan Saunders
11C1
96
60
56
78
70
50
88
50
26.Wayne Missick
11V1
64
70
78
88
70
50
70
50
27.Tevin Rolle
11S1
60
60
78
90
80
80
88
80
28.Giovaughn Wilson
11H1
100
100
88
78
90
90
90
90
29.Chancely Rolle
11H1
80
79
70
56
80
60
80
60
30.Chaz Curling
11H1
82
78
56
78
80
70
80
70
31. James Cox
11H1
80
89
78
80
90
50
90
50
32. Matthew Griffin
11H1
0
80
78
60
80
50
80
50
33. Margarita Limage
11V1
0
65
70
68
60
50
60
50
34. Eugenette Small
11H1
0
78
80
88
90
90
90
90
Using Technology to Assess Students‟ Cognitive Skills 13
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 27th
Sept, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 11C1-S1 Lesson Number: 1
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should know the definition of a sentence and its parts.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who appears to have ADD.
OBJECTIVES:
1. Define subject and predicate.
2. Identify subject and predicate.
3. Differentiate between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, C/D and player, white board, internet
CONTENT:
Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject. To determine
the subject of a sentence, first isolate the verb and then make a question by placing "who?" or
"what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
Using Technology to Assess Students‟ Cognitive Skills 14
the simple subject. Every subject is built around one noun or pronoun (or more) that, when
stripped of all the words that modify it, is known as the simple subject. Likewise, a predicate has
at its centre a simple predicate, which is always the verb or verbs that link up with the subject.
A sentence may have a compound subject -- a simple subject consisting of more than one noun
or pronoun. A sentence may have a compound predicate -- a simple predicate consisting of
more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
Using Technology to Assess Students‟ Cognitive Skills 15
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class
theme song for my research sung by Anne Murray entitled “You need me”. This will serve as
their motivation to want to learn and at the same time build confidence in themselves. Teacher
will then direct the students‟ attention to the whiteboard where the topic of the lesson and
objectives are written.
Using Technology to Assess Students‟ Cognitive Skills 16
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe students in
order to activate prior knowledge
with questions such as to identify
the parts of the sentence.
Teacher will then give an
overview of the lesson and
explain what it is that the
students are expected to know
and why it is important for them
to know it.
Students will respond to
questions by identifying the
two basic parts of a
sentence.
The teacher will closely
monitor student with ADD to
ensure that he is on task by
asking him to respond to
questions.
Teacher will further probe
students to assess how much of
the content of the lesson is
needed.
Students will engage in
rapport with teacher based
on probing.
The teacher will closely
monitor student with ADD to
ensure that he is on task by
asking him to respond to
questions.
Teacher will further probe
students to assess how much of
the content of the lesson will
have to be included or omitted.
Using Technology to Assess Students‟ Cognitive Skills 17
Teacher will then direct the
students‟ attention to the LCD
projected images on the white
board.
Teacher will display information
about the two parts of the
sentence on the white board.
Teacher will ask students to
explain how one can identify the
subject as well as the predicate
of a sentence.
Students will read the
content that is projected on
the white board.
Students will provide
evidence that they can
identify the subject and
predicate of a sentence.
The teacher will closely
monitor student with ADD to
ensure that he is on task by
asking him to respond to
questions.
Teacher will then display sample
sentences on the white board and
ask students to identify the
subjects in each example.
Teacher will also ask students to
identify the predicates in the
examples.
Students will identify the
subjects in each example
displayed on the white
board.
Students will identify the
predicates in the examples.
Students will engage in
discussion with teacher as
they work the examples.
Using Technology to Assess Students‟ Cognitive Skills 18
Teacher will then ask students to
explain how one can tell the
difference between the subject
and the predicate. This will lead
to more rapport with students.
Teacher will then display more
examples of sentences and
instruct the students to identify
the complete and simple subject
and complete and simple
predicate.
Teacher will continue to
dialogue with students and
discuss the examples in detail.
Teacher will then give the class
an assignment to practice on
individually. Teacher will move
around the room to monitor the
students‟ progress and to ensure
Students will explain the
difference between the
subject and predicate.
The students will identify
the complete and simple
subject and complete and
simple predicate in the
sentences displayed on the
whiteboard.
Students and teacher will
discuss the examples in
detail.
Students will work
individually on the
assignment.
Students will discuss each
sentence as they analyze
The teacher will closely
monitor student with ADD to
ensure that he is on task by
asking him to respond to
questions.
The teacher will closely
monitor student with ADD to
ensure that he is on task by
asking him to respond to
questions.
Using Technology to Assess Students‟ Cognitive Skills 19
that they are on task.
Teacher and students will discuss
each sentence as they analyze
each one. Teacher will also share
the answers with the students
once they are completed on the
LCD projector.
Teacher will assess the students
by asking them to say what they
have learned so far.
them.
Students will say what they
have learned from the
lesson so far.
CONCLUSION:
Teacher will reiterate the main points of the lesson, reviewing the objectives for the lesson and
reminding the students of the need to be able to construct effective sentences.
CULMINATING ACTIVITY:
Students will say what they have learned from the lesson. One of the students will be selected to
click on a hyperlink in the lesson on the laptop which will be seen by all on the white board.
They will do the assignment via the link together as a class.
Using Technology to Assess Students‟ Cognitive Skills 20
EVALUATION OF THE LESSON:
This lesson was not completed. Although we were able to get through the content and a few
examples, this took more time than expected. This lesson should have served as a review; but it
took a while for the information to resonate into the cognitive faculties of the students. A little
more then half an hour into the lesson, about half of the class were able to work the few
examples without any problems while the others still seemed uncertain. It was at that point that I
stopped the lesson and went back over the content using more examples. By approximately
fifteen (15) minutes to the bell which would signal the end of the period, more of them were
getting into the lesson.
I gave a few more examples and allowed the student to identify the parts of the sentences as I
identified them on the white board. I kept referring to the content in the power-point as we
engaged in discussion until there was complete clarity. This strategy is supported in The
Teaching of English: beliefs teachers hold about their subject (Webb, 2007). By using an
eclectic approach, I was able to use some of the information from the three models to integrate
with various technologies. Moreover, by using the personal growth model which emphasized the
experiences, language and feelings of the learner, I was able to place emphasis on activities. For
the next class, I will review the content and probe the students further in order to complete my
objectives.
Using Technology to Assess Students‟ Cognitive Skills 21
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 29th
Sept, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 11C1-S1 Lesson Number: 2
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who seems to have the signs of ADD.
OBJECTIVES:
1. Identify subjects and predicates.
2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT: Every complete sentence contains two parts: a subject and a predicate. The subject
is what (or whom) the sentence is about, while the predicate tells something about the subject. To
determine the subject of a sentence, first isolate the verb and then make a question by placing
"who?" or "what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
Using Technology to Assess Students‟ Cognitive Skills 22
the simple subject. Every subject is built around one noun or pronoun (or more) that, when
stripped of all the words that modify it, is known as the simple subject. Likewise, a predicate has
at its centre a simple predicate, which is always the verb or verbs that link up with the subject.
A sentence may have a compound subject -- a simple subject consisting of more than one noun
or pronoun. A sentence may have a compound predicate -- a simple predicate consisting of
more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 23
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will also challenge
students to learn the class song. Teacher will then direct the students‟ attention to the white board
where they will see the topic written. Teacher will then ask students a series of questions to
activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 24
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe the students
about the topic Subject and
Predicate to determine how
much of the content will be
reviewed. For example, the
teacher will ask students to
explain how to identify the
subject and predicate of a
sentence and what is a compound
subject and compound predicate.
Students will respond to
questions in a timely
manner. As this is review,
the students‟ response time
to the questions should be
faster.
Students will dialogue with
teacher to bring clarity to
any misconceptions about
the lesson.
Teacher will keep student with
ADD engaged by directing
questions to him and interact
with him through rapport.
The teacher will give the
students a few examples to work
to work on. Rapport with
students will be encouraged.
The teacher will then project an
on-line worksheet from the LCD
on to the white board with
instructions for students to
complete the assignment in their
Students will work on the
examples and discuss them
with the teacher.
Students will work in their
books on their own.
Students will share their
answers with the class and
Teacher will monitor student
to ensure that he is on task.
Teacher will monitor student
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 25
books.
Teacher will move around the
room to monitor students, check
their progress and to ensure that
they are on task.
Teacher will share the answers
with the students and provide
feedback where necessary.
there will be more
discussion where necessary.
The teacher will then inform
students that their participation,
cooperation and undivided
attention are needed for this
section of the lesson as it
requires them to click on the
hyperlinks in the power-point
presentation to get on the
internet. Teacher will also advise
students to carefully follow the
instructions.
After the on-line assessment, the
teacher will record the grades of
the students.
Students will agree to
cooperate fully to complete
this section of the lesson.
Students will also carefully
follow the instructions in
order to complete the on-
line class assignment.
Teacher will monitor student
to ensure that he is on task.
Teacher will monitor student
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 26
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
Student with ADD will represent the class and say what he has learned from the lesson.
EVALUATION OF THE LESSON:
This lesson could not be taught due to the impending Tropical Storm Nicole. All government
schools in New Providence were closed. The lesson will be taught on Friday, 1st October, 2010.
Using Technology to Assess Students‟ Cognitive Skills 27
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 1st Oct, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 11C1-S1 Lesson Number: 3
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who seems to have the signs of ADD.
OBJECTIVES:
1. Identify subjects and predicates.
2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT: Every complete sentence contains two parts: a subject and a predicate. The subject
is what (or whom) the sentence is about, while the predicate tells something about the subject. To
determine the subject of a sentence, first isolate the verb and then make a question by placing
"who?" or "what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
Using Technology to Assess Students‟ Cognitive Skills 28
the simple subject. Every subject is built around one noun or pronoun (or more) that, when
stripped of all the words that modify it, is known as the simple subject. Likewise, a predicate has
at its centre a simple predicate, which is always the verb or verbs that link up with the subject.
A sentence may have a compound subject -- a simple subject consisting of more than one noun
or pronoun. A sentence may have a compound predicate -- a simple predicate consisting of
more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 29
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will also challenge
students to learn the class song. Teacher will then direct the students‟ attention to the white board
where they will see the topic written. Teacher will then ask students a series of questions to
activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 30
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe the students
about the topic Subject and
Predicate to determine how
much of the content will be
reviewed. For example, the
teacher will ask students to
explain how to identify the
subject and predicate of a
sentence and what is a compound
subject and compound predicate.
Students will respond to
questions in a timely
manner. As this is review,
the students‟ response time
to the questions should be
faster.
Students will dialogue with
teacher to bring clarity to
any misconceptions about
the lesson.
Teacher will keep student with
ADD engaged by directing
questions to him and interact
with him through rapport.
The teacher will give the
students a few examples to work
to work on. Rapport with
students will be encouraged.
The teacher will then project an
on-line worksheet from the LCD
on to the white board with
instructions for students to
complete the assignment in their
Students will work on the
examples and discuss them
with the teacher.
Students will work in their
books on their own.
Students will share their
Teacher will monitor student
to ensure that he is on task.
Teacher will monitor student
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 31
books.
Teacher will move around the
room to monitor students, check
their progress and to ensure that
they are on task.
Teacher will share the answers
with the students and provide
feedback where necessary.
answers with the class and
there will be more
discussion where necessary.
The teacher will then inform
students that their participation,
cooperation and undivided
attention are needed for this
section of the lesson as it
requires them to click on the
hyperlinks in the power-point
presentation to get on the
internet. Teacher will also advise
students to carefully follow the
instructions.
After the on-line assessment, the
teacher will record the grades of
the students.
Students will agree to
cooperate fully to complete
this section of the lesson.
Students will also carefully
follow the instructions in
order to complete the on-
line class assignment.
Teacher will monitor student
to ensure that he is on task.
Teacher will monitor student
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 32
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
Student with ADD will represent the class and say what he has learned from the lesson.
EVALUATION OF THE LESSON:
This lesson could not be taught due to the recognition of World Teachers Day. All government
schools in New Providence were closed. The lesson will be taught on Monday, 4th October,
2010.
Using Technology to Assess Students‟ Cognitive Skills 33
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 4th Oct, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 11C1-S1 Lesson Number: 4
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who seems to have the signs of ADD.
OBJECTIVES:
1. Identify subjects and predicates.
2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT:
Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject. To determine
the subject of a sentence, first isolate the verb and then make a question by placing "who?" or
Using Technology to Assess Students‟ Cognitive Skills 34
"what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
the simple subject. Every subject is built around one noun or pronoun (or more) that, when
stripped of all the words that modify it, is known as the simple subject. Likewise, a predicate has
at its centre a simple predicate, which is always the verb or verbs that link up with the subject.
A sentence may have a compound subject -- a simple subject consisting of more than one noun
or pronoun. A sentence may have a compound predicate -- a simple predicate consisting of
more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
Using Technology to Assess Students‟ Cognitive Skills 35
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will also challenge
Using Technology to Assess Students‟ Cognitive Skills 36
students to learn the class song. Teacher will then direct the students‟ attention to the white board
where they will see the topic written. Teacher will then ask students a series of questions to
activate prior knowledge.
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe the students
about the topic Subject and
Predicate to determine how
much of the content will be
reviewed. For example, the
teacher will ask students to
explain how to identify the
subject and predicate of a
sentence and what is a compound
subject and compound predicate.
Students will respond to
questions in a timely
manner. As this is review,
the students‟ response time
to the questions should be
faster.
Students will dialogue with
teacher to bring clarity to
any misconceptions about
the lesson.
Teacher will keep student with
ADD engaged by directing
questions to him and interact
with him through rapport.
The teacher will give the
students a few examples to work
to work on. Rapport with
students will be encouraged.
Students will work on the
examples and discuss them
with the teacher.
Teacher will monitor student
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 37
The teacher will then project an
on-line worksheet from the LCD
on to the white board with
instructions for students to
complete the assignment in their
books.
Teacher will move around the
room to monitor students, check
their progress and to ensure that
they are on task.
Teacher will share the answers
with the students and provide
feedback where necessary.
Students will work in their
books on their own.
Students will share their
answers with the class and
there will be more
discussion where necessary.
Teacher will monitor student
to ensure that he is on task.
The teacher will then inform
students that their participation,
cooperation and undivided
attention are needed for this
section of the lesson as it
requires them to click on the
hyperlinks in the power-point
presentation to get on the
internet. Teacher will also advise
Students will agree to
cooperate fully to complete
this section of the lesson.
Students will also carefully
follow the instructions in
order to complete the on-
line class assignment.
Teacher will monitor student
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 38
students to carefully follow the
instructions.
After the on-line assessment, the
teacher will record the grades of
the students.
Teacher will monitor student
to ensure that he is on task.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
Student with ADD will represent the class and say what he has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 39
EVALUATION OF THE LESSON:
I enjoyed this particular lesson. The students were involved in the lesson from the
introduction. Many of them still have a challenge of learning the lyrics to the class song „You
needed me’ by Anne Murray.
I was able to flow smoothly through my content without any problems and the class
discussion on the examples was very encouraging. In fact, the class was able to complete all of
sentences from the practice worksheet. This practice worksheet was a perfect back-up plan after
having an unpleasant experience earlier with my twelfth grade class. Of all times when I needed
the internet, it was down again. I did not want to be caught in a similar predicament as was the
case earlier in the day, so I was prepared. There was absolutely no internet connection. This
experience has taught me to always be prepared. I felt relieved in knowing that my years as an
educator have prepared me for such moments.
I engaged the students in discussion to cement the concept and at the same time drew upon
their collective experiences as learners by drilling them with questions. This strategy is supported
in The Teaching of English: beliefs teachers hold about their subject (Webb, 2007). I was able to
use some of the information from the three models to integrate with technology. Moreover, by
using the personal growth model which emphasized the experiences, language and feelings of the
learner, I was able to place emphasis on activities which helped them to relate to the concept.
These included the on-line assessments and hyperlinks to various web sites which related to the
concept being taught.
If I had to teach this lesson again, I would not change a thing. I am comfortable in my delivery
as well as my content. I believe that I had a successful lesson.
Using Technology to Assess Students‟ Cognitive Skills 40
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 6th
Oct, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 11C1-S1 Lesson Number: 5
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one ADD student who can very easily become distracted.
OBJECTIVES:
1. Identify subjects and predicates.
2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT:
Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject. To determine
the subject of a sentence, first isolate the verb and then make a question by placing "who?" or
"what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
the simple subject. Likewise, a predicate has at its centre a simple predicate, which is always
Using Technology to Assess Students‟ Cognitive Skills 41
the verb or verbs that link up with the subject. A sentence may have a compound subject -- a
simple subject consisting of more than one noun or pronoun. A sentence may have a compound
predicate -- a simple predicate consisting of more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 42
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will also challenge
students to learn the class song. Teacher will then direct the students‟ attention to the white board
where they will see the topic written. Teacher will then ask students a series of questions to
activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 43
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe the students
about the topic Subject and
Predicate to determine how
much of the content will be
reviewed. For example, the
teacher will ask students to
explain how to identify the
subject and predicate of a
sentence and what is a compound
subject and compound predicate.
The teacher will give the
students a few examples to work
to work on. Rapport with
students will be encouraged.
The teacher will then project an
on-line worksheet from the LCD
on to the white board with
instructions for students to
complete the assignment in their
Students will respond to
questions in a timely
manner. As this is review,
the students‟ response time
to the questions should be
faster.
Students will dialogue with
teacher to bring clarity to
any misconceptions about
the lesson.
Students will work on the
examples and discuss them
with the teacher.
Students will work in their
books on their own.
Students will share their
Teacher will probe student
with ADD to ensure that he is
on task.
Teacher will continue to probe
student with ADD to ensure
that he is on task.
The teacher will closely
monitor the student with ADD
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 44
books.
Teacher will move around the
room to monitor students, check
their progress and to ensure that
they are on task.
Teacher will share the answers
with the students and provide
feedback where necessary.
answers with the class and
there will be more
discussion where necessary.
The teacher will then inform
students that their participation,
cooperation and undivided
attention are needed for this
section of the lesson as it
requires them to click on the
hyperlinks in the power-point
presentation to get on the
internet. Teacher will also advise
students to carefully follow the
instructions.
After the on-line assessment, the
teacher will record the grades of
the students.
Students will agree to
cooperate fully to complete
this section of the lesson.
Students will also carefully
follow the instructions in
order to complete the on-
line class assignment.
The ADD student will be
closely monitored to ensure
that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 45
Teacher will ask students to also
complete an assessment form
(questionnaire) based on the
class lesson and on-line
assignment.
Teacher will ask students to say
what they have learned from the
lesson.
Students will complete an
assessment form
(questionnaire) based on the
class lesson and on-line
assignment.
Students will say what they
have learned.
The ADD student will be
closely monitored to ensure
that he stays on task.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
One student will stand and share with the class what he/she has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 46
EVALUATION OF THE LESSON:
The lesson went according to plan. The students are beginning to respond to me without
apprehension as they now see me as their teacher and not as a substitute. My presence in the
classroom has given them some sense of stability.
The introduction of the lesson went well as the students are beginning to learn the words of
the class song. There was a smooth transition as we were able to discuss subjects and predicates.
Students responded well to the questions and the rapport with the students was excellent. I sense
that they are beginning to feel comfortable with my style of teaching and they are even coming
to me privately to ask for advice on sitting the BGCSE English Language paper in May 2011.
The on-line work was completed in the allotted time as well as the work sheet. The
discussion on the worksheet was also good. All of the questions which the students themselves
posed were answered. I asked follow up questions as a result of their questions. This strategy is
supported in The Teaching of English: beliefs teachers hold about their subject (Webb, 2007). I
was able to use some of the information from the three models to integrate with technology.
Moreover, by using the personal growth model which emphasized the experiences, language and
feelings of the learner, I was able to place emphasis on activities which helped them to relate to
the concept. These included the on-line assessments and hyperlinks to various web sites which
related to the concept being taught.
If I had to teach this lesson again, I will be more aware of the time. The allotted class-time
goes by so quickly that if one is not careful it will result in you going over time. Even when the
bell rang, students wanted to do more on-line work. While I am grateful that they want to work, I
Using Technology to Assess Students‟ Cognitive Skills 47
must also remember that the other teacher‟s work is just as important. My objectives were
achieved.
Using Technology to Assess Students‟ Cognitive Skills 48
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 8th
Oct, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 11C1-S1 Lesson Number: 6
No. of Children: 30 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is a student with ADD.
OBJECTIVES:
1. Identify subjects and predicates.
2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT:
Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject. To determine
the subject of a sentence, first isolate the verb and then make a question by placing "who?" or
"what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
the simple subject. Likewise, a predicate has at its centre a simple predicate, which is always
Using Technology to Assess Students‟ Cognitive Skills 49
the verb or verbs that link up with the subject. A sentence may have a compound subject -- a
simple subject consisting of more than one noun or pronoun. A sentence may have a compound
predicate -- a simple predicate consisting of more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 50
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme
song for my research sung by Anne Murray entitled “You need me”. This will serve as their
motivation to want to learn and at the same time build confidence in themselves. Students will
sing along with the recording. Teacher will give an overview of lesson and objectives.
Using Technology to Assess Students‟ Cognitive Skills 51
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe students to
activate prior knowledge.
Teacher will have rapport with
students as a result of the
questions asked.
Teacher will inform the students
that this lesson serves as the
conclusion to topic- Subject and
Predicate.
Teacher will also inform students
that during this class period, they
will be administered a test. The
test will measure the students‟
collective and individual
understanding of the topic.
Students will respond to
questions asked by the
teacher.
Students will engage in
discussion with teacher
based on questions asked.
Students will take the test
during class time. The first
part of the test will be on-
line via a hyperlink and the
second part will be done on
paper.
The teacher will closely
student with ADD to ensure
that he is on task.
The teacher will closely
student with ADD to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 52
Teacher will inform students that
the first part of the lesson will be
done as a group assignment
orally and the second part will be
done in written form. The reason
for the first part of the test being
done as a group assignment on-
line is so that every student can
participate. This helps to
eliminate the anxiety of those
students who are uncomfortable
doing written exam and it helps
to boost their confidence through
cooperative learning.
The teacher will also clearly state
the rules and guidelines for the
on-line and written parts of the
test.
Teacher will administer the test.
Teacher will inform students
when the time allotted for test
Students have already been
assigned to a working
group. There are four
groups. As a group, the
students will respond to the
on-line questions. The
amount of points
accumulated as a group will
give them a score overall.
However, the written part of
the test must be done
individually for a grade.
Students will discuss rules
with teacher.
Students will take the test.
Students will be informed
The teacher will closely
student with ADD to ensure
that he is on task.
The teacher will closely
student with ADD to ensure
that he is on task.
The teacher will closely
student with ADD to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 53
has expired and inform students
to stop working.
The teacher will collect the
written test.
that the allotted time for the
test to be completed has
expired and to pass all
papers to the front.
Teacher will distribute a
questionnaire for the students to
complete. He will inform them
not to take too long answering
the questions because there are
no wrong answers.
The teacher will ask students to
say what they have learned from
the lesson.
Students will complete
questionnaire and submit to
teacher.
Students will say what they
have learned from lesson.
The teacher will closely
student with ADD to ensure
that he is on task.
CONCLUSION:
The teacher will re-iterate the main points of the lesson.
CULMINATING ACTIVITY:
Student with ADD will say what he has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 54
EVALUATION OF THE LESSON:
My lesson did not go according to plan. Time constraints forced me to rush through the lesson
and I also lost internet signal. First, there was grade level assembly for grade ten (10) which
coincided with School-Wide Department Meeting. This meant that the rest of the student
population (grades eleven and twelve) were home-room based. This resulted in me losing twenty
(20) minutes of precious class time. Secondly, the internet was down which restricted me from
accessing the on-line work for the students. Thus, we did not sing the class song as I wanted to
take full advantage of the remaining class time.
I gave a brief overview of the lesson of what the lesson entailed and tried to maximize the
students‟ time on task. The students were able to complete the assignment. We were also
fortunate to be able to discuss the work that was done and clear up any misunderstanding. I
informed the students that the on-line work will be forwarded to their e-mail accounts by this
weekend. This strategy was adapted from Changing English? The impact of technology and
policy on a subject in 21st century (Jewitt, Bezemer and Jones, 2009). It highlights the socio-
technological changes and the interactions of teachers and students via changes in educational
policies and the use of digital technologies to improve students‟ performance and educational
outcomes.
Although the class was not able to do the on-line assignment, my objectives were still met.
Experience has taught me to always have an alternative plan. Hence, the work sheet provided
just that. I have learned to prepare well in advance in the event that electricity fails. In this case,
it was internet failure. The students were still able to complete the assignment.
Using Technology to Assess Students‟ Cognitive Skills 55
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 11th Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 11C1-S1 Lesson Number: 6
No. of Children: 30 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student with the signs ADD.
OBJECTIVES:
Students will be able to:
1. Identify the kinds of conjunctions.
2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Laptop computer, LCD projector, C/D and player, internet
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 56
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 57
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 58
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will ask students to
define the term conjunction.
The teacher will then direct the
students‟ attention to the power-
point presentation on
conjunctions where they will see
the objectives written. The
teacher will give a synopsis of
what they will be able to do by
the end of the class. The teacher
will then explain the overall
objective of the class which is to
help them to be able to construct
effective sentences as they are
preparing for national
examinations.
Students will respond
intelligently to the teacher‟s
probing.
Students will respond by
giving the definition of the
term conjunction.
Students will observe the
objectives of the lesson
written.
Students will also listen
intently as the teacher gives
an overview of the lesson as
well as their expectations
for national examinations.
The hyperlink with the song
Conjunction Junction was
intentionally place as part of
the introduction so that the
student with ADD.
Using Technology to Assess Students‟ Cognitive Skills 59
The teacher and students will
engage in meaningful rapport on
the topic “Conjunction”. The
teacher will explain each type of
conjunction along with their
roles and provide examples. The
teacher will ask students to
provide examples of their own.
Students will make some
notes on the types of
conjunction.
The students will also
construct sentences using
the different kinds of
conjunctions.
The ADD student will be
monitored to ensure that he
remains on task.
The ADD student will be
asked to represent the class by
being the press liaison person
in sharing what he has learned.
The teacher will inform students
that they will have a written
passage projected on the LCD
monitor. In the passage, they are
to identify all of the kinds of
conjunctions and their purpose in
each example.
The practice passage will be
projected on the white
board for the students.
In the passage, the students
are to identify all of the
kinds of conjunctions and
their purpose in each
example.
The ADD student will be
monitored to ensure that he
remains on task.
Using Technology to Assess Students‟ Cognitive Skills 60
The teacher will lead the class
into a discussion on the answers
to the passage they have just
completed.
The teacher will then confirm the
answers by projecting the correct
answer slide on the white board.
Teacher will select a few of the
students to say what they have
learned from the lesson as well
as entertain any questions or
concerns.
Students will join the
discussion and share their
answers to the passage they
have just completed.
The students will confirm
their answers by looking at
the correct answer slide
projected on the white
board.
Students will say what they
have learned from the
lesson and ask any
questions that will assist
with their understanding of
the lesson.
The ADD student will be
monitored to ensure that he
remains on task.
Using Technology to Assess Students‟ Cognitive Skills 61
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The ADD student will share with the class what he has learned.
EVALUATION OF THE LESSON:
Monday, 11th
October, 2010 was a public holiday (Discovery Day). The lesson will be taught on
Wednesday, 13th October, 2010.
Using Technology to Assess Students‟ Cognitive Skills 62
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 13th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 11C1-S1 Lesson Number: 7
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student with the signs ADD.
OBJECTIVES:
Students will be able to:
1. Identify the kinds of conjunctions.
2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Laptop computer, LCD projector, C/D and player, internet
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 63
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 64
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 65
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will ask students to
define the term conjunction.
The teacher will then direct the
students‟ attention to the power-
point presentation on
conjunctions where they will see
the objectives written. The
teacher will give a synopsis of
what they will be able to do by
the end of the class. The teacher
will then explain the overall
objective of the class which is to
help them to be able to construct
effective sentences as they are
preparing for national
examinations.
Students will respond
intelligently to the teacher‟s
probing.
Students will respond by
giving the definition of the
term conjunction.
Students will observe the
objectives of the lesson
written.
Students will also listen
intently as the teacher gives
an overview of the lesson as
well as their expectations
for national examinations.
The hyperlink with the song
Conjunction Junction was
intentionally place as part of
the introduction so that the
student with ADD.
Using Technology to Assess Students‟ Cognitive Skills 66
The teacher and students will
engage in meaningful rapport on
the topic “Conjunction”. The
teacher will explain each type of
conjunction along with their
roles and provide examples. The
teacher will ask students to
provide examples of their own.
Students will make some
notes on the types of
conjunction.
The students will also
construct sentences using
the different kinds of
conjunctions.
The ADD student will be
monitored to ensure that he
remains on task.
The ADD student will be
asked to represent the class by
being the press liaison person
in sharing what he has learned.
The teacher will inform students
that they will have a written
passage projected on the LCD
monitor. In the passage, they are
to identify all of the kinds of
conjunctions and their purpose in
each example.
The practice passage will be
projected on the white
board for the students.
In the passage, the students
are to identify all of the
kinds of conjunctions and
their purpose in each
example.
The ADD student will be
monitored to ensure that he
remains on task.
Using Technology to Assess Students‟ Cognitive Skills 67
The teacher will lead the class
into a discussion on the answers
to the passage they have just
completed.
The teacher will then confirm the
answers by projecting the correct
answer slide on the white board.
Teacher will select a few of the
students to say what they have
learned from the lesson as well
as entertain any questions or
concerns.
Students will join the
discussion and share their
answers to the passage they
have just completed.
The students will confirm
their answers by looking at
the correct answer slide
projected on the white
board.
Students will say what they
have learned from the
lesson and ask any
questions that will assist
with their understanding of
the lesson.
The ADD student will be
monitored to ensure that he
remains on task.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The ADD student will share with the class what he has learned.
Using Technology to Assess Students‟ Cognitive Skills 68
EVALUATION OF THE LESSON:
The lesson did not go according to plan. First of all, my introduction could not be done with
the video clip. My speakers were not working properly. As a result, the audio for the video- clip
could not be heard. I had to use more probing questions than usual to engage the students.
However, once the lesson got started, I was able to transition smoothly.
The students were actively engaged in the discussion and their rapport was excellent. I was
able to activate the students‟ prior knowledge on the topic. They admitted that they generally
knew the definition of a conjunction; however, they were not aware of the kinds of conjunctions.
I was able to get through the three kinds of conjunctions with examples as well as sentences
containing them. We were able to get through the majority of the content without any glitches.
However, we were not able to complete the practice passage or the quiz at the end of the
lesson. Once I recognize that the lesson only had ten minutes remaining, it did not make any
sense trying to rush through the practice passage. Hence, I stopped the lesson and continued
probing the students test for understanding. I was comfortable with where we were in the lesson.
This strategy was adapted from The Teaching of English: beliefs teachers hold about their
subject (Webb, 2007). I was able to use some of the information from the three models to
integrate with technology. Moreover, by using the personal growth model which emphasized the
experiences, language and feelings of the learner, I was able to place emphasis on activities
which helped them to relate to the concept. This strategy is also supported in Changing English?
The impact of technology and policy on a subject in 21st century (Jewitt, Bezemer and Jones,
2009). It highlights the socio-technological changes and the interactions of teachers and students
Using Technology to Assess Students‟ Cognitive Skills 69
via changes in educational policies and the use of digital technologies to improve students‟
performance and educational outcomes.
If I had to teach this lesson again, I will double check my speakers before I go to class.
Although when I had checked them they were working, I will try to have another one as
insurance. I will review the content and then complete the practice passage and quiz during the
next class.
Using Technology to Assess Students‟ Cognitive Skills 70
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 15th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 11C1-S1 Lesson Number: 8
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student with the signs of ADD.
OBJECTIVES:
Students will be able to:
1. Identify the kinds of conjunctions.
2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Lap-top, LCD projector, internet, speakers
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 71
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 72
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 73
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will ask students
questions based on the video
clip. This will lead into a
discussion.
Teacher will further probe
students about the content
material which was covered in
the previous class.
Students will respond to
questions.
Students will participate in
discussion.
Students are expected to
discuss in detail the three
kinds of conjunctions and
their functions.
The ADD student will be
asked to represent the class by
being the press liaison person
in sharing what he has learned.
Teacher will give students
instructions for the practice
passage. The teacher will instruct
the students to identify the
conjunctions in this passage and
then state the function/ role of
the conjunction in each case. The
teacher will demonstrate to the
class how the assignment is to be
done.
Students will listen
attentively for the
instructions and observe
how the assignment is to be
done.
The students will identify
the conjunctions in this
passage and then state the
function/ role of the
conjunction in each case.
The teacher will monitor the
student with ADD to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 74
Teacher will then discuss the
answers with the class. The
teacher will also continue to
probe students to test for
understanding and select some
the students to share what they
have learned.
Students will share their
response with the class and
discuss.
Selected students will say
what they have learned
from the lesson thus far.
Teacher will then inform
students that they will complete a
quiz based on the content.
Teacher will discuss answers
with students.
Teacher will inform students that
this lesson and some additional
practice work will be sent to
their e-mail account.
The teacher will tell the student
with ADD to represent the class
and share what he has learned.
Students will complete a
quiz based on the content.
Students will share their
answers with class.
The teacher will monitor the
student with ADD to ensure
that he is on task.
The ADD student will be
asked to represent the class by
being the press liaison person
in sharing what he has learned.
Using Technology to Assess Students‟ Cognitive Skills 75
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The teacher will replay the „Conjunction Junction‟ video-clip for the students to reinforce the
content of the lesson.
EVALUATION OF THE LESSON:
This lesson was not taught due to the official hand-over ceremony of the 10ft dingy to C.V
Bethel High School. It will be taught on Monday 18th, October.
Using Technology to Assess Students‟ Cognitive Skills 76
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 18th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 11C1-S1 Lesson Number: 9
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student.
OBJECTIVES:
Students will be able to:
3. Identify the kinds of conjunctions.
4. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Laptop computer, LCD projector, C/D and player, internet
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 77
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 78
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 79
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will ask students to
define the term conjunction.
The teacher will then direct the
students‟ attention to the power-
point presentation on
conjunctions where they will see
the objectives written. The
teacher will give a synopsis of
what they will be able to do by
the end of the class. The teacher
will then explain the overall
objective of the class which is to
help them to be able to construct
effective sentences as they are
preparing for national
examinations.
Students will respond
intelligently to the teacher‟s
probing.
Students will respond by
giving the definition of the
term conjunction.
Students will observe the
objectives of the lesson
written.
Students will also listen
intently as the teacher gives
an overview of the lesson as
well as their expectations
for national examinations.
The hyperlink with the song
Conjunction Junction was
intentionally place as part of
the introduction so that the
musically gifted could see the
content of the lesson played to
music so that he could be
motivated to create his own
using the content.
Using Technology to Assess Students‟ Cognitive Skills 80
The teacher and students will
engage in meaningful rapport on
the topic “Conjunction”. The
teacher will explain each type of
conjunction along with their
roles and provide examples. The
teacher will ask students to
provide examples of their own.
Students will make some
notes on the types of
conjunction.
The students will also
construct sentences using
the different kinds of
conjunctions.
The musically gifted student
will be monitored to ensure
that he remains on task.
The musically gifted student
will be asked to represent the
class by being the press liaison
person in sharing what he has
learned.
The teacher will inform students
that they will have a written
passage projected on the LCD
monitor. In the passage, they are
to identify all of the kinds of
conjunctions and their purpose in
each example.
The practice passage will be
projected on the white
board for the students.
In the passage, the students
are to identify all of the
kinds of conjunctions and
their purpose in each
example.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 81
The teacher will lead the class
into a discussion on the answers
to the passage they have just
completed.
The teacher will then confirm the
answers by projecting the correct
answer slide on the white board.
Teacher will select a few of the
students to say what they have
learned from the lesson as well
as entertain any questions or
concerns.
Students will join the
discussion and share their
answers to the passage they
have just completed.
The students will confirm
their answers by looking at
the correct answer slide
projected on the white
board.
Students will say what they
have learned from the
lesson and ask any
questions that will assist
with their understanding of
the lesson.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 82
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The musically gifted student will share with the class what he has learned.
EVALUATION OF THE LESSON:
The lesson got started on time. As I had already introduced the content to the students during
the previous lesson, it was easier for me to review and continue. I went over the objectives with
the students and stressed the importance of them being able to construct effective sentences. The
students were able discuss the types of conjunctions as well as state the functions of each kind. I
gave them a practice passage to work on during the lesson.
I was able to use one strategy from Changing English? The impact of technology and
policy on a subject in 21st century (Jewitt, Bezemer and Jones, 2009). The strategy was to
implement the use of digital technology to deliver content in English which supports the multiple
intelligence theory of catering to every student in the classroom as each one is a unique learner. I
found it helpful because the students are excited to have lessons integrating technology. The
research also recommended using digital technology as a medium to allow students to actively
participate in the lesson. I was also able to implement the strategy using a video-clip presentation
which was one of the recommendations made in Addressing the English Language Arts
standard in a secondary reading methodology course (Merkley, Schmidt and Allen, 2001). I
believe that this strategy is an effective one as the students were fully immersed in the lesson.
The amount of time that they stay on task is more significant as there are no discipline issues I
have to deal with because every student is working.
Using Technology to Assess Students‟ Cognitive Skills 83
If I had to re-teach this lesson, I would allow the students to construct a few sentences of
their own so that they can apply the concept to their experience. During the next lesson, I will
give them a passage to correct and re-write by adding a few conjunctions to it. I want them to
demonstrate their ability to implement the concept so that I can assess their cognitive skills.
All in all, I believe the lesson was a success and my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 84
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 20th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 11C1-S1 Lesson Number: 10
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the three kinds of conjunctions, identify examples of each, and as
well as state the purpose of each.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES: Students will be able to:
1. Identify the kinds of conjunctions being used in a passage.
2. Discuss the function of each conjunction in the passage.
INSTRUCTIONAL RESOURCES:
Lap top, LCD Projector, internet, whiteboard
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 85
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 86
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 87
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will review with the
students the content from the
previous lesson by probing them
with a series of questions.
Teacher will inform the students
that they will be given a
paragraph which they must
correct using conjunctions. The
paragraph will be projected on
the whiteboard and they will
receive a hard copy. They are
only to write their corrected
paragraph on folder sheet which
will be submitted for a grade.
The teacher will inform the
students that they have fifteen
(15) minutes to complete the
assignment.
The teacher will also ensure that
Students will respond to the
questions in the review
intelligently.
Students will listen
attentively to the teacher‟s
instructions so that they can
have the full understanding
of their assignment.
The students will ask any
relevant questions.
The ADD student will draw
his information from the video
clip entitled Conjunction
Junction.
Using Technology to Assess Students‟ Cognitive Skills 88
all of the students understand
exactly what their assignment
requires them to do as well as
answer any relevant questions.
Teacher will distribute the hard
copy of the assignment to the
students and project it on the
white board.
The teacher will move around
the room to monitor students as
they work.
Students will each receive a
hard copy of the assignment
and begin working.
The ADD student will be
monitored to ensure that he is
on task.
The teacher will inform students
when the allotted time has
expired. Teacher will instruct
students to pass the assignments
to the front of the room.
The teacher will then project the
answer key (the corrected
paragraph) on the whiteboard
and inform them that they did
not have to all use the same
conjunctions.
Students will stop working
and turn in their
assignments.
Students will share their
answers and discuss what
they did.
The ADD student will share
with the class what he has
learned.
Using Technology to Assess Students‟ Cognitive Skills 89
CONCLUSION:
Teacher will reiterate main points of lesson.
CULMINATING ACTIVITY:
The student with ADD will share with the class what he has learned.
EVALUATION OF THE LESSON:
The lesson went according to plan. I gave an overview of the lesson and I was able to make a
smooth transition from the introduction to the content without any problems. I also gave a
synopsis of the previous lesson and informed the students about the expectations for this one. I
entertained a few questions from the students. I also made sure that I had the hard copies of the
test and the electronic form for the power point presentation.
The strategy which was implemented came from the skills model in The Teaching of
English: beliefs teachers hold about their subject which emphasizes the acquisition of literacy
skills through drill (Webb, 2007). Students were asked a series of questions until there was a
level of competency. They were given paragraph to edit using different conjunctions. After I had
collected the papers, I gave them the opportunity to view the correct answer slide in the power
point presentation. Like the students of my grade 12C-H1 class, some of the students did not use
the same conjunctions as I had done in the correct answer slide and some of them looked very
concerned. I told them that they did not necessarily have to use the same conjunctions as I had
done. The whole idea was to ensure that they are able to use them effectively. This helped to
reinforce the concept. I felt that it was an effective strategy although I had tweaked it a little by
integrating technology. I was able to send additional work to the students USB drives and
Google mail accounts. I believe that the lesson was a success.
Using Technology to Assess Students‟ Cognitive Skills 90
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 25th
Oct, 2010
Topic: Types of sentences (based on structure) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 12
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the composition of a sentence.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is a student with ADD.
OBJECTIVES: Students will be able to:
1. Identify the four kinds of sentences based on structure.
2. Discuss the composition of the four kinds of sentences.
3. Construct the four kinds of sentences based on structure.
INSTRUCTIONAL RESOURCES:
Lap-top, LCD projector, internet access, speakers, whiteboard
CONTENT:
Structure refers to how a sentence is constructed which varies depending on the number of
clauses. A clause may be independent or dependent. A clause is a group of related words which
contain a subject and predicate. An independent clause can stand on its own. (It expresses a
complete thought.) A dependent clause cannot stand on its own. It is connected to an
independent clause with a subordinating conjunction. A subordinating conjunction connects a
Using Technology to Assess Students‟ Cognitive Skills 91
dependent clause to an independent one. There are four kinds of sentences based on structure.
The simple sentence contains one independent clause and no dependent ones. The compound
sentence contains two or more independent clauses and no dependent ones. The compound
sentence contains one independent clause and one dependent clause.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 92
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. Teacher will then play a video clip presentation
on the four kinds of sentences based on structure.
Using Technology to Assess Students‟ Cognitive Skills 93
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will continue to probe
students to garner
feedback/discussion on the four
kinds of sentences.
The teacher will direct the
students‟ attention towards board
to view a video clip presentation
on sentence structure.
The teacher will continue
probing students on the
composition of the four kinds of
sentences based on structure and
video clip.
Students will answer
questions and engage in
rapport with teacher.
The students will view a
video clip presentation on
sentence structure.
Students will respond to
questions and provide
feedback.
Teacher will also ask the
student with ADD a few
questions to activate his prior
knowledge.
This video presentation was
placed in the power-point so
that the student with ADD
student can see the content
and hear the audio.
The student ADD will also
answer questions to ensure
that he is engaged.
Teacher will direct the students‟
attention to another video
presentation based on sentence
structure. The teacher will
Students will view another
video presentation on
sentence structure. They
will also engage in a class
Student will be monitored to
ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 94
engage in discussion with
students on the presentation.
Teacher will inform students that
they will be given a practice
exercise to work on individually.
They are to underline the clause
in each of the following
sentences. Then state whether the
clause is independent or
dependent. They are also to
identify the conjunction
connecting or joining the clauses.
The teacher will allow the
students to complete the practice
and then let them view the
correct answer slide in the
power-point presentation. The
teacher will entertain questions
from the students to clarify any
misconceptions.
discussion.
Students will work
individually on the practice
exercise. The will identify
the independent and
dependent clauses as well
as the conjunctions which
join them.
Students will complete the
practice exercise and then
discuss their answers as
they view the correct
answer slide.
The ADD student will be
monitored to ensure that he is
on task.
The ADD student will be
monitored to ensure that he is
on task.
Using Technology to Assess Students‟ Cognitive Skills 95
The teacher will inform students
that they will be given another
exercise to complete. They are to
work individually to complete
the assignment.
Students will work
individually to complete the
assignment.
The ADD student will be
monitored to ensure that he is
on task.
Teacher will discuss the correct
answers with the students and
engage in discussion.
Teacher will also ask the
students to say what they have
learned from the lesson.
Students will engage in
rapport with teacher.
Students will say what they
have learned from lesson.
The student will be probed to
test for understanding.
Using Technology to Assess Students‟ Cognitive Skills 96
CONCLUSION: Teacher will reiterate the main points of lesson.
CULMINATING ACTIVITY:
One of the students will represent the class and say what he or she has learned.
EVALUATION OF THE LESSON:
Today‟s lesson was successful. I was able to employ a new strategy in my lesson. I adapted
and tweaked the recreational multimedia strategy and integrated it with my power point
presentation. This strategy was taken from The digital literacy debate: an investigation of
digital propensity and information and communication technology (Nasah, Da Costa, Kinsell
and Seok, 2010). This literature discusses and confirms the fact that the average student between
the ages of 8-18 spends 8.5 hours per day using recreational media. I decided to use the
knowledge of this fact to maximize the students‟ time on task to challenge them academically
and stimulate their cognitive skills. By using the on-line sites for the topic and by allowing the
students to view what students from around the world are doing in their English Language
classrooms, the students were able to see that their counterparts around the world are learning the
same concepts using some of the same information and communication technology.
As a result of integrating technology of various forms in my lesson, I observed that there are
no behavioral challenges. The students are always enthused to come to class as they are actively
engaged and immersed. Some of the very same students who cause serious discipline challenges
to my other colleagues work throughout the lesson without me ever having to raise my voice. If I
ever raise my voice level during instruction time, it is when the students give the correct answer
and in my excitement I get carried away.
Using Technology to Assess Students‟ Cognitive Skills 97
I also observed that one student from my grade eleven class whom I will refer to as Amare
(pseudonym), who does not stay focus for too long (ADD student- see Recognition and
adaptations for exceptional learners) gave several of the correct answers several times in a row.
This even got the attention of one or two of the other students. I could not help but publicly
commend Amare for staying focus and the other students for also commending him. I believe
that the integration of technology in my lessons have really challenged my students and now
especially, Amare. As this is the beginning of the fifth week of my teaching practice and
research, I believe that I have seen some progress among my community of learners.
I was able to achieve all of my objectives and the students responded very well to the
probing. In fact, the class time went by so quickly, I did not hear the bell and the students were
not even interested in moving. The rapport with the students was excellent. I also informed the
students that I will email the lesson to their email accounts along with other hyperlinks that they
can work on to receive additional assistance.
Using Technology to Assess Students‟ Cognitive Skills 98
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 27th
Oct, 2010
Topic: Sentence Structure Duration: 55 mins
Class: 11C1-S1 Lesson Number: 14
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already the composition of the four kinds of sentences.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who appears to have ADD.
OBJECTIVES: Students will be able to:
1. Identify the four kinds of sentences based on structure.
2. Construct effective sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, internet access, speakers, whiteboard
CONTENT:
Structure refers to how a sentence is constructed which varies depending on the number of
clauses. A clause may be independent or dependent. A clause is a group of related words which
contain a subject and predicate. An independent clause can stand on its own. (It expresses a
complete thought.) A dependent clause cannot stand on its own. It is connected to an
independent clause with a subordinating conjunction. A subordinating conjunction connects a
dependent clause to an independent one. There are four kinds of sentences based on structure.
Using Technology to Assess Students‟ Cognitive Skills 99
The simple sentence contains one independent clause and no dependent ones. The compound
sentence contains two or more independent clauses and no dependent ones. The compound
sentence contains one independent clause and one dependent clause.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 100
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip (cartoon) on how to avoid boring sentences.
Using Technology to Assess Students‟ Cognitive Skills 101
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students with a series of
questions to solicit feedback on
the video-clip. This will lead to a
discussion.
The teacher will then emphasize
to students the importance of
constructing effective sentences
as it is essential for national
examination purposes and for the
world of work.
The teacher will then inform
students that they will be given
an assignment to complete. The
teacher will inform the students
that they are to work on their
own. Teacher will distribute
papers.
Students will respond to the
questions asked by the
teacher about the cartoon
and discuss it.
Students will listen
attentively as the teacher
stresses the importance of
constructing effective
sentences.
Students will work to
complete the class
assignment.
The ADD student will be
monitored by the teacher
asking him a series of
questions also.
The teacher will ensure that
the student with ADD
understands the instructions
for the assignment.
Teacher will monitor the
student with ADD to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 102
Teacher will move around the
room to ensure that all of the
students remain on task and to
monitor their progress.
Teacher will instruct the students
to stop working and to pass all of
the papers to the front of the
room.
The teacher will then project the
correct answers on the
whiteboard using the LCD. The
teacher and students will discuss
the answers.
The teacher will then inform the
students that they will participate
in an on-line quiz based on
sentence structure. The teacher
will also give the instructions for
the on-line game.
Students will continue to
work quietly on their own.
Students will pass the
assignments to the front of
the room.
Students will share the
answers and discuss.
Students will listen
carefully to the guidelines
for the activity.
Students will participate in
on-line game.
Teacher will monitor the
student with ADD to ensure
that he remains on task.
Teacher will monitor the
student with ADD to ensure
that he remains on task.
Teacher will also ask the
student with ADD a few
questions.
Student with ADD will also
participate in the on-line
activity.
Using Technology to Assess Students‟ Cognitive Skills 103
At the end of the on-line activity,
the teacher will further probe
students to ensure that the
concept is clearly understood.
Students will say what they
have learned from the
lesson.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The teacher will select a few of the students to say what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 104
EVALUATION:
As I began class this morning was mindful of that I needed to wrap this conclude this concept. I
also observed that some of my reserved students are beginning to open up to me in participating
in the class discussions. Today for example, I intentionally selected two students to read aloud
and share their responses to the online questions. One student in particular was able to discuss
intelligently the reason for selecting the correct answers. I commended her for her effort. It also
made some of the students who are usually reserved feel as though they could do the same. I also
received the same confidence as we discussed their writing assignment.
I was able to use the strategy in The digital literacy debate: an investigation of digital
propensity and information and communication technology to design a lesson (Nasah, Da
Costa, Kinsell and Seok, 2010). The research indicated some opponents to information and
communication technology integration claim that students are interested in technology for other
purposes rather than learning. In my lesson, I allowed the class to explore Suite 101 to view what
other students are discussing and sharing with other students about their writing. The students
read all of the comments and we discussed some of the same points which they had posted. I
wanted to totally change the perception of the opponents to ICT integration in lesson planning. In
fact, the students commented that they did not realize that you can actually use a social network
to create a discussion board. It was at this point that I revealed to them that Facebook, Youtube
and MSN Messenger are frequently used as discussion boards as people of all ages, orientation,
and cultures post comments on such social networks and people respond to them. I proved to the
students that they can learn and discuss what they have learned on social networks. I believe that
my lesson was very successful and I was able to complete my objectives.
Using Technology to Assess Students‟ Cognitive Skills 105
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 29th
Oct, 2010
Topic: Sentence Structure (Paragraph) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 15
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know this information.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is ADD.
OBJECTIVES: Students will be able to:
1. Construct effective sentences in a paragraph.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, internet access, flip video, white board, speakers
CONTENT:
Structure refers to how a sentence is constructed which varies depending on the number of
clauses. A clause may be independent or dependent. A clause is a group of related words which
contain a subject and predicate. An independent clause can stand on its own. (It expresses a
complete thought.) A dependent clause cannot stand on its own. It is connected to an
independent clause with a subordinating conjunction. A subordinating conjunction connects a
dependent clause to an independent one. There are four kinds of sentences based on structure.
The simple sentence contains one independent clause and no dependent ones. The compound
Using Technology to Assess Students‟ Cognitive Skills 106
sentence contains two or more independent clauses and no dependent ones. The compound
sentence contains one independent clause and one dependent clause.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
Using Technology to Assess Students‟ Cognitive Skills 107
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip (cartoon) on how to avoid boring sentences.
Using Technology to Assess Students‟ Cognitive Skills 108
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
with a series of questions to
garner response on the concept.
The teacher will inform the
students that the purpose of
today‟s lesson is to assess their
understanding of the work we
have covered so far. The teacher
will inform the students that
everything they have covered so
far was preparing them for this
moment- that is to be able to
construct a well written essay
using a variety of sentences.
The teacher will then give the
students an outline of the types
of writing that they can choose
from on the BGCSE English
Students will engage in
rapport with the teacher.
Students will listen
attentively as the teacher
review the steps to where he
has brought them today.
The students will ask
questions and engage in
discussions with the
teacher.
The students will engage in
rapport with the teacher
based on the information
being presented.
The student with ADD will
also participate in discussion.
The student with ADD will be
encouraged to share his
concerns.
The student with ADD will be
encouraged to share his
concerns.
Using Technology to Assess Students‟ Cognitive Skills 109
Language Continuous Writing
Paper 1.
The teacher will then discuss
with the students what the
examiners look for in this
continues writing paper.
The teacher will look at some of
the topics of the continuous
writing paper and ask the
students to state the category
which the topics fall under
(descriptive, narrative,
argumentative/persuasive, and
expository)
The teacher and students will
discuss the elements of each type
of writing.
Students will make notes
from the power-point
presentation.
The students will say what
category the topics fall
under.
Students will list the
elements of each kind of
writing.
The teacher will monitor the
student with ADD to ensure
that he is actively engaged.
The teacher with ADD will be
asked a series of questions to
ensure that he is actively
engaged.
The teacher will select one of the
topics for the students to do a
quick-write of not more than
Students will write a
paragraph on the selected
topic using no more than
The teacher will monitor the
student with ADD to ensure
that he is actively engaged.
Using Technology to Assess Students‟ Cognitive Skills 110
seven sentences. They are to use
a variety of sentences and add
some details to support the idea.
Teacher will select several of the
students to read their paragraphs.
seven sentences.
The students will share their
paragraphs with class.
The ADD student will be
asked to share his paragraph
with the class.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The students will say what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 111
EVALUATION OF THE LESSON:
This lesson went exceptionally well. As I gave a brief overview of the lesson and connected it
to what we had done over the last few weeks, the students started to nod in agreement because
they were finally connecting the proverbial dots. I knew for certain that they understood the
transition which we were making and why it was necessary to let them see the connection to
previous lessons and to life.
As we discussed the kinds of writing and their compositions, one of the students commented
that at least he remembered something that his grade ten teacher had taught him. I gave them a
list of the elements which make the four kinds of writing different. We were only able to discuss
in detail the descriptive writing piece. At the end of the discussion, I gave them some topics and
allowed them to determine which ones were descriptive with reasons. The rapport with the
students was also excellent. This was followed by them viewing a clip of the Michael Jackson
video Thriller. We discussed the elements in the video clip and connected it with the elements
descriptive writing piece. I then gave the students their group assignment which was to create a
digital story using paragraphs (words), sounds and images using Microsoft Power Point. They
were to save the final draft of their digital story presentation as a power point show. I
demonstrated to them with my lap top, LCD projector and MS Power Point tools how to insert
sounds and images into their digital stories. Then I demonstrated how to manipulate the MS
power point tools to create certain effects. I also told them that I will allot ten minutes of each
class time to work on the digital stories. This group assignment was accepted without any
reservations because I know that some of them are indeed very tech-savvy. Hence, as they are
enjoying themselves, they are also working.
Using Technology to Assess Students‟ Cognitive Skills 112
This strategy was taken from The digital literacy debate: an investigation of digital
propensity and information and communication technology (Nasah, Da Costa, Kinsell, & Seok,
2010). Although I tweaked it a little, I believe that it was an effective strategy and by the time the
students would have completed their digital story masterpieces, I will have more analysis to
share. Nasah, Da Costa, Kinsell, and Seok all agree that students spend approximately 8.5 hours
a day using some form of technology and standard packages such as Microsoft for their own
needs. As a result, they are able to shift from lower to higher levels of Bloom‟s taxonomy. This
allows them to make sense of their digitally enriched environments. I love this strategy because
as descriptive writing calls for showing and not telling, I want my students to experience their
crafts and at the same time appreciate the use of technology in improving their cognitive skills. It
is also supported in Developing Literate Identities with English Language Learners through
Digital Storytelling (Skinner & Hagood, 2008). Students will use embedded video clips, text,
Microsoft software applications (Power Point) media tools (sounds and images) voice
recordings, transitions, titles and movement to create their digital stories. They will also save
their files to open as a MS Power Point show to playback on the computer or they can export
them to the internet or a DVD.
Although we spent all of the class time on descriptive writing, I believe that the lesson was
successful. Even though the bell had already sounded to signal the break period, the students
refused to leave the room because their group members were still working to ideas for their
stories. I allowed them to work. I really enjoyed this lesson.
Using Technology to Assess Students‟ Cognitive Skills 113
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 1st Nov, 2010
Topic: Types of Writing (Elements) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 16
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know this information.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES: Students will be able to:
2. Identify the types of writing.
3. Discuss the elements of the four kinds of writing.
4. Create a digital story.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, internet access, flip video, white board, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. A descriptive essay has one, clear dominant impression. The dominant impression
guides the author's selection of details, sensory details, figurative language, adjectives,
Using Technology to Assess Students‟ Cognitive Skills 114
adverbs and specific verbs. The purpose of a purely descriptive essay is to involve the reader
enough so he or she can actually visualize the things being described. The role of the writer is to
show, not tell. Narratives are generally written in the first person that is, using „I‟. However,
third person (he, she, or it) can also be used. Narratives rely on concrete, sensory details to
convey their point. These precise details should create a unified, forceful effect, a dominant
impression. Narratives stories usually include these ingredients: a plot, including setting and
characters; conflict; a climax; and an ending. Expository writing seeks to inform, explain, clarify,
define or instruct. Expository writing appears in and is not limited to letters, newsletters,
definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals,
pamphlets, reports and research papers. The general characteristics of expository writing include:
focus on main topic, logical supporting facts, details, explanations, and examples, strong
organization, clarity, unity and coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
Using Technology to Assess Students‟ Cognitive Skills 115
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
Using Technology to Assess Students‟ Cognitive Skills 116
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip (cartoon) on how to avoid boring sentences.
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
with a series of questions to
garner response on the concept.
The teacher will inform the
students that the purpose of
today‟s lesson is to assess their
understanding of the work we
have covered so far. The teacher
will inform the students that
everything they have covered so
far was preparing them for this
Students will engage in
rapport with the teacher.
Students will listen
attentively as the teacher
review the steps to where he
has brought them today.
The students will ask
questions and engage in
discussions with the
teacher.
The student with ADD will
also participate in discussion.
The ADD student will be
encouraged to share his
concerns.
Using Technology to Assess Students‟ Cognitive Skills 117
moment- that is to be able to
construct a well written essay
using a variety of sentences.
The teacher will then give the
students an outline of the types
of writing that they can choose
from on the BGCSE English
Language Continuous Writing
Paper 1.
The teacher will then discuss
with the students what the
examiners look for in this
continues writing paper.
The teacher will look at some of
the topics of the continuous
writing paper and ask the
students to state the category
which the topics fall under
(descriptive, narrative,
argumentative/persuasive, and
The students will engage in
rapport with the teacher
based on the information
being presented.
Students will make notes
from the power-point
presentation.
The students will say what
category the topics fall
under.
The ADD student will be
encouraged to share his
concerns.
The teacher will monitor the
student with ADD to ensure
that he is actively engaged.
Using Technology to Assess Students‟ Cognitive Skills 118
expository)
The teacher and students will
discuss the elements of each type
of writing.
Students will list the
elements of each kind of
writing.
The ADD student will be
asked a series of questions to
ensure that he is actively
engaged.
The teacher will select one of the
topics for the students to do a
quick-write of not more than
seven sentences. They are to use
a variety of sentences and add
some details to support the idea.
Teacher will select several of the
students to read their paragraphs.
The teacher will give the
students instructions for their
digital stories, their group
members and due date for the
assignment.
Students will write a
paragraph on the selected
topic using no more than
seven sentences.
The students will share their
paragraphs with class.
Students will listen to the
instructions and ask any
relevant questions. They
will work in their groups for
ten minutes on their digital
stories.
The teacher will monitor the
student with ADD to ensure
that he is actively engaged.
The student will be asked to
share his paragraph with the
class.
The student will be assigned
to a group and his role would
be to select the
songs/instrumentals for the
digital story.
Using Technology to Assess Students‟ Cognitive Skills 119
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The students will say what they have learned from the lesson.
EVALUATION OF THE LESSON:
Today‟s lesson was exciting as it marked the transition to the final four weeks of my teaching
practice experience. More importantly, it marked the beginning of a new era in education for me
and all of my colleagues who will have the opportunity to view my lessons and use them as
resources to incorporate in their own lessons. Today, my entire lesson was presented digitally.
This was deliberate as I had been preparing for this lesson for quite a while now. I had also
prepared my students for it with the numerous lessons in which I had integrated technology.
As students are preparing for BGCSE examinations (including some of my 11th graders), I
decided to take a new approach to teaching continuous writing. My new approach was taken
from the new literacies in English- Writing for the Instant Messaging and Text Messaging
Generation: using New Literacies to support Writing Instruction (Sweeny, 2010).This strategy
recommends that teachers of English find new and creative methods to engage students in
meaningful learning. It is called digital storytelling where students are allowed to use the World
Wide Web, social networks, blogs, Microsoft Power Point (2007 or 2010), digital cameras and
other communication technologies to create a digital story. I had a discussion in class on the
elements of descriptive and narrative writing which led to a viewing of the online videos of
Thriller and Remember the Time by Michael Jackson both of which were well received. From the
two video clips the students were able to identify the elements and provide excellent discussion
and examples. I was very impressed with the class because I saw that they were not only
Using Technology to Assess Students‟ Cognitive Skills 120
interested in the lesson but also actively participating in the discussions. I then informed them
that the two video clips were excellent examples of digital stories.
I gave the students some tips for their digital stories and demonstrated the effect
manipulation of images in MS Power Point with sounds and other features (including texts) so
that the students could have seen what was expected of them. As they sat in their groups, I
allowed them to discuss their digital stories. For the entire time, the students were immersed in
the lesson and my presentation. This strategy truly worked. Sweeny stated that this kind of
writing instruction allows students to adopt new problem solving and critical thinking skills. As
the students sat in their groups, I observe them discussing their differences intelligently without
any screaming or disrespect. I also observed them discussing how they were going to make the
necessary transitions in their stories. Like my previous class with my grade 12C-H1, this was my
“Aha” moment. Today, thanks to Sweeny‟s literature, I was able to successfully achieve my
objectives. On a scale from 1 to 10 (1 being lowest and 10 being highest), I would give this
strategy a 10 as it fully supports my research and the other literature review articles that I have
read. This strategy is also supported in Developing Literate Identities with English Language
Learners through Digital Storytelling (Skinner & Hagood, 2008). The students used visual and
digital technologies including comics, instant messaging, participating in on-line social
networks, and appropriating and transforming issues and characters presented in television and
movies in writing to create their digital stories.
All in all, my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 121
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 3rd
Nov, 2010
Topic: Types of Writing- Descriptive & Narrative Duration: 55 mins
Class: 11C1-S1 Lesson Number: 17
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already have some information on the 4 types of writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Discuss descriptive writing.
2. Differentiate between descriptive and narrative writing.
3. Create a digital story.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, speakers, white board, internet access, Flip Video
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. A descriptive essay has one, clear dominant impression. The dominant impression
Using Technology to Assess Students‟ Cognitive Skills 122
guides the author's selection of details, sensory details, figurative language, adjectives,
adverbs and specific verbs. The purpose of a purely descriptive essay is to involve the reader
enough so he or she can actually visualize the things being described. The role of the writer is to
show, not tell. Narratives are generally written in the first person that is, using „I‟. However,
third person (he, she, or it) can also be used. Narratives rely on concrete, sensory details to
convey their point. These precise details should create a unified, forceful effect, a dominant
impression. Narratives stories usually include these ingredients: a plot, including setting and
characters; conflict; a climax; and an ending. Expository writing seeks to inform, explain, clarify,
define or instruct. Expository writing appears in and is not limited to letters, newsletters,
definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals,
pamphlets, reports and research papers. The general characteristics of expository writing include:
focus on main topic, logical supporting facts, details, explanations, and examples, strong
organization, clarity, unity and coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
Using Technology to Assess Students‟ Cognitive Skills 123
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
Using Technology to Assess Students‟ Cognitive Skills 124
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip on information and communication technology (ICT).
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will engage students
in discussion on current trends in
technology and the importance
of using it responsibly while at
the same time ensuring their
safety.
Teacher will probe students with
a series of questions to ensure
that they have reviewed their
notes.
This will lead into a discussion
Students will watch the
video clip on information
and communication
technology. Students will
discuss the responsibilities
of ICT users and their
safety.
Students will respond to the
questions and discuss.
Students will discuss the
The student with ADD will
also share his views on ICT‟s
and how he uses it.
The student will respond to
questions.
Using Technology to Assess Students‟ Cognitive Skills 125
on the kinds of writing with
special emphasis on the
descriptive and narrative writing.
The teacher will instruct the
students to sit with their groups
for the remainder of the lesson.
The teacher will allow students
to view several examples of
digital stories from Youtube.com.
elements of the descriptive
and narrative essays.
Students will discuss the
difference between the
descriptive and narrative
story.
Students will discuss their
progress on their digital
stories.
Students will view several
examples of digital stories
from Youtube.com.
The ADD student will share
with his group members some
of the sounds and music he
has selected for the digital
story.
The teacher will instruct the
students to continue working on
their paragraphs for the digital
stories. He will also give them
some tips for their stories from
MS Power Point and how to
manipulate images.
The teacher will go to each
Students will continue
working on their story
boards and paragraphs.
Students will use some of
the tips for their digital
stories.
Students will share with
The ADD student will be
monitored.
The ADD student will be
Using Technology to Assess Students‟ Cognitive Skills 126
group to ensure that they are on
task and to monitor their
progress.
Students will ask a few of the
students to say what they have
learned from the lesson.
teacher any concerns and to
update him on the progress
of the group.
The students will say what
they have learned.
monitored.
The ADD student will also say
what he has learned.
CONCLUSION:
The teacher will reiterate main points of the lesson and encourage them to complete their digital
stories.
CULMINATING ACTIVITY:
Students will say what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 127
EVALUATION OF THE LESSON:
Today‟s lesson was very exciting. I decided to review the descriptive and narrative
writing content because I wanted my students to feel comfortable using the elements of these two
styles of writing before we transition to the expository style of writing. I also wanted them to
practice the descriptive and narrative styles since it was important to their application of digital
story telling. After reviewing the content, I allowed the students to put into practice the elements
of either the descriptive writing or narrative essay into their digital stories. I allowed them to sit
in their groups.
I devoted a full half hour to the students‟ creation of their digital stories and pointed out
ways in which they could have improved. All of the students worked quietly and cooperatively
among themselves; however, there were two groups during the session that I had to spend a few
extra minutes with just simply observing their effort and collaboration. In one of the groups, I
observed Lisa (pseudonym) perusing over several papers. I asked her how her group‟s digital
story presentation was progressing. She responded that her group‟s was nearly completed. Her
group decided to write the story first, then find appropriate illustrations and sounds to apply
afterwards. I nodded in approval. However, what really struck me was the fact that she wanted
perfection in her group‟s presentation, so she decided to become the chief editor for her group,
pointing out to her class mates how to arrange some of the details. Lisa‟s attitude and leadership
is a prime example of how peer assistance/ collaborative learning can help other students to
achieve success.
The other group that I took special note of was the group with Carla (pseudonym). I got
administrative approval for students to bring some of their digital technologies to school (for
Using Technology to Assess Students‟ Cognitive Skills 128
example, laptops and digital cameras and camcorders) so that the groups can work on their
presentations. I was captivated by Carla creating a collage with the members of her group using
software applications. She is excellent at manipulating images and texts so I am eager to see the
final draft of her group‟s digital story presentation. This strategy- creating digital stories using
MS Power Point, social networks, blogs and other software applications is quite a phenomenon
as it is presented in Writing for the Instant Messaging and Text Messaging Generation: using
New Literacies to support Writing Instruction (Sweeny, 2010). This strategy works extremely
well with students as they are forced to come out of their normal modes of learning and adopt
new ways of learning and applying the new skills they have learnt. The strategy also works well
with all ages and groupings at the senior high school level as it covers the full scope of the
multiple intelligences. With students being able to use digital technology, the World Wide Web,
software and sound applications to create a digital story, every student becomes actively engaged
in the learning process. Even in terms of learning how to manipulate images and inserting videos
and sound, every student is not as skilled in this area. So just watching them learn from their
peers as they work in their groups is quite interesting. Thus, having technology integrated in the
classroom has become a viable necessary alternative in improving students‟ cognitive skills.
All in all, I believe that my lesson was successful.
Using Technology to Assess Students‟ Cognitive Skills 129
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 8th
Nov, 2010
Topic: Expository Writing Duration: 55 mins
Class: 11C1-S1 Lesson Number: 18
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know some of the elements of the expository style of writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Discuss the purpose of expository writing.
2. Discuss examples of expository writing.
3. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, Internet access, white board, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
Using Technology to Assess Students‟ Cognitive Skills 130
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 131
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. The teacher will also share a
famous quote with the students about fear. Teacher will then direct the students‟ attention to the
chalk board where they will see the topic and the objectives projected from the LCD. Teacher
will probe students to activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 132
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will inform students
that they will be introduced to
another kind of writing that is
common on the BGCSE English
Language continuous writing
paper called expository writing.
The teacher will discuss with the
students the definition of
expository writing.
The teacher will further probe
students by asking them to
identify some types of expository
writing.
The teacher will then ask the
students to identify some of the
people in our communities who
use expository writing.
Students will respond to
questions intelligently.
Students will listen
attentively.
The students will engage in
rapport with the teacher on
the definition of expository
writing.
Students will identify some
types of expository writing.
Students will identify some
of the people in our
communities who use
expository writing.
The student with ADD will
also be probed with a series of
questions.
The student will participate in
the class discussion.
The student with ADD will
share his response with the
class.
The student will share his
response with the class.
The student will be monitored
Using Technology to Assess Students‟ Cognitive Skills 133
The teacher will then inform
students that they will view an
educational slideshow courtesy
of Youtube.com.
The teacher will engage the
students in discussions about the
Youtube presentation.
The teacher will give students set
of topics to peruse and to
determine whether or not they
are expository. The teacher and
students will discuss the topics
and identify them correctly as
expository.
Students will view a
Youtube slideshow and
make mental notes so that
they can participate in the
discussion which will
follow.
Students will either write
expository or other after
viewing the topics.
Students will share their
answers with the class.
and encouraged to share his
views on the elements used in
the slideshow.
The student with ADD will
share his response with the
class.
The teacher will then take
students on a virtual tour of some
of the writing websites which
discuss the writing process (in
this case, expository writing).
The teacher will then inform the
students that they will now be
given an in class writing
Students will be introduced
to a number of websites
which promote writing and
writing improvement.
Students will imagine that
they are psychologists and
they have a family member
The teacher will monitor the
student to ensure that he is on
task.
The teacher will monitor the
student to ensure that he is on
task.
Using Technology to Assess Students‟ Cognitive Skills 134
assignment to complete as
practice.
The teacher will monitor the
students‟ progress as he moves
around the room.
The teacher will allow some of
the students to share their writing
with the class.
The teacher will discuss the
expository writing assignment
with the class which involves
them creating an e-portfolio.
who has been under a lot of
stress recently and may be
considering suicide. They
will write a letter to him or
her identifying the signs of
stress and the advice they
would give.
The students will share
their writing with the class.
Students will observe
carefully the instructions
and ask any pertinent
questions.
The teacher will monitor the
student‟s progress as he moves
around the room.
The student will be
encouraged to share his
response.
The student will be allowed to
share any concerns which he
may have.
The teacher will ask the students
to say what they have learned
from the lesson.
Students will say what they
have learned from the
lesson.
The student will also share
what he has learned.
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what he or she has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 135
EVALUATION OF THE LESSON:
I enjoyed this lesson. My introduction was very powerful. In fact, I did not expect the
students to be so open and honest about life‟s issues. After we sang the song You needed me by
Anne Murray, I asked the students a very sobering question- what was their deepest fear. Like
my grade twelve class, my eleventh grade shared a multitude of concerns. Some of them stated
how they were afraid of disappointing their parents. Some expressed the fear of not knowing
what they wanted to do after graduating from high school. Yet, others expressed that their fear
was the uncertainty of not knowing whether they were going to succeed in life because their teen
age lives are over-burdened. Even my student with ADD shared his fears. I told them that these
were legitimate reasons for people to have fear. However, I told them that if they work hard
enough and stay focus on the important things in life, they will be able to cast their fears aside
and become productive men and women in society. I also projected the words of Marianne
Williamson- Our Deepest Fear on the whiteboard and read it with as much emphasis as possible.
All of the students wrote the words down without any instructions to do so.
With the motivational song and quote providing the stimulus to learn, I was able to ease into
my series of questions quite easily. The students responded intelligently to the probing and were
able to identify types of expository writing styles. They were also able to identify people in
society who use expository writing to convey their messages. The rapport with the students was
excellent as the students were able to discuss the elements of the expository essay in the video
presentation from Youtube.com.
In this particular lesson, I was able to incorporate two strategies from two separate
researchers in one unique blend by tweaking and combing them. First, I hyperlinked a Youtube
Using Technology to Assess Students‟ Cognitive Skills 136
video presentation to my MS Power point presentation entitled Shift Happens Educational 2010
with I-Tunes Media. The first strategy was presented in The digital literacy debate: an
investigation of the digital propensity and information and communication technology
(Nassah, Da Costa, Kinsell & Seok, 2010). Then I was able to integrate digital storytelling into
the same Power point presentation using another power point presentation to tell a story by
giving factual information (expository writing). This strategy was presented in Writing for the
Instant Messaging and Text messaging Generation: Using New Literacies to support writing
instruction (Sweeny, 2010).
I discovered that by incorporating the two strategies together, the students do not view my
English Language lessons as typical classroom lessons, for there is nothing traditional about the
use of multimedia and other technologies. However, by using non- traditional methods to
English Language instruction, my students get a chance to incorporate new skills from their
social networks (I- Tunes, I-Mesh, MS Messenger, Facebook and Tagged) to MS application
software (Power Point). The students became so immersed in the lesson that they did not hear the
bell ring. I didn‟t mind the students working a few minutes into the lunch break because I saw
that they were really interested in learning and completing their digital stories.
I also notice that my class time passes too quickly. A fifty-five (55) minute lesson is so
quickly absorbed during my teaching time it only gives the students a chance to „wet their
appetites‟.
In short, I believe that my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 137
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 10th
Nov, 2010
Topic: Expository Writing Duration: 55 mins
Class: 11C1-S1 Lesson Number: 19
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know about the four kinds of writing presented in the BGCSE national
examinations which includes Expository Writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Discuss the elements of expository writing.
2. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Lap top, LCD Projector, computer lab (A22), internet access, whiteboard, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
Using Technology to Assess Students‟ Cognitive Skills 138
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 139
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. Teacher will probe students to activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 140
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will review the
previous lesson by probing the
students with a series of
questions.
The teacher will discuss the
elements of the expository essay
and stress the importance of
mastering one of the kinds of
writing as they prepare to sit the
English Language Continuous
Writing paper.
The teacher will then distribute
the class assignment and instruct
the students to move to their
respective groups.
The teacher will project the
assignment on the whiteboard
and discuss the instructions with
the students.
The teacher will discuss the
Students will respond to the
questions intelligently.
Students will engage in
rapport with the teacher
about the elements of
expository writing.
Students will also express
any concerns they have
about their writing.
The students will receive
their assignment sheets and
move to their respective
groups.
Students will follow along
as the teacher explains the
instructions.
Students will listen
The student with ADD will
also respond to questions.
The student will also share his
concerns.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 141
expectations of the students in
each group and what is
acceptable as well as
unacceptable.
attentively to the teacher‟s
expectations.
The teacher will inform the
students that each group will
share two computers.
The teacher will move about the
room to ensure that all of the
groups are on task.
The teacher will continue to
move about the room to ensure
that students are actively
engaged in their group
assignment and to render
assistance where necessary.
The teacher will ask the students
to state what they have learned
from the lesson.
Students will begin their
search for information on
major Atlantic Hurricanes
Since 1950.
They will ensure that their
group members are
following the instructions
on the handout.
Students will continue to
work in their groups as they
gather the information.
Students will share what
they have learned from the
lesson.
The student will be monitored
to ensure that he is on task.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 142
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what he or she has learned.
EVALUATION OF THE LESSON:
Today‟s lesson was met with several challenges. First, we were informed that school was
being dismissed at twelve noon (12 noon) due to the fact that the Bahamas Union of Teachers
had called a special meeting at the Sir Kendal G. L. Isaacs Gymnasium which was sanctioned by
the Ministry of Education. The meeting was to address the issue of the medical insurance
coverage for the members of the BUT. This meant that today‟s lessons were shortened so that we
could have accommodated four periods of teaching. Secondly, I had already missed instructional
time on Friday of last week (5th November) due to the C. V. Bethel Talent Day extravaganza
which meant that no classes were held. Thirdly, my class was scheduled to be in the computer
lab (A 22) for 2nd
and 3rd
periods. However, we could not access the lab immediately because the
keys could not be located. This took approximately ten minutes from my instructional time.
Consequently, I found myself frustrated as I tried to cram as much information into one
lesson. I allowed the students the opportunity to complete their digital stories in their assigned
groups for about fifteen minutes. I then transitioned and allowed the students to log in to the
computers so that they could have gone through the expository writing assignment step by step.
The majority of the students were able to set up the tables with the correct headings. They seem
to have enjoyed using the computers for this activity. I also made a change in the expository
writing assignment by allowing the students to work individually. The strategy I incorporated in
this lesson for the expository writing assignment was adapted from When cloud computing
Using Technology to Assess Students‟ Cognitive Skills 143
meets with Semantic Web: A new design for e-portfolio systems in the social media era (Kim &
Lim, 2010). As this strategy was originally designed for college and university students, I had to
tweak it so that my students could have fully benefited. Then, I connected it to Microsoft Office
Power Point and allowed the students to use their social media tools to add graphics and content
to their presentations. This strategy is also supported by Writing for the Instant Messaging and
Text messaging Generation: Using New Literacies to support writing instruction (Sweeny,
2010).
However, due to the shortened lesson, I will allow the students additional time to work on
their research for their expository essays. In spite of all the challenges I experienced in the
execution of this lesson, I still believe that meaning learning occurred.
Using Technology to Assess Students‟ Cognitive Skills 144
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 12th
Nov, 2010
Topic: Expository Writing Duration: 55 mins
Class: 11C1-S1 Lesson Number: 20
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know about the four kinds of writing including expository writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student with ADD.
OBJECTIVES:
Students will be able to:
1. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Computer lab (A22), lap top, internet access, whiteboard, LCD projector, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
papers. The general characteristics of expository writing include: focus on main topic, logical
Using Technology to Assess Students‟ Cognitive Skills 145
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
Using Technology to Assess Students‟ Cognitive Skills 146
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. Teacher will probe students to activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 147
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students with a series of
questions to test for
understanding of the concept.
The teacher will project an
example of expository writing on
the whiteboard using the LCD
projector.
The teacher will then instruct the
students to read the example
projected on the whiteboard and
analyze it.
The teacher will engage students
in a discussion on the elements
found in the example of the
expository essay on the
whiteboard.
The teacher then transition to the
group assignment that the class is
working on. The teacher will
The students will respond to
the questions intelligently.
The students will read the
example of expository
writing on the whiteboard
and analyze it.
The students will discuss
the elements found in the
example of the expository
essay on the whiteboard.
The students will get into
The student with ADD will
also be probed to test for
understanding of the concept.
The student with ADD will be
monitored to ensure that he is
on task.
The student with ADD will
also share his analysis of the
elements he found in the
expository essay.
Using Technology to Assess Students‟ Cognitive Skills 148
instruct the students to get into
their groups and log on to the
computers.
The teacher will evaluate the
students‟ progress on the group
assignment and offer suggestions
where necessary.
The teacher will ask the students
what they have learned from the
lesson.
their groups and log on to
the computers.
Students will appraise the
teacher of their progress
and share any concerns they
may have.
The students will share
what they have learned.
The student with ADD will be
monitored to ensure that he is
actively engaged.
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what he or she has learned.
Using Technology to Assess Students‟ Cognitive Skills 149
EVALUATION OF THE LESSON:
This lesson went particularly well. Reviewing the content of expository writing was easy since I
had already emailed the students the lesson and websites or transferred it to their USB drives.
The students were able to identify the elements of the expository essay and discuss it in the
example that was given. They also responded intelligently to the series of questions that I had
probed them with.
I was also impressed with the updates the students provided on their digital stories and the e-
portfolios they were creating. In fact, the graphics and texts were very rich and well designed
even as they were editing them. I am eagerly awaiting the final drafts of their presentations. This
strategy was taken from Writing for the Instant Messaging and Text messaging Generation:
Using New Literacies to support writing instruction (Sweeny, 2010).
As I watched the students browse through their social network pages to download photos as
well as to add sounds and other related images, I could not help but wonder what these students
would be doing had I not done my research with them? They may have been in some boring
class potentially wreaking havoc on some unfortunate colleague who may not have been willing
to expose them to the power of technology in producing high level thinking and creativity. Many
of my reviews have emphasized the fact that today‟s students have a high propensity to use
information and communication technology to communicate or collaborate. The view is
presented in The digital literacy debate: an investigation of the digital propensity and
information and communication technology (Nassah, Da Costa, Kinsell & Seok, 2010). Hence,
as I watched my students today working on their assignments I agree that they are the digital
generation. Observing the students work on the computers was a truly rewarding experience.
Using Technology to Assess Students‟ Cognitive Skills 150
Although I had to tweak these strategies several times, I am satisfied that the results were
fulfilling. Hence, my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 151
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 15th
Nov, 2010
Topic: Continuous Writing Duration: 55 mins
Class: 11C1-S1 Lesson Number: 21
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the four kinds of writing used on the BGCSE English Language
continuous writing paper.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Discuss expository writing.
2. Differentiate between expository and narrative writing.
INSTRUCTIONAL RESOURCES:
Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
Using Technology to Assess Students‟ Cognitive Skills 152
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 153
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. Students will watch a video clip from Youtube.com based on the film Coach
Carter.
Using Technology to Assess Students‟ Cognitive Skills 154
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students with a series of
questions to activate their prior
knowledge. This will lead to a
class discussion.
The teacher will then facilitate a
review of the concept expository
writing and discuss the elements.
The teacher will then allow the
students to see a detailed MS
Power point presentation on how
to organize an expository essay.
The teacher will also entertain
any questions or concerns which
the students may have.
The teacher will then distribute a
hard copy of the sample
expository essay to the class and
inform then that a copy was also
sent to their Google mail
Students will respond
intelligently to the questions
asked by the teacher and
engage in discussion.
Students will also engage in
the discussion.
Students will view
presentation as well as
discuss the steps in
expository writing.
Students will share their
questions and concerns with
the teacher.
The students will receive
their copies and begin
reading.
The student will also be asked
a series of questions to keep
him actively engaged in the
lesson.
The student with ADD will be
monitored to ensure that he is
on task.
The student with ADD will be
monitored to ensure that he is
on task.
Using Technology to Assess Students‟ Cognitive Skills 155
accounts.
The teacher will instruct the
students to read the passage and
identify the elements used in the
essay.
The teacher will review the steps
in constructing an expository
essay and connect them to the
sample expository essays.
The teacher will then ask the
students questions to ensure that
they understand the concept.
The teacher will then transition
to the research assignment that
the students are required to do.
(Assignment sheets will be
distributed to the class.)The
teacher will discuss the
Students will read the
passage and identify the
elements used in the essay.
They will also determine
what type of writing the
passage is.
Students will engage in a
discussion on the
connection of the steps in
the construction of an
expository essay to the
actual examples.
Students will respond to the
questions posed by the
teacher.
The students will receive
their handouts and engage
in discussions about the
procedure for the research
assignment. The students
will also watch the
The student with ADD will be
monitored to ensure that he is
on task.
The student will also engage
in discussions with the class.
The student will also respond
to the questions.
The student with ADD will be
monitored to ensure that he is
on task.
Using Technology to Assess Students‟ Cognitive Skills 156
assignment sheet and model
some of the steps for the
students.
The teacher will instruct the
students to log on to the
computers and start setting up
the assignment on the Web.
The teacher will monitor the
students‟ progress on the
assignment and render assistance
where necessary.
The teacher will ask the students
to share what they have learned
from the lesson.
whiteboard as the teacher
demonstrates how some of
the steps are to be done.
Students will log on to the
computers and start setting
up their assignment on the
web using MS Power point.
The students will respond
intelligently and share what
they have learned.
The student with ADD will be
monitored to ensure that he is
on task.
The student with ADD will
also share what he has learned
from the lesson.
CONCLUSION: The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY:
The students will share what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 157
EVALUATION OF THE LESSON:
I enjoyed teaching this lesson. In a previous lesson, I had introduced Marianne Williamson‟s
“Our Deepest Fear” quote t my class and read it so as to inspire them. Today, I was able to play
this excerpt from the movie Coach Carter as well as the quote “Protecting Your Dreams” from
the movie In Pursuit of Happiness. I wanted to inspire my students to believe in themselves and
in their ability to pass the English Language BGCSE examination. The students shared their
views on the two excerpts which were very enlightening.
Then I did a recap of the lesson which we had started last week on expository writing. The
rapport with the students was excellent. I was deliberate in my preparation for this lesson. In fact,
this past week end I e-mailed the students examples of expository essays which they were to
review before they came to class. As a result, the class discussions and analysis were more in-
depth and the students were able to get through the content easily.
I also presented a MS Power-Point presentation on how to write an expository essay and
used one of the sample essays to point out how the steps are applied. The students were actively
engaged in the lesson for the entire class. Then I gave the students the steps for their research
assignments. I demonstrated to the class how to set up the slides for their MS Power Point
presentations and e-portfolios. This strategy was adapted from When cloud computing meets
with Semantic Web: A new design for e-portfolio systems in the social media era (Kim, Ng and
Lim, 2010). As research has revealed, a portfolio is a purposeful collection of students‟ work that
exhibits the students‟ efforts and achievements over time. By creating an e-portfolio, this would
allow students to show their work electronically to their friends or teachers via e-mail. I tweaked
the strategy a bit due to the fact that our technology infrastructure here cannot presently
Using Technology to Assess Students‟ Cognitive Skills 158
accommodate a full scale e-portfolio system, nor is there adequate financial investment for it to
be implemented.
As I watched the students conduct their research on the World Wide Web and the integration
of the MS software application, I was in awe at the skill level of my grade eleven class. Their
ability to manipulate the graphics as they used the various search engines was captivating. In
fact, the students have to collect the information before they start to write their essays. Many of
the students who may have challenges in editing their work can also learn to edit using MS
PowerPoint as they add the content to their research and essays. I am excited to see the final draft
of the students work.
Using Technology to Assess Students‟ Cognitive Skills 159
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 17th
Nov, 2010
Topic: Expository Writing Duration: 55 mins
Class: 11C1-S1 Lesson Number: 23
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know about the four kinds of writing presented in the BGCSE national
examination which includes Expository Writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Identify the elements of the expository style of writing.
2. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
Using Technology to Assess Students‟ Cognitive Skills 160
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 161
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD.
Using Technology to Assess Students‟ Cognitive Skills 162
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
with a series of questions to
activate their prior knowledge.
The teacher will inform students
about the purpose of the lesson.
The teacher will inform the
students that today‟s lesson will
be directed towards the
completion of their research.
The teacher will review the steps
to writing the expository essay.
The teacher will also review the
steps to the research assignment
with the students.
The teacher will address any
concerns or questions that the
students may have.
The teacher will instruct students
to log on to the computers and to
Students will respond to the
probes intelligently.
Students will listen
attentively to the parameters
for today‟s lesson.
The students will discuss
the steps to writing the
expository essay.
The students will review the
steps to the research
assignment.
The students will share any
concerns or questions which
they have.
The students will log on to
the computers and continue
The student with ADD will
also be probed with a series of
questions.
The student with ADD will
also actively engage in
discussions.
The student with ADD will
also share his questions and
concerns.
Using Technology to Assess Students‟ Cognitive Skills 163
continue working on their
research.
The teacher will also inform the
students that he will come to
each one of them to get a
progress report.
The teacher will ask students to
share what they have learned
from the lesson.
working on their research
assignments.
The students will appraise
the teacher on the progress
of their research as they
work quietly.
Students will share what
they have learned from the
lesson.
The student with ADD will be
monitored to ensure that he is
on task.
The student with ADD will
also share what he has learned.
CONCLUSION:
The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what or she has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 164
EVALUATION OF THE LESSON:
The students were really engaged in this lesson. From my introduction of the lesson, the
students were able to make the connection to their assignments. I allowed the students to watch a
five (5) minute documentary on hurricanes presented by the National Hurricane Center (NHC)
located in Florida, USA. The students were captivated as they were taken on a journey from how
a hurricane develops, through the hurricane‟s eye wall, and the experiences during and after the
hurricane. Like my grade twelve English class, many of my grade eleven students are too young
to have any serious recollection or experience into the dangers of being hit by a hurricane. In
fact, they admitted that it was a time for them to have fun as there was no school. However, by
allowing them to get a close up view into the destruction caused by hurricanes, the students will
take hurricane preparedness more seriously and appreciate how fortunate we are not to be
experience any major catastrophes from hurricanes or any other natural disasters. This strategy
was adapted from When cloud computing meets with Semantic Web: A new design for e-
portfolio systems in the social media era (Kim, Ng and Lim, 2010). It allows teachers to create
online folders (e-portfolios) which can be viewed by others. I informed the students that the
folder would be sent to their G-mail account. Moreover, as the five minute presentation was
being done, I observed some of the students writing. Out of curiosity I decided to go to their
desks to inquire and much to my satisfaction, they were jotting some notes down for their
expository essays.
After the video presentation, I entertained a few questions and asked the students to share any
concerns they may have regarding the assignment. They said that there were no concerns. I
instructed them to log on to the computers and work on their assignments. I told them that I
would be coming to them to get see how they were progressing on their assignments. I also had
Using Technology to Assess Students‟ Cognitive Skills 165
my Master Teacher Mrs. Joan Gibson present with me in the room. Both she and I were in awe
as we witnessed the amount of research and effort that the students were putting into their work.
As this was the first time the students had ever been taught expository writing, it was amazing to
see how they were applying some newly acquired skills to their work. As they were writing the
drafts of their essays, the students were inserting videos and other social media tools into their
work. I was impressed as the students were following the outline to the assignment sheet to
precision. Mrs. Gibson also heard me telling the students that they can email me by this weekend
about any issues or challenges they are having. She inquired about the how I got the students to
email me updates on their progress. I told her how we got started by creating a Google account.
All of the students had to create a G-mail account and subscribe to me at
[email protected]. I told her that I was able to send students the content days before we
meet so that they could become familiar with the content. In that way, the students would not
feel disadvantaged but can actually stay abreast of what was happening in class.
I believe that my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 166
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 19th
Nov, 2010
Topic: Continuous Writing (Expository) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 24
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know about the four kinds of writing presented in the BGCSE national
examination which includes Expository Writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Discuss the elements of expository writing.
2. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Computer Lab (A22), lap top computer, LCD projector, white board, speakers, Internet access
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
Using Technology to Assess Students‟ Cognitive Skills 167
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 168
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD.
Using Technology to Assess Students‟ Cognitive Skills 169
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
with a series of questions to
activate their prior knowledge.
The teacher will review the
elements of expository writing
with the students.
The teacher will then transition
to the students‟ expectations for
this lesson. The teacher will
inform the students that they will
be given an online
comprehension test covering the
four types of writing. They will
be able to work at their own
pace, so long as they do not miss
a question.
The teacher will also inform the
students that he will be closely
monitoring them so that there
Students will respond
intelligently to the series of
questions.
Students will review the
elements of expository
writing and engage in
discussion.
Students will listen
attentively to their
expectations.
Students will log on to the
computers, go to the
website and begin working
quietly.
The student with ADD will
also be probed with questions.
The student will also engage
in the discussion.
The student will ask questions
or share any concerns about
the assignment.
They student will be
monitored to ensure that he is
on task.
Using Technology to Assess Students‟ Cognitive Skills 170
would be no communication
with other students.
The teacher will instruct the
students to log on to the
computer and go to the website
projected on the whiteboard
using the LCD and begin
working.
The teacher will inform the
students that they are will be
given 30 minutes to work on the
online comprehension test.
Teacher will inform the students
when the allotted time has
expired and instruct them to log
off of the computers.
Students will go to the
website and begin working
quietly at their own pace.
Students will continue
working on the online
comprehension test.
Students will log off of the
computers.
They student will be
monitored to ensure that he is
on task.
They student will be
monitored to ensure that he is
on task.
CONCLUSION:
The teacher will reiterate main point of the lesson.
CULMINATING ACTIVITY:
One of the students will share what he or she has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 171
EVALUATION OF THE LESSON:
Today‟s lesson was exciting but challenging. After I had introduced the lesson, I allowed the
students to see to watch an excerpt on Hurricane Rita. Using the excerpt was suppose to have
given them further help in how to write their expository essay.
I also entertained a few questions and concerns they have in regards to the assignment. I
allowed the students to log on to the computers so that they could have showed me their progress
in collecting the data and their drafts of the essay. Many of the students were having challenges
with manipulating the images and how to summarize some of the information that they were
using. I went to each student ensure that they were on task. The quality of their work was
excellent and they collaborated well with each other to ensure that everyone was following the
steps on the assignment sheet. There were some of the students whom I did not even have to help
because they have excellent computer literacy skills and their assistance to the other students
proved to be most beneficial to me and the students. This saved me some time as I was able to
more time with some of the slower students. Additionally, having the more advanced students
assisting the slower ones allowed the class to work cooperatively and collaboratively. Hence,
meaningful learning was taking place. This process of interacting with other students using
technology and other resources such as media tools and social websites (Facebook and MSN)
help in creating a paradigm shift. This approach also brings excitement to the lesson as it spurs
the students on with a willingness to want to improve their writing and reading skills. This
strategy is supported in Changing English? The impact of technology and policy on a subject
in 21st century (Jewitt, Bezemer and Jones, 2009).
Using Technology to Assess Students‟ Cognitive Skills 172
As a result of getting the progress reports from my students on their expository essays, I did
not give them the reading comprehension on-line test. I informed them that they will receive it
by email. They will have until Sunday to email me their scores. The on-line comprehension test
is not designed to measure how fast the students can read or how quickly they can respond to the
questions. Rather it was designed to allow the students to work at their own pace while at the
same time cementing a solid foundation in reading comprehension. This strategy was adapted
from Redesigning the Basics: Tennessee’s community colleges use of technology to change
their approach to developmental reading and math (Mills, 2010). This approach is needed in
The Bahamas to curtail the high rates of failure and functional illiteracy experienced by so many
of our students. By tweaking it, I am able to email the students the work so that they can
complete it from home as opposed to working in a lab. They also can choose the time that they
will work rather than inside the regular classroom setting. In that way, the students won‟t have to
feel pressured in trying to complete the work before the lesson and instruction time ends.
This was a successful lesson as the students were engaged the entire time.
Using Technology to Assess Students‟ Cognitive Skills 173
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 22nd
Nov, 2010
Topic: Comprehension (Context Clues) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 25
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know how to use words in context.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Define denotation.
2. Define connotation.
3. Use clues in context to determine meaning.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, whiteboard, speakers, internet access, hand outs
CONTENT:
Writers often use the connotations of words to suggest meaning. The denotations of a
word are its primary dictionary definitions. The connotations of a word are all the
undertones – the ideas or emotional meanings associated with the word. For example,
proud and arrogant have similar denotations – “having a sense of self-importance” – but
Using Technology to Assess Students‟ Cognitive Skills 174
different connotations. Proud can mean having self respect, but arrogant often means
snobbish.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
Using Technology to Assess Students‟ Cognitive Skills 175
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 176
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
to activate the students‟ prior
knowledge.
The teacher will then allow the
students to watch a video clip
from Youtube.com entitled
Context Clues. Teacher will lead
students in a discussion based on
the presentation.
The teacher will then allow the
students to work along with an
on-line tutor on a practice
exercise on context clues. The
teacher will monitor the students
to ensure that they are on task.
The teacher will discuss context
clues by analyzing a stanza of a
poem entitled Richard Cory by
A. E. Robinson. The teacher will
demonstrate to the students how
Students will respond
intelligently to questions.
Students will view the clip
and engage in discussion.
The students will engage in
a tutorial on-line for
practice.
Students will engage in the
reading of a stanza of poem
by A. E. Robinson entitled
Richard Cory. They will use
steps to determine how a
The student will also be
probed so as to engage him
meaningfully.
The student will also engage
in the tutorial with the on-line
tutorial.
The student will be engaged
through discussion applying
the steps to the stanza of
poetry.
Using Technology to Assess Students‟ Cognitive Skills 177
to use steps to determine how a
word‟s denotation and
connotation contribute to the
meaning in a text.
The teacher will work another
example with the students
entitled Do not go gentle into
that good night by Dylan
Thomas. The teacher will lead in
a discussion and demonstrate
how to analyze the poem to
determine meaning.
The teacher will allow the
students to hear Dylan Thomas
recite his poem, Do not go gentle
into that good night. This will
lead to discussion.
The teacher will then conduct a
quick review of the lesson by
giving the students a test to
check for understanding.
word‟s denotation and
connotation contribute to
the meaning in a text.
Students will apply their
comprehension skills and
determine the denotation
and connotation of words in
the poem.
The students will follow the
reading of the poem and
engage in a discussion.
The students will read the
questions and respond
orally.
The student will apply his
comprehension skills and
determine the denotation and
connotation of words in the
poem.
The student will also read the
questions and respond orally.
Using Technology to Assess Students‟ Cognitive Skills 178
The teacher will inform the
students that the purpose of the
practice test was to ensure that
they have a good grasp of the
concept before they did the in
class assignment.
The teacher will distribute the
test and instruct the students to
place their names on the sheets
and begin working.
The teacher will move about the
room to ensure that the students
are on task.
The students will listen
attentively for the
instructions to begin the
work.
The student will be monitored
to ensure that he is on task.
CONCLUSION:
The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY:
The students will share what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 179
EVALUATION OF THE LESSON:
Today‟s lessons were probably my better lessons so far. I left both classes today feeling
literally on top of the world.
As I started my lesson with grade twelve, I tried to hammer home the importance of having
good reading comprehension skills in order to do well on the BGCSE English Language
examination and in practical real life scenarios. After hammering this point home for a few
minutes, I discussed the objectives with the students so that they could have easily related to the
lesson. For some unexplained reason, I had sensed a difference in the students‟ attitude for the
past two weeks. It was a kind of positive energy unmatched with any of the previous lessons
which I had taught. It seemed as if my students were primed for today‟s lesson and I was more
than prepared for the task.
My students were engaged in the lesson from beginning straight to the end and they were
very excited to share their responses and analysis. The introduction captivated the students and
the rapport which followed showed that the students were employing good comprehension and
analytical skills. As I explained the concept to the students, their feedback to the probing
questions was superb. In fact, even as they used context clues in the stanza of the poem to
determine the meaning the writer wanted to convey, their insight in reference to the name
Richard Cory got me excited. The students had to give an in-depth analysis of Edward A.
Robinson‟s Richard Cory and Dylan Thomas‟ Do not go gentle into that good night. Again, the
rapport with the students was very enlightening. I also allowed the students to listen the actual
reading of the poem Do not go gentle into that good night by the poet himself. This strategy was
adapted from Investigating the quality of the school technology needs assessment (STNA)
Using Technology to Assess Students‟ Cognitive Skills 180
3.0: A validity and reliability study (Corn, 2009). It speaks to improved teaching practices and
students learning. This means that there should be expected shifts in the impact of technology
and focus on improvements in teaching practices and students‟ learning. Having access to the
internet allows my students to go directly to the on-line source to retrieve information which
proved to be beneficial in their understanding of the concept as they can determine the poet‟s
mood and toon.
I also introduced the students to the poetry organization which I am a member of called
American Poets.org. At the site, the students could find dozens of actual recordings form famous
writers in their own words.
I further cemented the concept by giving the students an on-line context clues quiz. Once I
had collected their papers, I reviewed the answers with them and based on their response, they
did extremely well. This strategy was adapted from Redesigning the Basics: Tennessee’s
community colleges use of technology to change their approach to developmental reading and
math (Mills, 2010). The strategy allows students to work at their own pace whether it is in a
traditional classroom setting or in the confines of their homes. The aim is still the same- that is to
assist the students improve their reading comprehension skills. I also made it convenient for the
students by emailing the reading comprehension websites to their Google mail accounts from the
weekend so that they could have had some practice before they came to today‟s class.
I discovered that this class can also give intelligent responses for an analysis; all they is an
avenue to express themselves. I walked away knowing that I had achieved my objectives.
All in all, this was a successful lesson.
Using Technology to Assess Students‟ Cognitive Skills 181
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 24th
Nov, 2010
Topic: Comprehension (Literal & Figurative Expressions) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 26
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the meanings of these terms.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Define literal.
2. Differentiate between literal and figurative.
3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, white board, speakers, internet access, Computer Lab
CONTENT:
When a word is used with its normal meaning, we say that it is used in a literal sense (or
with a literal meaning). NB If something can actually happen, then we know that it is
used with its normal or literal meaning. When a word is used with a special, non-literal
meaning, we say that it is used in a figurative sense (or with a figurative meaning).
Using Technology to Assess Students‟ Cognitive Skills 182
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
Using Technology to Assess Students‟ Cognitive Skills 183
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 184
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will highlight the
importance of comprehension
skills in understanding how
words are used in context. The
teacher will further highlight the
fact that comprehension skills
are needed for their BGCSE
English Language examination,
college, and for life.
The teacher will probe the
students with a series of
questions to activate their prior
knowledge.
The teacher will then ask the
students to explain the term
literal and to provide examples.
This will lead into a discussion.
The teacher will provide a
Students will listen attentive
as the teacher elaborates on
the importance of
developing good
comprehension skills.
The students will respond
intelligently to the probes.
The students will explain
the term literal and provide
examples and discuss.
The students will engage in
The student will be monitored
to ensure that he is engaged.
The students will also be
asked a few questions to
engage him.
The students will also be
asked a few questions to
engage him.
Using Technology to Assess Students‟ Cognitive Skills 185
definition of the term literal and
provide examples. The teacher
will discuss each of the examples
and entertain feedback from the
students.
The teacher will ask the students
to define the term figurative and
provide examples. This will lead
into a discussion.
The teacher will provide a
definition of the term figurative
and provide examples. The
teacher will discuss each of the
examples and entertain feedback
from the students.
The teacher will engage the
students in a practice exercise
where they will read the
examples projected on to the
whiteboard and they will identify
them as either literal or
rapport with the teacher.
The students will define the
term figurative and provide
examples. They will also
discuss their examples.
The students will engage in
rapport with the teacher.
The students will work on a
practice exercise. They will
read the examples projected
on to the whiteboard and
they will identify them as
either literal or figurative.
The student will also engage
in the class discussion.
The student will also engage
in the class discussion.
The student will be monitored
to ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 186
figurative.
The teacher will engage the
students in a discussion based on
the practice exercise.
The teacher will allow the
students to watch a video from
Youtube.com to determine how
literal and figurative language is
used. The teacher will facilitate
discussions on the video
presentation.
The teacher will inform the
students that they will be given
an in class assignment. He will
explain the assignment and
distribute handouts.
The teacher will inform the
students when the allotted time is
up and collect the students‟
work.
The students will share their
responses to the practice
exercise.
The students will watch the
video presentation and
engage in discussion.
The students will receive
their handouts and begin
working.
The students will turn in the
assignment.
The student will also share in
the discussion based on the
practice exercise.
The student will be monitored
to ensure that he is on task and
engaged in the discussion.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 187
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned.
EVALUATION OF THE LESSON:
This lesson was not taught due to the C. V. Bethel Thanks Giving Day ceremony. The lesson will
be taught on Monday, 29th November.
Using Technology to Assess Students‟ Cognitive Skills 188
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 24th
Nov, 2010
Topic: Comprehension (Literal & Figurative Expressions) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 26
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the meanings of these terms.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Define literal.
2. Differentiate between literal and figurative.
3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, white board, speakers, internet access, Computer Lab
CONTENT:
When a word is used with its normal meaning, we say that it is used in a literal sense (or
with a literal meaning). NB If something can actually happen, then we know that it is
used with its normal or literal meaning. When a word is used with a special, non-literal
meaning, we say that it is used in a figurative sense (or with a figurative meaning).
Using Technology to Assess Students‟ Cognitive Skills 189
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
Using Technology to Assess Students‟ Cognitive Skills 190
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 191
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will highlight the
importance of comprehension
skills in understanding how
words are used in context. The
teacher will further highlight the
fact that comprehension skills
are needed for their BGCSE
English Language examination,
college, and for life.
The teacher will probe the
students with a series of
questions to activate their prior
knowledge.
The teacher will then ask the
students to explain the term
literal and to provide examples.
This will lead into a discussion.
The teacher will provide a
Students will listen attentive
as the teacher elaborates on
the importance of
developing good
comprehension skills.
The students will respond
intelligently to the probes.
The students will explain
the term literal and provide
examples and discuss.
The students will engage in
The student will be monitored
to ensure that he is engaged.
The students will also be
asked a few questions to
engage him.
The students will also be
asked a few questions to
engage him.
Using Technology to Assess Students‟ Cognitive Skills 192
definition of the term literal and
provide examples. The teacher
will discuss each of the examples
and entertain feedback from the
students.
The teacher will ask the students
to define the term figurative and
provide examples. This will lead
into a discussion.
The teacher will provide a
definition of the term figurative
and provide examples. The
teacher will discuss each of the
examples and entertain feedback
from the students.
The teacher will engage the
students in a practice exercise
where they will read the
examples projected on to the
whiteboard and they will identify
them as either literal or
rapport with the teacher.
The students will define the
term figurative and provide
examples. They will also
discuss their examples.
The students will engage in
rapport with the teacher.
The students will work on a
practice exercise. They will
read the examples projected
on to the whiteboard and
they will identify them as
either literal or figurative.
The student will also engage
in the class discussion.
The student will also engage
in the class discussion.
The student will be monitored
to ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 193
figurative.
The teacher will engage the
students in a discussion based on
the practice exercise.
The teacher will allow the
students to watch a video from
Youtube.com to determine how
literal and figurative language is
used. The teacher will facilitate
discussions on the video
presentation.
The teacher will inform the
students that they will be given
an in class assignment. He will
explain the assignment and
distribute handouts.
The teacher will inform the
students when the allotted time is
up and collect the students‟
work.
The students will share their
responses to the practice
exercise.
The students will watch the
video presentation and
engage in discussion.
The students will receive
their handouts and begin
working.
The students will turn in the
assignment.
The student will also share in
the discussion based on the
practice exercise.
The student will be monitored
to ensure that he is on task and
engaged in the discussion.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 194
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned.
EVALUATION OF THE LESSON:
This lesson was not taught due to the C. V. Bethel Thanks Giving Day ceremony. The lesson will
be taught on Monday, 29th November.
Using Technology to Assess Students‟ Cognitive Skills 195
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 26th
Nov, 2010
Topic: Comprehension (Literal & Figurative Expressions) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 27
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the meanings of these terms.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Define literal.
2. Differentiate between literal and figurative.
3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, white board, speakers, internet access, Computer Lab
CONTENT:
When a word is used with its normal meaning, we say that it is used in a literal sense (or
with a literal meaning). NB If something can actually happen, then we know that it is
used with its normal or literal meaning. When a word is used with a special, non-literal
meaning, we say that it is used in a figurative sense (or with a figurative meaning).
Using Technology to Assess Students‟ Cognitive Skills 196
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
Using Technology to Assess Students‟ Cognitive Skills 197
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 198
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will highlight the
importance of comprehension
skills in understanding how
words are used in context. The
teacher will further highlight the
fact that comprehension skills
are needed for their BGCSE
English Language examination,
college, and for life.
The teacher will probe the
students with a series of
questions to activate their prior
knowledge.
The teacher will then ask the
students to explain the term
literal and to provide examples.
This will lead into a discussion.
The teacher will provide a
Students will listen attentive
as the teacher elaborates on
the importance of
developing good
comprehension skills.
The students will respond
intelligently to the probes.
The students will explain
the term literal and provide
examples and discuss.
The students will engage in
The student will be monitored
to ensure that he is engaged.
The students will also be
asked a few questions to
engage him.
The students will also be
asked a few questions to
engage him.
Using Technology to Assess Students‟ Cognitive Skills 199
definition of the term literal and
provide examples. The teacher
will discuss each of the examples
and entertain feedback from the
students.
The teacher will ask the students
to define the term figurative and
provide examples. This will lead
into a discussion.
The teacher will provide a
definition of the term figurative
and provide examples. The
teacher will discuss each of the
examples and entertain feedback
from the students.
The teacher will engage the
students in a practice exercise
where they will read the
examples projected on to the
whiteboard and they will identify
them as either literal or
rapport with the teacher.
The students will define the
term figurative and provide
examples. They will also
discuss their examples.
The students will engage in
rapport with the teacher.
The students will work on a
practice exercise. They will
read the examples projected
on to the whiteboard and
they will identify them as
either literal or figurative.
The student will also engage
in the class discussion.
The student will also engage
in the class discussion.
The student will be monitored
to ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 200
figurative.
The teacher will engage the
students in a discussion based on
the practice exercise.
The teacher will allow the
students to watch a video from
Youtube.com to determine how
literal and figurative language is
used. The teacher will facilitate
discussions on the video
presentation.
The teacher will inform the
students that they will be given
an in class assignment. He will
explain the assignment and
distribute handouts.
The teacher will inform the
students when the allotted time is
up and collect the students‟
work.
The students will share their
responses to the practice
exercise.
The students will watch the
video presentation and
engage in discussion.
The students will receive
their handouts and begin
working.
The students will turn in the
assignment.
The student will also share in
the discussion based on the
practice exercise.
The student will be monitored
to ensure that he is on task and
engaged in the discussion.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 201
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned.
EVALUATION OF THE LESSON:
This lesson was not taught today due to the fact that I did not see my class on Wednesday, 24th
November as there was the annual Thanks Giving Day service. I did not want to move on to a
new comprehension skill today.
Instead, I chose to relocate my class to the computer lab (A 22) where they could have
completed their expository research and essay which is due on Monday, 29th November. The
students were required to surf the World Wide Web in order to find information pertinent to their
research and essay. This strategy was adapted from When cloud computing meets with
Semantic Web: A new design for e-portfolio systems in the social media era (Kim, Ng and Lim,
2010). It allows teachers and students to create online folders (e-portfolios) which can be viewed
by others. I particularly enjoyed watching the expressions on some of the students‟ faces as they
worked intently on their assignments. They were so focused on completing the assignment that
they did not even hear the bell ring for break. I observed that quite a number of the students have
almost completed the assignment and I commended them for their dedication to completing the
assignment ahead of time.
Using Technology to Assess Students‟ Cognitive Skills 202
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 29th
Nov, 2010
Topic: Comprehension (Literal & Figurative Expressions) Duration: 55 mins
Class: 11C1-S1 Lesson Number: 28
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
Students should already know the meanings of these terms.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Define literal.
2. Differentiate between literal and figurative.
3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, white board, speakers, internet access, Computer Lab
CONTENT:
When a word is used with its normal meaning, we say that it is used in a literal sense (or
with a literal meaning). NB If something can actually happen, then we know that it is
used with its normal or literal meaning. When a word is used with a special, non-literal
meaning, we say that it is used in a figurative sense (or with a figurative meaning).
Using Technology to Assess Students‟ Cognitive Skills 203
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
Using Technology to Assess Students‟ Cognitive Skills 204
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 205
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will highlight the
importance of comprehension
skills in understanding how
words are used in context. The
teacher will further highlight the
fact that comprehension skills
are needed for their BGCSE
English Language examination,
college, and for life.
The teacher will probe the
students with a series of
questions to activate their prior
knowledge.
The teacher will then ask the
students to explain the term
literal and to provide examples.
This will lead into a discussion.
The teacher will provide a
Students will listen attentive
as the teacher elaborates on
the importance of
developing good
comprehension skills.
The students will respond
intelligently to the probes.
The students will explain
the term literal and provide
examples and discuss.
The students will engage in
The student will be monitored
to ensure that he is engaged.
The students will also be
asked a few questions to
engage him.
The students will also be
asked a few questions to
engage him.
Using Technology to Assess Students‟ Cognitive Skills 206
definition of the term literal and
provide examples. The teacher
will discuss each of the examples
and entertain feedback from the
students.
The teacher will ask the students
to define the term figurative and
provide examples. This will lead
into a discussion.
The teacher will provide a
definition of the term figurative
and provide examples. The
teacher will discuss each of the
examples and entertain feedback
from the students.
The teacher will engage the
students in a practice exercise
where they will read the
examples projected on to the
whiteboard and they will identify
them as either literal or
rapport with the teacher.
The students will define the
term figurative and provide
examples. They will also
discuss their examples.
The students will engage in
rapport with the teacher.
The students will work on a
practice exercise. They will
read the examples projected
on to the whiteboard and
they will identify them as
either literal or figurative.
The student will also engage
in the class discussion.
The student will also engage
in the class discussion.
The student will be monitored
to ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 207
figurative.
The teacher will engage the
students in a discussion based on
the practice exercise.
The teacher will allow the
students to watch a video from
Youtube.com to determine how
literal and figurative language is
used. The teacher will facilitate
discussions on the video
presentation.
The teacher will inform the
students that they will be given
an in class assignment. He will
explain the assignment and
distribute handouts.
The teacher will inform the
students when the allotted time is
up and collect the students‟
work.
The students will share their
responses to the practice
exercise.
The students will watch the
video presentation and
engage in discussion.
The students will receive
their handouts and begin
working.
The students will turn in the
assignment.
The student will also share in
the discussion based on the
practice exercise.
The student will be monitored
to ensure that he is on task and
engaged in the discussion.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 208
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned.
EVALUATION OF THE LESSON:
This lesson went very well. After I had introduced the lesson, I spoke to the students about the
importance of having good comprehension skills. We also viewed a three minute movie clip
entitled Men of Honor form Youtube.com which presented numerous social issues and the
challenges which a young marine had to endure in order to become a man of honor. Then I
allowed then to see the theme song for the movie Men of Honor entitled Win by Brian McKnight.
My purpose for exposing them to this excerpt and song was t show the students that there are
many issues and challenges in life but they must be able to overcome them. Moreover, the song
by Brian McKnight also had some literal and figurative language that I wanted my students to be
able to indentify as well as discuss the importance of them in the song. This strategy was adapted
from Investigating the quality of the school technology needs assessment (STNA) 3.0: A
validity and reliability study (Corn, 2009). It discusses how to improved students‟ learning
outcomes and how educators can introduce these shifts in the impact of technology and focus on
improvements in teaching practices and students‟ learning. The rapport with the students as a
result of them viewing the video clip was excellent.
Even as we discussed the lesson and how to determine whether a statement is literal or
figurative, some of the students were more than willing to share with their peers their knowledge
about the concept. I commended them for their assistance to their peers. However, there was one
thing that annoyed me at the end of the lesson. I took a few minutes to help one of my students
Amare (pseudonym) insert a video clip in his digital story. He also wanted me to transfer one of
the Michael Jackson‟s videos to his USB drive which I graciously did. Amare (pseudonym), as
Using Technology to Assess Students‟ Cognitive Skills 209
my recognition of exceptional learners in my lesson plan points out, has been labeled as having
ADD. His mother had come to collect him but he was really interested in getting the video
inserted into his presentation. I apprised her of his performance during class and informed her
about how pleased I am with his performance. She hurled derogatory comments at him which
were not only distasteful and insensitive, but they seem to slice through Amare‟s heart. I
interjected and told her that Amare already has to cope with the stigma of being labeled as a
„slow learner‟ or the „ADD boy‟. Now he has to contend with his mother bashing him in one of
the few refuges he has which is my classroom. I told her that she is responsible for the negative
comments that his peers make about him in public because of her insensitivity and that she ought
to know better. She apologized and left.
This tweaked this digital story concept from Writing for the Instant Messaging and Text
messaging Generation: Using New Literacies to support writing instruction (Sweeny, 2010). It
is also supported in Developing Literate Identities with English Language Learners through
Digital Storytelling (Skinner and Hagood, 2008). It is an effective strategy as my students were
able to apply the principles of constructing the narrative, descriptive and expository essays to
digital technologies using their social websites and media tools and software applications. My
students were engaged from beginning through to the end.
Despite the fact that Amare‟s spirit may have been dampened when class was over due to his
mother‟s insensitivity, I reassured him that he has a purpose in life and that he has a contribution
to make to society. I believe my lesson was successful.
Using Technology to Assess Students‟ Cognitive Skills 210
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 1st Dec, 2010
Topic: Drawing Conclusions/Making Inferences Duration: 55 mins
Class: 11C1-S1 Lesson Number: 29
No. of Children: 34 Ability Range: Mixed
PRIOR KNOWLEDGE:
The students should already have some knowledge and experience in drawing conclusions and
making inferences.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who has ADD.
OBJECTIVES:
Students will be able to:
1. Define infer.
2. Discuss drawing conclusions.
3. Make inferences.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, Internet access, speakers
CONTENT:
Drawing conclusions refers to information that is implied or inferred. This means that the
information is never clearly stated. Writers often tell you more than they say directly. They give
you hints or clues that help you "read between the lines." Using these clues to give you a deeper
understanding of your reading is called inferring. When you infer, you go beyond the surface
Using Technology to Assess Students‟ Cognitive Skills 211
details to see other meanings that the details suggest or imply (not stated). When the meanings of
words are not stated clearly in the context of the text, they may be implied - that is, suggested or
hinted at. When meanings are implied, you may infer them. You sometimes have to use clues in
the text to help you make infer or draw a conclusion.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 212
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 213
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will continue
hammering the importance of
this concept to the students as it
has been a major challenge to
candidates of the BGCSE
English Language examination
over the years.
The teacher will also discuss
with the students the importance
of having good reading
comprehension skills in order to
master the comprehension paper
of the BGCSE English Language
examination.
The teacher will then probe the
students to activate their
background knowledge of
drawing conclusions and making
inferences. This lead to a
Students will listen
attentively.
Students will listen
attentively and share in the
discussion on the
importance of having good
reading comprehension
skills.
Students will respond
intelligently to probing and
engage in discussion.
The student will listen
attentively.
Students will listen attentively
and also engage in rapport.
The student will also share his
response to the probes.
Using Technology to Assess Students‟ Cognitive Skills 214
discussion.
The teacher will direct the
students‟ attention to the white
board where they will see the
notes on drawing conclusions
and making inferences. The
teacher will instruct the students
to only write the parts which are
highlighted as the lesson will be
sent to their G-mail accounts.
The teacher will work a few of
the examples with the students
and solicit feedback from them.
The teacher will further probe
the students to cement the
concept.
Students will write only the
highlighted parts of the
presentation.
The students will engage in
the process of analyzing the
examples and provide
feedback to the teacher.
The students will respond
intelligently to the probes.
The students will state what
they have learned from the
lesson so far.
The student will be monitored
to ensure that he is on task.
The student will also engage
in the analysis of the examples
and provide feedback.
The student will also respond
to the probes.
Using Technology to Assess Students‟ Cognitive Skills 215
The teacher will then inform the
students that they will have an
exercise to complete in class and
that they must use the same
strategies to the work.
The teacher will distribute the
handouts to the students and
instruct them to start working.
The teacher will also project the
work on the whiteboard.
The teacher will inform the
students when the allotted time is
up and collect the papers.
The students will receive
their papers and begin
working on their own.
The students will hand in
the class assignment.
The student will be monitored
to ensure that he is on task.
CONCLUSION:
The teacher will re-iterate the main point of the lesson.
CULMINATING ACTIVITY:
The students will say what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 216
EVALUATION OF THE LESSON:
Although this lesson was a continuation of the previous, it was still very exciting. Rather than
follow the format of the introduction in my lesson plan, I decided to embed a video clip of the
previous lesson into my power point presentation. This introduction was truly worth it as the
students enjoyed seeing themselves on video. This made learning so much fun. There was some
laughter as the students listened to their responses to the probing questions. Even Amare
(pseudonym) enjoyed seeing himself and the students applauded when they heard him give the
correct response to the questions. By allowing the students to see themselves in a classroom
setting meaningfully engaged kept them interested in the lesson for the entire class time. This
strategy was adapted from Writing for the Instant Messaging and Text messaging Generation:
Using New Literacies to support writing instruction (Sweeny, 2010).
I also shared some of the students‟ digital stories with the class. There was much applause
amongst the students as they marveled at the amount of research and dedication their peers had
put into their work. I must say, this digital story concept can assist students in so many ways.
One of them is helping the students to become familiar with the new literacies and technology
which many of them will not be exposed to in a regular classroom setting. In my school, as in
most public schools, not every student has access to the computer labs or access to the internet.
They must be enrolled into a particular program in order to use the computer labs. In some cases,
many of the students may not have a computer at home either. Hence, by exposing them to the
various technologies, I would have given them opportunities to imagine the impossible and
prepare them for their future roles in society.
Using Technology to Assess Students‟ Cognitive Skills 217
As I recapped the main points of the lesson, I knew that I had made a connection with the
students. Many of them had reservations about me teaching them at the beginning of the term. In
fact, some of their parents came in to question my practices about why I needed their children‟s
emails and why I had chosen their children to „experiment on?‟ Once I explained to them what I
was doing and my strategies for helping their children improve their cognitive skills, they were
more understanding. The students really enjoyed this lesson.
All in all, my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 218
Motivational Quote
“You can teach a student a lesson for a day; but if
you can teach him to learn by creating curiosity, he
will continue the learning process as long as he
lives.” ~Clay P. Bedford
Using Technology to Assess Students‟ Cognitive Skills 219
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM
DATE SUBJECT TECHNOLOGICAL
EQUIPMENT USED
27th
Sept. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
29th
Sept. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
4th Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, camcorder
6th Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
8th Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
13th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
15th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
18th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
20th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
Using Technology to Assess Students‟ Cognitive Skills 220
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM
DATE SUBJECT TECHNOLOGICAL
EQUIPMENT USED
22nd
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
25th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
27th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
29th
Oct. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
1st Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
3rd
Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
8th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet
10th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, Computer Lab (A22)
12th Nov. 2010
English Language
Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
Using Technology to Assess Students‟ Cognitive Skills 221
15th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
17th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
19th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
22th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
24th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
26th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
29th Nov. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
1st Dec. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
3rd
Dec. 2010 English Language Lap top computer, LCD
projector, C/D and player,
internet, computer lab (A22)
Using Technology to Assess Students‟ Cognitive Skills 222
Behavior Problem Documentation Sheet
Names Date/Time Place/Room Behavior Disciplinary
Action Taken
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
Using Technology to Assess Students‟ Cognitive Skills 223
Grade 12 C-H1
English Language
Lesson Plans
Using Technology to Assess Students‟ Cognitive Skills 224
Motivational Quote
“Every act of conscious learning requires the
willingness to suffer an injury to one's self-
esteem. That is why young children, before they
are aware of their own self-importance, learn so
easily. ~Thomas Szasz
Using Technology to Assess Students‟ Cognitive Skills 225
Grade 12C-H1 Register
English Language
2010
September October
Student’s Name Grade 27th
29th
4th
6th
13th
18th
20th
25th
1.Ashton Cox 12H
2.Aaron Hanna 12H1
3.Kevin Wilkinson 12H
4.Devette Neely 12V o
5.Lavondia Rolle 12V1
6.Florniqua Francis 12H o o o o
7.Terrance Arnett 12H
8.Carlon Knowles 12C
9.Bursel Gibson 12C
10.Barrise Dorsette 12H
11.Tyrone Williams 12H1
Using Technology to Assess Students‟ Cognitive Skills 226
12.Ashley Wright 12C1
13.Nelta Charles 12H1
14.Rashan Thurston 12B1
15. Temar Davis 12H
o o o
16. Ronald Woodside 12C1
Using Technology to Assess Students‟ Cognitive Skills 227
Grade 12C-H1 Register
English Language
November December
Student’s Name Grade 1st 3rd
8th
10th
15th
17th
22nd
29th
1st
1.Ashton Cox 12H
2.Aaron Hanna 12H1
3.Kevin Wilkinson 12H
4.Devette Neely 12V o
5.Lavondia Rolle 12V1
6.Florniqua Francis 12H o o o o o o o
7.Terrance Arnett 12H
8.Carlon Knowles 12C
9.Bursel Gibson 12C
10.Barrise Dorsette 12H
11.Tyrone Williams 12H1
12.Ashley Wright 12C1
Using Technology to Assess Students‟ Cognitive Skills 228
13.Nelta Charles 12H1
14.Rashan Thurston 12B1
15. Temar Davis 12H
o o o
16. Ronald Woodside 12C1
Using Technology to Assess Students‟ Cognitive Skills 229
Grade 12C-H1 Mark Book
English Language
Student’s
Name
Grade Subject
and
Predicate
8th
Oct
Conjunction
s
13th
Oct
Sentence
Structure
25th
Oct
Sentence
Structure
8th
Nov
Context
Clues
15th
Nov
Reading
Comprehension
22nd
Nov
Digital
Stories
(Narrative
s)29th
Expository
Writing
(E-folios)
1st Dec
1.Ashton Cox 12H 100 100 88 70 78 80 75 60
2.Aaron Hanna 12H1 15 60 68 75 80 80 75 60
3.Kevin
Wilkinson
12H 94 80 78 75 90 80 75 70
4.Devette
Neely
12V 100 89 88 80 90 80 80 70
5.Lavondia
Rolle
12V1 94 78 88 80 90 90 80 80
6.Florniqua
Francis
12H 94 0 0 0 0 0 0 0
7.Terrance
Arnett
12H 94 78 78 0 78 78 0 50
8.Carlon
Knowles
12C 100 89 78 75 80 80 75 70
9.Bursel
Gibson
12C 40 78 68 75 70 80 75 70
10.Barrise
Dorsette
12H 100 90 80 80 80 80 80 70
11.Tyrone
Williams
12H1 67 60 56 80 70 60 80 60
Using Technology to Assess Students‟ Cognitive Skills 230
12.Ashley
Wright
12C1 67 60 70 80 80 60 80 60
13.Nelta
Charles
12H1 67 60 56 75 80 70 75 60
14.Rashan
Thurston
12B1 67 80 78 80 90 80 80 70
15. Temar
Davis
12H
100 100 90 80 100 90 80 70
16. Ronald
Woodside
12C1 48 65 56 75 80 60 75 50
Using Technology to Assess Students‟ Cognitive Skills 231
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 27th
Sept, 2010
Topic: Subject and Predicate Duration: 110 mins
Class: 12C-H1 Lesson Number: 1
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should know the basic parts of the sentence as it is elementary and it is necessary for
the construction of effective sentences.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES: Students will be able to:
4. Define subject and predicate.
5. Identify subject and predicate.
6. Differentiate between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, C/D and player, white board, internet
CONTENT: Every complete sentence contains two parts: a subject and a predicate. The
subject is what (or whom) the sentence is about, while the predicate tells something about the
subject. To determine the subject of a sentence, first isolate the verb and then make a question by
placing "who?" or "what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
the simple subject. Every subject is built around one noun or pronoun (or more) that, when
Using Technology to Assess Students‟ Cognitive Skills 232
stripped of all the words that modify it, is known as the simple subject. Likewise, a predicate has
at its centre a simple predicate, which is always the verb or verbs that link up with the subject.
A sentence may have a compound subject -- a simple subject consisting of more than one noun
or pronoun. A sentence may have a compound predicate -- a simple predicate consisting of
more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 233
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class
theme song for my research sung by Anne Murray entitled “You need me”. This will serve as
their motivation to want to learn and at the same time build confidence in themselves. Teacher
will then direct the students‟ attention to the whiteboard where the topic of the lesson and
objectives are written.
Using Technology to Assess Students‟ Cognitive Skills 234
Development: Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe students in
order to activate prior knowledge
with questions such as to identify
the parts of the sentence.
Teacher will then give an
overview of the lesson and
explain what it is that the
students are expected to know
and why it is important for them
to know it.
Students will respond to
questions by identifying the
two basic parts of a
sentence.
Teacher will further probe
students to assess how much of
the content of the lesson will
have to be included or omitted.
Teacher will then direct the
students‟ attention to the LCD
projected images on the white
board.
Teacher will display information
about the two parts of the
Students will engage in
rapport with teacher based
on probing.
Students will read the
content that is projected on
Teacher will engage the
musically gifted student in
discussion.
Using Technology to Assess Students‟ Cognitive Skills 235
sentence on the white board.
Teacher will ask students to
explain how one can identify the
subject as well as the predicate
of a sentence.
the white board.
Students will provide
evidence that they can
identify the subject and
predicate of a sentence.
Teacher will then display sample
sentences on the white board and
ask students to identify the
subjects in each example.
Teacher will also ask students to
identify the predicates in the
examples.
Students will identify the
subjects in each example
displayed on the white
board.
Students will identify the
predicates in the examples.
Students will engage in
discussion with teacher as
they work the examples.
Teacher will then ask students to
explain how one can tell the
difference between the subject
and the predicate. This will lead
to more rapport with students.
Teacher will then display more
examples of sentences and
instruct the students to identify
Students will explain the
difference between the
subject and predicate.
The students will identify
the complete and simple
Using Technology to Assess Students‟ Cognitive Skills 236
the complete and simple subject
and complete and simple
predicate.
Teacher will continue to
dialogue with students and
discuss the examples in detail.
subject and complete and
simple predicate in the
sentences displayed on the
whiteboard.
Students and teacher will
discuss the examples in
detail.
Teacher will then give the class
an assignment to practice on
individually. Teacher will move
around the room to monitor the
students‟ progress and to ensure
that they are on task.
Teacher and students will discuss
each sentence as they analyze
each one. Teacher will also share
the answers with the students
once they are completed on the
LCD projector.
Teacher will assess the students
by asking them to say what they
have learned so far.
Students will work
individually on the
assignment.
Students will discuss each
sentence as they analyze
them.
Students will say what they
have learned from the
lesson so far.
The musically gifted student
will be allowed to rap or
compose a song about the
lesson.
Using Technology to Assess Students‟ Cognitive Skills 237
CONCLUSION:
Teacher will reiterate the main points of the lesson, reviewing the objectives for the lesson and
reminding the students of the need to be able to construct effective sentences.
CULMINATING ACTIVITY:
Students will say what they have learned from the lesson. One of the students will be selected to
click on a hyperlink in the lesson on the laptop which will be seen by all on the white board.
They will do the assignment via the link together as a class.
EVALUATION OF THE LESSON:
This lesson was a very exciting one. I was excited because it was my first teaching experience
in about two years so my enthusiasm was superb. I was relatively at ease as I introduced the
lesson and was very pleased when the students took out their class song sheet and tried to learn
the words as the song played. The class enjoyed my introduction. As I moved into the objectives
and explained to the class the importance of being able to construct effective sentences, I knew
that I had the full attention of the class and that they were prepared to learn. Although it took a
little more time than expected, I was able to transition smoothly through my content without any
major issues.
Many of the students took a more time than I had initially planned to work through the practice
exercise. As a result, I spent more time going over the content and working a few extra examples
with the students. This strategy is supported in The Teaching of English: beliefs teachers hold
about their subject (Webb, 2007). By using an eclectic approach, I was able to use some of the
information from the three models to integrate with various technologies. I constantly drilled the
concept by probing the students with a series of questions. The rapport with the students was
Using Technology to Assess Students‟ Cognitive Skills 238
excellent and although we did not complete the in-class assignment or the on-line assignment, I
felt comfortable knowing that the students could identify a subject and a predicate. I will
continue with this lesson on Wednesday, 29th
September, 2010.
Using Technology to Assess Students‟ Cognitive Skills 239
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 29th
Sept, 2010
Topic: Subject and Predicate Duration: 55 mins
Class: 12C-H1 Lesson Number: 2
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student who can very easily become distracted.
OBJECTIVES: Students will be able to:
3. Identify subjects and predicates.
4. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT: Every complete sentence contains two parts: a subject and a predicate. The subject
is what (or whom) the sentence is about, while the predicate tells something about the subject. To
determine the subject of a sentence, first isolate the verb and then make a question by placing
"who?" or "what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
Using Technology to Assess Students‟ Cognitive Skills 240
the simple subject. Likewise, a predicate has at its centre a simple predicate, which is always
the verb or verbs that link up with the subject. A sentence may have a compound subject -- a
simple subject consisting of more than one noun or pronoun. A sentence may have a compound
predicate -- a simple predicate consisting of more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 241
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class
theme song for my research sung by Anne Murray entitled “You need me”. This will serve as
their motivation to want to learn and at the same time build confidence in themselves. Teacher
will also challenge students to learn the class song. Teacher will then direct the students‟
attention to the white board where they will see the topic written. Teacher will then ask students
a series of questions to activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 242
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe the students
about the topic Subject and
Predicate to determine how
much of the content will be
reviewed. For example, the
teacher will ask students to
explain how to identify the
subject and predicate of a
sentence and what is a compound
subject and compound predicate.
The teacher will give the
students a few examples to work
to work on. Rapport with
students will be encouraged.
The teacher will then project an
on-line worksheet from the LCD
on to the white board with
instructions for students to
complete the assignment in their
Students will respond to
questions in a timely
manner. As this is review,
the students‟ response time
to the questions should be
faster.
Students will dialogue with
teacher to bring clarity to
any misconceptions about
the lesson.
Students will work on the
examples and discuss them
with the teacher.
Students will work in their
books on their own.
Students will share their
The musically gifted student
will be closely monitored to
ensure that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 243
books.
Teacher will move around the
room to monitor students, check
their progress and to ensure that
they are on task.
Teacher will share the answers
with the students and provide
feedback where necessary.
answers with the class and
there will be more
discussion where necessary.
The teacher will then inform
students that their participation,
cooperation and undivided
attention are needed for this
section of the lesson as it
requires them to click on the
hyperlinks in the power-point
presentation to get on the
internet. Teacher will also advise
students to carefully follow the
instructions.
After the on-line assessment, the
teacher will record the grades of
the students.
Students will agree to
cooperate fully to complete
this section of the lesson.
Students will also carefully
follow the instructions in
order to complete the on-
line class assignment.
The musically gifted student
will be closely monitored to
ensure that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 244
Teacher will ask students to also
complete an assessment form
(questionnaire) based on the
class lesson and on-line
assignment.
Teacher will ask students to say
what they have learned from the
lesson.
Students will complete an
assessment form
(questionnaire) based on the
class lesson and on-line
assignment.
Students will say what they
have learned.
The musically gifted student
will be closely monitored to
ensure that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 245
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
Students lead by the musically gifted student, will perform a rap about the lesson.
EVALUATION OF THE LESSON:
This lesson was not taught because of the threat of the impending Tropical Storm Nicole. As a
result, all government schools on the island of New Providence were closed. The lesson will be
taught on Monday, 4th October, 2010.
Using Technology to Assess Students‟ Cognitive Skills 246
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 4th
Oct, 2010
Topic: Duration: 110 mins
Class: 12C-H1 Lesson Number: 3
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student who can very easily become distracted.
OBJECTIVES:
3. Identify subjects and predicates.
4. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT:
Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject. To determine
the subject of a sentence, first isolate the verb and then make a question by placing "who?" or
"what?" before it -- the answer is the subject. Every subject is built around
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
the simple subject. Likewise, a predicate has at its centre a simple predicate, which is always
Using Technology to Assess Students‟ Cognitive Skills 247
the verb or verbs that link up with the subject. A sentence may have a compound subject -- a
simple subject consisting of more than one noun or pronoun. A sentence may have a compound
predicate -- a simple predicate consisting of more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 248
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will also challenge
students to learn the class song. Teacher will then direct the students‟ attention to the white board
where they will see the topic written. Teacher will then ask students a series of questions to
activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 249
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe the students
about the topic Subject and
Predicate to determine how
much of the content will be
reviewed. For example, the
teacher will ask students to
explain how to identify the
subject and predicate of a
sentence and what is a compound
subject and compound predicate.
The teacher will give the
students a few examples to work
to work on. Rapport with
students will be encouraged.
The teacher will then project an
on-line worksheet from the LCD
on to the white board with
instructions for students to
complete the assignment in their
Students will respond to
questions in a timely
manner. As this is review,
the students‟ response time
to the questions should be
faster.
Students will dialogue with
teacher to bring clarity to
any misconceptions about
the lesson.
Students will work on the
examples and discuss them
with the teacher.
Students will work in their
books on their own.
Students will share their
The musically gifted student
will be closely monitored to
ensure that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 250
books.
Teacher will move around the
room to monitor students, check
their progress and to ensure that
they are on task.
Teacher will share the answers
with the students and provide
feedback where necessary.
answers with the class and
there will be more
discussion where necessary.
The teacher will then inform
students that their participation,
cooperation and undivided
attention are needed for this
section of the lesson as it
requires them to click on the
hyperlinks in the power-point
presentation to get on the
internet. Teacher will also advise
students to carefully follow the
instructions.
After the on-line assessment, the
teacher will record the grades of
the students.
Students will agree to
cooperate fully to complete
this section of the lesson.
Students will also carefully
follow the instructions in
order to complete the on-
line class assignment.
The musically gifted student
will be closely monitored to
ensure that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 251
Teacher will ask students to also
complete an assessment form
(questionnaire) based on the
class lesson and on-line
assignment.
Teacher will ask students to say
what they have learned from the
lesson.
Students will complete an
assessment form
(questionnaire) based on the
class lesson and on-line
assignment.
Students will say what they
have learned.
The musically gifted student
will be closely monitored to
ensure that he stays on task.
Using Technology to Assess Students‟ Cognitive Skills 252
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
Students lead by the musically gifted student, will perform a rap about the lesson.
EVALUATION OF THE LESSON:
Today‟s lesson got off to a slow start due to the inclement weather. Many students got damp
in the rain during the first break. However, once the class got started, the lesson‟s pace started to
move more smoothly. My introduction got full participation from the students and for the first
time, they sang the song with such enthusiasm that other students who were nearby came to
inquire about what was going on. The class was not loud or noisy; the sound that was heard in
my class was an infinite, indescribable connection to the words of the song. I wanted them to feel
inspired to feel as if they could accomplish even the impossible. The sound emanating from my
class undoubtedly was that connection.
I particularly enjoyed the rapport with the students. Some of them were a little hesitant to
respond to the questions at first. However, once the students started to feel comfortable with the
probing, they were able to answer accurately. I was able to complete my content and get through
the majority of the on-line assignment before the internet connection failed. The students were
informed that the rest of the online assignment will be sent to them via e-mail. Nevertheless, I
was still able to implement this strategy supported in Addressing the English Language
standard in a secondary reading methodology course (Merkley, Schmidt and Allen, 2007). I
was able to implement the use of electronic mail, the use of multimedia, and the use of the World
Wide Web in my lesson.
Using Technology to Assess Students‟ Cognitive Skills 253
If I were to teach this lesson again, I would certainly ensure that the internet connect is
working. I have never had internet connections before at my school; however, sometimes we
take it for granted that technology is not always reliable.
Using Technology to Assess Students‟ Cognitive Skills 254
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 6th
Oct, 2010
Topic: Duration: 55 mins
Class: 12C-H1 Lesson Number: 4
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should know this information as I not only activated their prior knowledge, but also
gave them many examples to work with during class.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student who can very easily become distracted.
OBJECTIVES:
1. Identify subjects and predicates.
2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, internet, speakers
CONTENT:
Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject. To determine
the subject of a sentence, first isolate the verb and then make a question by placing "who?" or
"what?" before it -- the answer is the subject. Every subject is built around
Using Technology to Assess Students‟ Cognitive Skills 255
one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
the simple subject. Likewise, a predicate has at its centre a simple predicate, which is always
the verb or verbs that link up with the subject. A sentence may have a compound subject -- a
simple subject consisting of more than one noun or pronoun. A sentence may have a compound
predicate -- a simple predicate consisting of more than one verb.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 256
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Students will sing along with
the recording. Teacher will give an overview of lesson and objectives.
Using Technology to Assess Students‟ Cognitive Skills 257
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will probe students to
activate prior knowledge.
Teacher will have rapport with
students as a result of the
questions asked.
Teacher will inform the students
that this lesson serves as the
conclusion to topic- Subject and
Predicate.
Teacher will also inform students
that during this class period, they
will be administered a test. The
test will measure the students‟
collective and individual
understanding of the topic.
Students will respond to
questions asked by the
teacher.
Students will engage in
discussion with teacher
based on questions asked.
Students will take the test
during class time. The first
part of the test will be on-
line via a hyperlink and the
second part will be done on
paper.
Teacher will monitor
musically gifted student by
asking him questions to ensure
that he is on task.
Teacher will monitor
musically gifted student to
ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 258
Teacher will inform students that
the first part of the lesson will be
done as a group assignment
orally and the second part will be
done in written form. The reason
for the first part of the test being
done as a group assignment on-
line is so that every student can
participate. This helps to
eliminate the anxiety of those
students who are uncomfortable
doing written exam and it helps
to boost their confidence through
cooperative learning.
The teacher will also clearly state
the rules and guidelines for the
on-line and written parts of the
test.
Teacher will administer the test.
Teacher will inform students
when the time allotted for test
Students have already been
assigned to a working
group. There are four
groups. As a group, the
students will respond to the
on-line questions. The
amount of points
accumulated as a group will
give them a score overall.
However, the written part of
the test must be done
individually for a grade.
Students will discuss rules
with teacher.
Students will take the test.
Students will be informed
Teacher will monitor
musically gifted student to
ensure that he is on task.
Teacher will monitor
musically gifted student to
ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 259
has expired and inform students
to stop working.
The teacher will collect the
written test.
that the allotted time for the
test to be completed has
expired and to pass all
papers to the front.
Teacher will distribute a
questionnaire for the students to
complete. He will inform them
not to take too long answering
the questions because there are
no wrong answers.
The teacher will ask students to
say what they have learned from
the lesson.
Students will complete
questionnaire and submit to
teacher.
Students will say what they
have learned from lesson.
CONCLUSION: Teacher will review the main points of the lesson.
CULMINATING ACTIVITY:
The musically gifted student will perform a rap of the main points of lesson.
Using Technology to Assess Students‟ Cognitive Skills 260
EVALUATION OF THE LESSON:
The lesson started on time. Students entered the room as I greeted them at the door. The
introduction to the lesson was captivating. The musically gifted student got a rousing round of
applause as he led the class song. The entire class is now beginning to feel comfortable with me
as their teacher and I can also see that they can identify with the song.
As this was the „wrap-up lesson”, it was important that the students had a full grasp of the
concept. I gave them an overview of what we had in the previous lessons and pointed out where
they should be in terms of application of the work. They were able to answer the questions that I
had given quite easily. As I continued to commend them for their work, I could have seen the
confidence in their expressions.
The students were able to complete the majority of the on-line work and the class test. The
students were informed that the remainder of the on-line assignments will be forwarded on to
their e-mail accounts by the end of the week. This strategy is supported in Addressing the
English Language standard in a secondary reading methodology course (Merkley, Schmidt
and Allen, 2007). As students are able to access the World Wide Web from their homes, the
additional work which I send to their Google mail accounts will further assist them in improving
their cognitive skills. The only thing that I was not able to complete was the questionnaire for my
research. I will allot five minutes during the next class for them to complete the questionnaire.
If I had to teach this lesson again, I will try to limit the number of on-line questions as it was
the main reason why the questionnaire was not completed. Other than that, everything else went
well.
Using Technology to Assess Students‟ Cognitive Skills 261
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 11th
Oct, 2010
Topic: Conjunctions Duration: 110 mins
Class: 12C-H1 Lesson Number: 5
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student.
OBJECTIVES: Students will be able to:
1. Identify the kinds of conjunctions.
2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Laptop computer, LCD projector, C/D and player, internet
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 262
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 263
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 264
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will ask students to
define the term conjunction.
The teacher will then direct the
students‟ attention to the power-
point presentation on
conjunctions where they will see
the objectives written. The
teacher will give a synopsis of
what they will be able to do by
the end of the class. The teacher
will then explain the overall
objective of the class which is to
help them to be able to construct
effective sentences as they are
preparing for national
examinations.
Students will respond
intelligently to the teacher‟s
probing.
Students will respond by
giving the definition of the
term conjunction.
Students will observe the
objectives of the lesson
written.
Students will also listen
intently as the teacher gives
an overview of the lesson as
well as their expectations
for national examinations.
The hyperlink with the song
Conjunction Junction was
intentionally place as part of
the introduction so that the
musically gifted could see the
content of the lesson played to
music so that he could be
motivated to create his own
using the content.
Using Technology to Assess Students‟ Cognitive Skills 265
The teacher and students will
engage in meaningful rapport on
the topic “Conjunction”. The
teacher will explain each type of
conjunction along with their
roles and provide examples. The
teacher will ask students to
provide examples of their own.
Students will make some
notes on the types of
conjunction.
The students will also
construct sentences using
the different kinds of
conjunctions.
The musically gifted student
will be monitored to ensure
that he remains on task.
The musically gifted student
will be asked to represent the
class by being the press liaison
person in sharing what he has
learned.
The teacher will inform students
that they will have a written
passage projected on the LCD
monitor. In the passage, they are
to identify all of the kinds of
conjunctions and their purpose in
each example.
The practice passage will be
projected on the white
board for the students.
In the passage, the students
are to identify all of the
kinds of conjunctions and
their purpose in each
example.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 266
The teacher will lead the class
into a discussion on the answers
to the passage they have just
completed.
The teacher will then confirm the
answers by projecting the correct
answer slide on the white board.
Teacher will select a few of the
students to say what they have
learned from the lesson as well
as entertain any questions or
concerns.
Students will join the
discussion and share their
answers to the passage they
have just completed.
The students will confirm
their answers by looking at
the correct answer slide
projected on the white
board.
Students will say what they
have learned from the
lesson and ask any
questions that will assist
with their understanding of
the lesson.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 267
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The musically gifted student will share with the class what he has learned.
EVALUATION OF THE LESSON:
Monday, 11th
October, 2010 was a public holiday (Discovery Day). The lesson will be taught on
Wednesday, 13th October, 2010.
Using Technology to Assess Students‟ Cognitive Skills 268
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 13th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 12C-H1 Lesson Number: 6
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student.
OBJECTIVES:
Students will be able to:
1. Identify the kinds of conjunctions.
2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Laptop computer, LCD projector, C/D and player, internet
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 269
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 270
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 271
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will ask students to
define the term conjunction.
The teacher will then direct the
students‟ attention to the power-
point presentation on
conjunctions where they will see
the objectives written. The
teacher will give a synopsis of
what they will be able to do by
the end of the class. The teacher
will then explain the overall
objective of the class which is to
help them to be able to construct
effective sentences as they are
preparing for national
examinations.
Students will respond
intelligently to the teacher‟s
probing.
Students will respond by
giving the definition of the
term conjunction.
Students will observe the
objectives of the lesson
written.
Students will also listen
intently as the teacher gives
an overview of the lesson as
well as their expectations
for national examinations.
The hyperlink with the song
Conjunction Junction was
intentionally place as part of
the introduction so that the
musically gifted could see the
content of the lesson played to
music so that he could be
motivated to create his own
using the content.
Using Technology to Assess Students‟ Cognitive Skills 272
The teacher and students will
engage in meaningful rapport on
the topic “Conjunction”. The
teacher will explain each type of
conjunction along with their
roles and provide examples. The
teacher will ask students to
provide examples of their own.
Students will make some
notes on the types of
conjunction.
The students will also
construct sentences using
the different kinds of
conjunctions.
The musically gifted student
will be monitored to ensure
that he remains on task.
The musically gifted student
will be asked to represent the
class by being the press liaison
person in sharing what he has
learned.
The teacher will inform students
that they will have a written
passage projected on the LCD
monitor. In the passage, they are
to identify all of the kinds of
conjunctions and their purpose in
each example.
The practice passage will be
projected on the white
board for the students.
In the passage, the students
are to identify all of the
kinds of conjunctions and
their purpose in each
example.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 273
The teacher will lead the class
into a discussion on the answers
to the passage they have just
completed.
The teacher will then confirm the
answers by projecting the correct
answer slide on the white board.
Teacher will select a few of the
students to say what they have
learned from the lesson as well
as entertain any questions or
concerns.
Students will join the
discussion and share their
answers to the passage they
have just completed.
The students will confirm
their answers by looking at
the correct answer slide
projected on the white
board.
Students will say what they
have learned from the
lesson and ask any
questions that will assist
with their understanding of
the lesson.
The musically gifted student
will be monitored to ensure
that he remains on task.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The musically gifted student will share with the class what he has learned.
Using Technology to Assess Students‟ Cognitive Skills 274
EVALUATION OF THE LESSON:
This lesson did not go according to plan for several reasons. First, the PSAT examinations
were scheduled at my school today from 9:00A.M to 12:00 Noon in the room that I usually teach
in. We were sent to another room and were given several other rooms that should have also been
vacant. However, such was not the case as each of the rooms was occupied with their regular
classes. In a school of approximately 1400 students, room shortage can often occur. This further
sent me into panic because I really want to teach my students as I had missed their teaching time
on Monday due to the holiday and I will not be able to see them again until the following week.
When we were finally able to locate a room, about twenty-five minutes of my valuable
teaching time had already elapsed. Then I had to set up the lap top and projector. This also took a
few minutes and to make matters worse, my speakers were not working properly. As a result the
video clip which was part of my introduction could not be heard. I used the probing technique
more than usually in this lesson in order to activate the students‟ prior knowledge. I did not want
to rush through the content with this class. I prefer to make sure that the information is well
received. The students were able to define the term conjunction. We were also able to identify
the three kinds of conjunction as well as discuss their roles in sentences. However, the practice
exercise and quiz could not be done due to the time factor. I will have to re-teach this lesson on
Monday, 18th
October.
There was nothing that I could have done to avoid this dilemma. However, it has taught me
that you can have the best plans for a lesson, yet something can go wrong that you have no
control over.
Using Technology to Assess Students‟ Cognitive Skills 275
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 18th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 12C-H1 Lesson Number: 7
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student.
OBJECTIVES:
Students will be able to:
1. Identify the kinds of conjunctions.
2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES:
Laptop computer, LCD projector, C/D and player, internet
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 276
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 277
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 278
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will ask students to
define the term conjunction.
The teacher will then direct the
students‟ attention to the power-
point presentation on
conjunctions where they will see
the objectives written. The
teacher will give a synopsis of
what they will be able to do by
the end of the class. The teacher
will then explain the overall
objective of the class which is to
help them to be able to construct
effective sentences as they are
preparing for national
examinations.
Students will respond
intelligently to the teacher‟s
probing.
Students will respond by
giving the definition of the
term conjunction.
Students will observe the
objectives of the lesson
written.
Students will also listen
intently as the teacher gives
an overview of the lesson as
well as their expectations
for national examinations.
The hyperlink with the song
Conjunction Junction was
intentionally place as part of
the introduction so that the
musically gifted could see the
content of the lesson played to
music so that he could be
motivated to create his own
using the content.
Using Technology to Assess Students‟ Cognitive Skills 279
The teacher and students will
engage in meaningful rapport on
the topic “Conjunction”. The
teacher will explain each type of
conjunction along with their
roles and provide examples. The
teacher will ask students to
provide examples of their own.
Students will make some
notes on the types of
conjunction.
The students will also
construct sentences using
the different kinds of
conjunctions.
The musically gifted student
will be monitored to ensure
that he remains on task.
The musically gifted student
will be asked to represent the
class by being the press liaison
person in sharing what he has
learned.
The teacher will inform students
that they will have a written
passage projected on the LCD
monitor. In the passage, they are
to identify all of the kinds of
conjunctions and their purpose in
each example.
The practice passage will be
projected on the white
board for the students.
In the passage, the students
are to identify all of the
kinds of conjunctions and
their purpose in each
example.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 280
The teacher will lead the class
into a discussion on the answers
to the passage they have just
completed.
The teacher will then confirm the
answers by projecting the correct
answer slide on the white board.
Teacher will select a few of the
students to say what they have
learned from the lesson as well
as entertain any questions or
concerns.
Students will join the
discussion and share their
answers to the passage they
have just completed.
The students will confirm
their answers by looking at
the correct answer slide
projected on the white
board.
Students will say what they
have learned from the
lesson and ask any
questions that will assist
with their understanding of
the lesson.
The musically gifted student
will be monitored to ensure
that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 281
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The musically gifted student will share with the class what he has learned.
EVALUATION OF THE LESSON:
Today‟s lesson was indeed exciting and I was well prepared to correct the minor issues which
I had experienced during last week‟s lesson. I went to class early to ensure that the issues were
resolved as well as completely set up the technology for today‟s class. Once I had given my
introductory comments I went over the objectives of the lesson as well as reviewed the content
from the last one.
The students were alert as I probed them with a series of questions. The students were
captivated by the Conjunction Junction video clip. The rapport with them was excellent and they
demonstrated that they had gained an understanding of the concept when they answered the
multiple choice questions at the end of the presentation. The students enjoyed the applause and
commendations that I had embedded into the presentation and multiple choice questions. My
objectives were achieved.
I was able to use one strategy from Changing English? The impact of technology and
policy on a subject in 21st century (Jewitt, Bezemer and Jones, 2009). The strategy was to
implement the use of digital technology to deliver content in English which supports the multiple
intelligence theory of catering to every student in the classroom as each one is a unique learner. I
found it helpful because even some of my colleagues were interested in implementing some of
the ideas that I was able to tweak. The research also recommended using digital technology as a
Using Technology to Assess Students‟ Cognitive Skills 282
medium to allow students to actively participate in the lesson. I was also able to implement the
strategy using a video-clip presentation which was one of the recommendations made in
Addressing the English Language Arts standard in a secondary reading methodology course
(Merkley, Schmidt and Allen, 2001). The students were really absorbed by the cartoon
characters‟ delivery of the content. This made them interested in learning the concept. I believe
that I was successful in implementing it.
Should I be given the opportunity to re-teach this lesson, I would allow the students to write a
paragraph of their own so that they could get further grounding in the concept. I was also
fortunate to have my advisor Mrs. Janice Munnings present to evaluate me.
Using Technology to Assess Students‟ Cognitive Skills 283
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 20th
Oct, 2010
Topic: Conjunctions Duration: 55 mins
Class: 12C-H1 Lesson Number: 8
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know the three kinds of conjunctions, identify examples of each, and as
well as state the purpose of each.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES: Students will be able to:
1. Identify the kinds of conjunctions being used in a passage.
2. Discuss the function of each conjunction in the passage.
INSTRUCTIONAL RESOURCES:
Lap top, LCD Projector, internet, whiteboard
CONTENT:
A conjunction connects or joins words or a group of words.
There are three kinds of conjunctions. These include: Correlative conjunctions,
coordinating conjunctions, and subordinating conjunctions.
Correlative conjunctions are always found in pairs that have other words dividing them.
They include: either….or, neither….nor, both….and, and not only….but also.
Using Technology to Assess Students‟ Cognitive Skills 284
Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)
They join equal sentences. Examples: and, but, or, nor, for, so, and yet)
Subordinating conjunctions connect a dependent clause to an independent one. They
include: because, although, until, when, that, as, as though, though, as if, since, unless,
while, whatever, if, after, whenever…)
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 285
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. The musically gifted student will also
play the clarinet for the lyrics of the class song. This will serve as their motivation to want to
learn and at the same time build confidence in themselves. Teacher will then direct the students‟
attention to the chalk board where they will see the topic and the objectives. The teacher will
instruct the students to be entertained by an audio-visual clip.
Using Technology to Assess Students‟ Cognitive Skills 286
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will review with the
students the content from the
previous lesson by probing them
with a series of questions.
Teacher will inform the students
that they will be given a
paragraph which they must
correct using conjunctions. The
paragraph will be projected on
the whiteboard and they will
receive a hard copy. They are
only to write their corrected
paragraph on folder sheet which
will be submitted for a grade.
The teacher will inform the
students that they have fifteen
(15) minutes to complete the
assignment.
The teacher will also ensure that
all of the students understand
Students will respond to the
questions in the review
intelligently.
Students will listen
attentively to the teacher‟s
instructions so that they can
have the full understanding
of their assignment.
The students will ask any
relevant questions.
The musically gifted student
will draw his information from
the video clip entitled
Conjunction Junction.
Using Technology to Assess Students‟ Cognitive Skills 287
exactly what their assignment
requires them to do as well as
answer any relevant questions.
Teacher will distribute the hard
copy of the assignment to the
students and project it on the
white board.
The teacher will move around
the room to monitor students as
they work.
Students will each receive a
hard copy of the assignment
and begin working.
The musically gifted student
will be monitored to ensure
that he is on task.
The teacher will inform students
when the allotted time has
expired. Teacher will instruct
students to pass the assignments
to the front of the room.
The teacher will then project the
answer key (the corrected
paragraph) on the whiteboard
and inform them that they did
not have to all use the same
conjunctions.
Students will stop working
and turn in their
assignments.
Students will share their
answers and discuss what
they did.
The musically gifted student
will share with the class what
he has learned.
Using Technology to Assess Students‟ Cognitive Skills 288
CONCLUSION:
Teacher will reiterate main points of lesson.
CULMINATING ACTIVITY:
The musically gifted student will share with the class what he has learned.
EVALUATION OF THE LESSON:
The lesson went according to plan. I was able to make a smooth transition from the
introduction to the content without any problems. I gave a synopsis of the previous lesson and
inform the students what the expectations were for this one. I allowed a few of the students to
ask any questions they may have had and provided the focus for today. As this was the lesson to
administer the test, I made sure that I had my hard copies in hand well in advance.
The strategy which was implemented came from the skills model in The Teaching of English:
beliefs teachers hold about their subject which emphasizes the acquisition of literacy skills
through drill (Webb, 2007). Students were drilled until there was a level of competency. I
continuously probed them and allowed them to edit a paragraph using different conjunctions.
After I had collected the papers, I allowed them to view the correct answer slide in the power
point presentation. There were some of the students who did not use the same conjunctions as I
had done in the correct answer slide and I could have seen the look of concern in their faces. I
told them that they did not necessarily have to use the same conjunctions as I had done. The
whole idea was to ensure that they are able to use them effectively. This helped to reinforce the
concept. I felt that it was an effective strategy although I had tweaked it a little by integrating
technology. I believe that the lesson was a success.
Using Technology to Assess Students‟ Cognitive Skills 289
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 25th
Oct, 2010
Topic: Types of sentences (based on structure) Duration: 55 mins
Class: 12C-H1 Lesson Number: 9
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know the composition of a sentence.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is a student who is musically gifted.
OBJECTIVES:
4. Identify the four kinds of sentences based on structure.
5. Discuss the composition of the four kinds of sentences.
6. Construct the four kinds of sentences based on structure.
INSTRUCTIONAL RESOURCES:
Lap-top, LCD projector, internet access, speakers, whiteboard
CONTENT:
Structure refers to how a sentence is constructed which varies depending on the number of
clauses. A clause may be independent or dependent. A clause is a group of related words which
contain a subject and predicate. An independent clause can stand on its own. (It expresses a
complete thought.) A dependent clause cannot stand on its own. It is connected to an
independent clause with a subordinating conjunction. A subordinating conjunction connects a
Using Technology to Assess Students‟ Cognitive Skills 290
dependent clause to an independent one. There are four kinds of sentences based on structure.
The simple sentence contains one independent clause and no dependent ones. The compound
sentence contains two or more independent clauses and no dependent ones. The compound
sentence contains one independent clause and one dependent clause.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 291
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. Teacher will then play a video clip presentation
on the four kinds of sentences based on structure.
Using Technology to Assess Students‟ Cognitive Skills 292
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
Teacher will continue to probe
students to garner
feedback/discussion on the four
kinds of sentences.
The teacher will direct the
students‟ attention towards board
to view a video clip presentation
on sentence structure.
The teacher will continue
probing students on the
composition of the four kinds of
sentences based on structure and
video clip.
Students will answer
questions and engage in
rapport with teacher.
The students will view a
video clip presentation on
sentence structure.
Students will respond to
questions and provide
feedback.
Teacher will also ask the
musically gifted student a few
questions to activate his prior
knowledge.
This video presentation was
placed in the power-point so
that the student who is
musically gifted can see the
content and hear the audio.
The musically gifted student
will also answer questions to
ensure that he is engaged.
Teacher will direct the students‟
attention to another video
presentation based on sentence
structure. The teacher will
Students will view another
video presentation on
sentence structure. They
will also engage in a class
Student will be monitored to
ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 293
engage in discussion with
students on the presentation.
Teacher will inform students that
they will be given a practice
exercise to work on individually.
They are to underline the clause
in each of the following
sentences. Then state whether the
clause is independent or
dependent. They are also to
identify the conjunction
connecting or joining the clauses.
The teacher will allow the
students to complete the practice
and then let them view the
correct answer slide in the
power-point presentation. The
teacher will entertain questions
from the students to clarify any
misconceptions.
discussion.
Students will work
individually on the practice
exercise. The will identify
the independent and
dependent clauses as well
as the conjunctions which
join them.
Students will complete the
practice exercise and then
discuss their answers as
they view the correct
answer slide.
The musically gifted student
will be monitored to ensure
that he is on task.
The musically gifted student
will be monitored to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 294
The teacher will inform students
that they will be given another
exercise to complete. They are to
work individually to complete
the assignment.
Students will work
individually to complete the
assignment.
The musically gifted student
will be monitored to ensure
that he is on task.
Teacher will discuss the correct
answers with the students and
engage in discussion.
Teacher will also ask the
students to say what they have
learned from the lesson.
Students will engage in
rapport with teacher.
Students will say what they
have learned from lesson.
The student will be probed to
test for understanding.
Using Technology to Assess Students‟ Cognitive Skills 295
CONCLUSION: Teacher will reiterate the main points of lesson.
CULMINATING ACTIVITY:
One of the students will represent the class and say what he or she has learned.
EVALUATION OF THE LESSON:
Today‟s lesson was successful. I was able to employ a new strategy in my lesson. I
adapted and tweaked the recreational multimedia strategy and integrated it with my power point
presentation. This strategy was taken from The digital literacy debate: an investigation of
digital propensity and information and communication technology (Nasah, Da Costa, Kinsell
and Seok, 2010). This literature discusses and confirms the fact that the average student between
the ages of 8-18 spends 8.5 hours per day using recreational media. I decided to use the
knowledge of this fact to maximize the students‟ time on task to challenge them academically
and stimulate their cognitive skills. By using the on-line sites for the topic and by allowing the
students to view what students from around the world are doing in their English Language
classrooms, the students were able to see that their counterparts around the world are learning the
same concepts using some of the same information and communication technology.
As a result of integrating technology of various forms in my lesson, I observed that there are
no behavioral challenges from my grade twelve students or my grade eleven. The students are
always enthused to come to class as they are actively engaged and immersed. Some of the very
same students who cause serious discipline challenges to my other colleagues work throughout
the lesson without me ever having to raise my voice. If I ever raise my voice level during
instruction time, it is when the students give the correct answer and in my excitement I get
carried away.
Using Technology to Assess Students‟ Cognitive Skills 296
I also observed that one of my more reserved students (Amanda- a pseudonym), was able to
complete the on-line assignment and the practice work sheet which I had distributed. Not only
did she complete it ahead of some of the more advanced students, but to my surprise, she was
able to give the correct answers and analysis of the sentences. In this class as with my grade
eleven, whenever a student gives a correct response and analysis, not only do they get a round of
applause but they also get a high-five. The glow on Amanda‟s face said it all- her level of
confidence was growing and her level of enthusiasm in doing the class work was excellent.
I was able to achieve all of my objectives and the students responded very well to the
probing. In fact, the class time went by so quickly, I did not hear the bell and the students were
not even interested in moving. The rapport with the students was excellent. I really believe that
today‟s lesson was one of my best ones ever taught.
I also informed the students that I will email the lesson to their email accounts along with
other hyperlinks that they can work on to receive additional assistance.
Using Technology to Assess Students‟ Cognitive Skills 297
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 27th
Oct, 2010
Topic: Sentence Structure Duration: 55 mins
Class: 12C-H1 Lesson Number: 10
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already the composition of the four kinds of sentences.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES: Students will be able to:
1. Identify the four kinds of sentences based on structure.
2. Construct effective sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, internet access, speakers, whiteboard
CONTENT:
Structure refers to how a sentence is constructed which varies depending on the number of
clauses. A clause may be independent or dependent. A clause is a group of related words which
contain a subject and predicate. An independent clause can stand on its own. (It expresses a
complete thought.) A dependent clause cannot stand on its own. It is connected to an
independent clause with a subordinating conjunction. A subordinating conjunction connects a
dependent clause to an independent one. There are four kinds of sentences based on structure.
Using Technology to Assess Students‟ Cognitive Skills 298
The simple sentence contains one independent clause and no dependent ones. The compound
sentence contains two or more independent clauses and no dependent ones. The compound
sentence contains one independent clause and one dependent clause.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 299
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip (cartoon) on how to avoid boring sentences.
Using Technology to Assess Students‟ Cognitive Skills 300
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students with a series of
questions to solicit feedback on
the video-clip. This will lead to a
discussion.
The teacher will then emphasize
to students the importance of
constructing effective sentences
as it is essential for national
examination purposes and for the
world of work.
The teacher will then inform
students that they will be given
an assignment to complete. The
teacher will inform the students
that they are to work on their
own. Teacher will distribute
papers.
Students will respond to the
questions asked by the
teacher about the cartoon
and discuss it.
Students will listen
attentively as the teacher
stresses the importance of
constructing effective
sentences.
Students will work to
complete the class
assignment.
The musically gifted student
will be monitored by the
teacher asking him a series of
questions also.
The teacher will ensure that
the musically gifted student
understands the instructions
for the assignment.
Teacher will monitor the
musically gifted student to
ensure that he remains on task.
Using Technology to Assess Students‟ Cognitive Skills 301
Teacher will move around the
room to ensure that all of the
students remain on task and to
monitor their progress.
Teacher will instruct the students
to stop working and to pass all of
the papers to the front of the
room.
The teacher will then project the
correct answers on the
whiteboard using the LCD. The
teacher and students will discuss
the answers.
The teacher will then inform the
students that they will participate
in an on-line quiz based on
sentence structure. The teacher
will also give the instructions for
the on-line game.
Students will continue to
work quietly on their own.
Students will pass the
assignments to the front of
the room.
Students will share the
answers and discuss.
Students will listen
carefully to the guidelines
for the activity.
Students will participate in
on-line game.
Teacher will monitor the
musically gifted student to
ensure that he remains on task.
Teacher will monitor the
musically gifted student to
ensure that he remains on task.
Teacher will also ask the
student who is musically
gifted a few questions.
The musically gifted student
will also participate in the on-
line activity.
Using Technology to Assess Students‟ Cognitive Skills 302
At the end of the on-line activity,
the teacher will further probe
students to ensure that the
concept is clearly understood.
Students will say what they
have learned from the
lesson.
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The teacher will select a few of the students to say what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 303
EVALUATION:
As I began class this morning was mindful of that I needed to wrap this conclude this
concept. I also observed that some of my reserved students are beginning to open up to me in
participating in the class discussions. Today for example, I intentionally selected two students to
read aloud and share their responses to the online questions. One student in particular was able to
discuss intelligently the reason for selecting the correct answers. I commended her for her effort.
It also made some of the students who are usually reserved feel as though they could do the
same. I also received the same confidence as we discussed their writing assignment.
I was able to use the strategy in The digital literacy debate: an investigation of digital
propensity and information and communication technology to design a lesson (Nasah, Da
Costa, Kinsell and Seok, 2010). The research indicated some opponents to information and
communication technology integration claim that students are interested in technology for other
purposes rather than learning. In my lesson, I allowed the class to explore Suite 101 to view what
other students are discussing and sharing with other students about their writing. The students
read all of the comments and we discussed some of the same points which they had posted. I
wanted to totally change the perception of the opponents to ICT integration in lesson planning. In
fact, the students commented that they did not realize that you can actually use a social network
to create a discussion board. It was at this point that I revealed to them that Facebook, Youtube
and MSN Messenger are frequently used as discussion boards as people of all ages, orientation,
and cultures post comments on such social networks and people respond to them. I proved to the
students that they can learn and discuss what they have learned on social networks. I believe that
my lesson was very successful and I was able to complete my objectives.
Using Technology to Assess Students‟ Cognitive Skills 304
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 1st Nov, 2010
Topic: Types of Writing (Elements) Duration: 110 mins
Class: 12C-H1 Lesson Number: 11
No. of Children: 17 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know this information.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES: Students will be able to:
1. Identify the types of writing.
2. Discuss the elements of the four kinds of writing.
3. Create a digital story.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, internet access, flip video, white board, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. A descriptive essay has one, clear dominant impression. The dominant impression
guides the author's selection of details, sensory details, figurative language, adjectives,
Using Technology to Assess Students‟ Cognitive Skills 305
adverbs and specific verbs. The purpose of a purely descriptive essay is to involve the reader
enough so he or she can actually visualize the things being described. The role of the writer is to
show, not tell. Narratives are generally written in the first person that is, using „I‟. However,
third person (he, she, or it) can also be used. Narratives rely on concrete, sensory details to
convey their point. These precise details should create a unified, forceful effect, a dominant
impression. Narratives stories usually include these ingredients: a plot, including setting and
characters; conflict; a climax; and an ending. Expository writing seeks to inform, explain, clarify,
define or instruct. Expository writing appears in and is not limited to letters, newsletters,
definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals,
pamphlets, reports and research papers. The general characteristics of expository writing include:
focus on main topic, logical supporting facts, details, explanations, and examples, strong
organization, clarity, unity and coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
Using Technology to Assess Students‟ Cognitive Skills 306
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
Using Technology to Assess Students‟ Cognitive Skills 307
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip (cartoon) on how to avoid boring sentences.
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
with a series of questions to
garner response on the concept.
The teacher will inform the
students that the purpose of
today‟s lesson is to assess their
understanding of the work we
have covered so far. The teacher
will inform the students that
everything they have covered so
Students will engage in
rapport with the teacher.
Students will listen
attentively as the teacher
review the steps to where he
has brought them today.
The students will ask
questions and engage in
discussions with the
The musically gifted student
will also participate in
discussion.
The musically gifted student
will be encouraged to share
his concerns.
Using Technology to Assess Students‟ Cognitive Skills 308
far was preparing them for this
moment- that is to be able to
construct a well written essay
using a variety of sentences.
The teacher will then give the
students an outline of the types
of writing that they can choose
from on the BGCSE English
Language Continuous Writing
Paper 1.
The teacher will then discuss
with the students what the
examiners look for in this
continues writing paper.
The teacher will look at some of
the topics of the continuous
writing paper and ask the
students to state the category
which the topics fall under
(descriptive, narrative,
argumentative/persuasive, and
teacher.
The students will engage in
rapport with the teacher
based on the information
being presented.
Students will make notes
from the power-point
presentation.
The students will say what
category the topics fall
under.
The musically gifted student
will be encouraged to share
his concerns.
The teacher will monitor the
musically gifted student to
ensure that he is actively
engaged.
Using Technology to Assess Students‟ Cognitive Skills 309
expository)
The teacher and students will
discuss the elements of each type
of writing.
Students will list the
elements of each kind of
writing.
The musically gifted student
will be asked a series of
questions to ensure that he is
actively engaged.
The teacher will select one of the
topics for the students to do a
quick-write of not more than
seven sentences. They are to use
a variety of sentences and add
some details to support the idea.
Teacher will select several of the
students to read their paragraphs.
The teacher will give the
students instructions for their
digital stories, their group
members and due date for the
assignment.
Students will write a
paragraph on the selected
topic using no more than
seven sentences.
The students will share their
paragraphs with class.
Students will listen to the
instructions and ask any
relevant questions. They
will work in their groups for
ten minutes on their digital
stories.
The teacher will monitor the
musically student to ensure
that he is actively engaged.
The musically gifted student
will be asked to share his
paragraph with the class.
The musically gifted student
will be assigned to a group
and his role would be to select
the songs/instrumentals for the
digital story.
Using Technology to Assess Students‟ Cognitive Skills 310
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
The students will say what they have learned from the lesson.
EVALUATION OF THE LESSON:
Today‟s lesson was exciting as it marked the transition to the final four weeks of my teaching
practice experience. More importantly, it marked the beginning of a new era in education for me
and all of my colleagues who will have the opportunity to view my lessons and use them as
resources to incorporate in their own lessons. Today, my entire lesson was presented digitally.
This was deliberate as I had been preparing for this lesson for quite a while now. I had also
prepared my students for it with the numerous lessons in which I had integrated technology.
As seniors are preparing for BGCSE examinations, I decided to take a new approach to
teaching continuous writing. My new approach was taken from the new literacies in English-
Writing for the Instant Messaging and Text Messaging Generation: using New Literacies to
support Writing Instruction (Sweeny, 2010).This strategy recommends that teachers of English
find new and creative methods to engage students in meaningful learning. It is called digital
storytelling where students are allowed to use the World Wide Web, social networks, blogs,
Microsoft Power Point (2001 or 2010), digital cameras and other communication technologies to
create a digital story. I had a discussion in class on the elements of descriptive and narrative
writing which led to a viewing of the online videos of Thriller and Remember the Time by
Michael Jackson both of which were well received. From the two video clips the students were
able to identify the elements and provide excellent discussion and examples. I was very
Using Technology to Assess Students‟ Cognitive Skills 311
impressed with the class because I saw that they were not only interested in the lesson but also
actively participating in the discussions. I then informed them that the two video clips were
excellent examples of digital stories.
I gave the students some tips for their digital stories and demonstrated the effect
manipulation of images in MS Power Point with sounds and other features (including texts) so
that the students could have seen what was expected of them. As they sat in their groups, I
allowed them to discuss their digital stories. For the entire time, the students were immersed in
the lesson and my presentation. The bell went for lunch and some of them still wanted to me
manipulate a few more images with other applications and since they insisted, I felt obliged. This
strategy truly worked. Sweeny stated that this kind of writing instruction allows students to adopt
new problem solving and critical thinking skills. As the students sat in their groups, I observe
them discussing their differences intelligently without any screaming or disrespect. I also
observed them discussing how they were going to make the necessary transitions in their stories.
This was my “Aha” moment. Today, thanks to Sweeny‟s literature, I was able to successfully
achieve my objectives. On a scale from 1 to 10 (1 being lowest and 10 being highest), I would
give this strategy a 10 as it fully supports my research and the other literature review articles that
I have read.
Using Technology to Assess Students‟ Cognitive Skills 312
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 3rd
Nov, 2010
Topic: Types of Writing- Descriptive & Narrative Duration: 55 mins
Class: 12C-H1 Lesson Number: 12
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already have some information on the 4 types of writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Discuss descriptive writing.
2. Differentiate between descriptive and narrative writing.
3. Create a digital story.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, speakers, white board, internet access
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. A descriptive essay has one, clear dominant impression. The dominant impression
Using Technology to Assess Students‟ Cognitive Skills 313
guides the author's selection of details, sensory details, figurative language, adjectives,
adverbs and specific verbs. The purpose of a purely descriptive essay is to involve the reader
enough so he or she can actually visualize the things being described. The role of the writer is to
show, not tell. Narratives are generally written in the first person that is, using „I‟. However,
third person (he, she, or it) can also be used. Narratives rely on concrete, sensory details to
convey their point. These precise details should create a unified, forceful effect, a dominant
impression. Narratives stories usually include these ingredients: a plot, including setting and
characters; conflict; a climax; and an ending. Expository writing seeks to inform, explain, clarify,
define or instruct. Expository writing appears in and is not limited to letters, newsletters,
definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals,
pamphlets, reports and research papers. The general characteristics of expository writing include:
focus on main topic, logical supporting facts, details, explanations, and examples, strong
organization, clarity, unity and coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
Using Technology to Assess Students‟ Cognitive Skills 314
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
Using Technology to Assess Students‟ Cognitive Skills 315
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives. Teacher
will probe students to activate prior knowledge. The teacher will then instruct the students to
watch a video clip on information and communication technology (ICT).
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will engage students
in discussion on current trends in
technology and the importance
of using it responsibly while at
the same time ensuring their
safety.
Teacher will probe students with
a series of questions to ensure
that they have reviewed their
notes.
This will lead into a discussion
Students will watch the
video clip on information
and communication
technology. Students will
discuss the responsibilities
of ICT users and their
safety.
Students will respond to the
questions and discuss.
Students will discuss the
The musically gifted student
will also share his views on
ICT‟s and how he uses it.
The musically gifted student
will respond to questions.
Using Technology to Assess Students‟ Cognitive Skills 316
on the kinds of writing with
special emphasis on the
descriptive and narrative writing.
The teacher will instruct the
students to sit with their groups
for the remainder of the lesson.
The teacher will allow students
to view several examples of
digital stories from Youtube.com.
elements of the descriptive
and narrative essays.
Students will discuss the
difference between the
descriptive and narrative
story.
Students will discuss their
progress on their digital
stories.
Students will view several
examples of digital stories
from Youtube.com.
The musically gifted student
will share with his group
members some of the sounds
and music he has selected for
the digital story.
The teacher will instruct the
students to continue working on
their paragraphs for the digital
stories. He will also give them
some tips for their stories from
MS Power Point and how to
manipulate images.
The teacher will go to each
Students will continue
working on their story
boards and paragraphs.
Students will use some of
the tips for their digital
stories.
Students will share with
The musically gifted student
will be monitored.
The musically gifted student
Using Technology to Assess Students‟ Cognitive Skills 317
group to ensure that they are on
task and to monitor their
progress.
Students will ask a few of the
students to say what they have
learned from the lesson.
teacher any concerns and to
update him on the progress
of the group.
The students will say what
they have learned.
will be monitored.
The musically gifted student
will also say what he has
learned.
CONCLUSION:
The teacher will reiterate main points of the lesson and encourage them to complete their digital
stories.
CULMINATING ACTIVITY:
Students will say what they have learned from the lesson.
EVALUATION OF THE LESSON:
This lesson was not taught due to the fact that Friday, 5th November is C. V. Bethel High
School‟s Talent Day which means that there will be no classes on that day. Hence,
administration decided to run Friday‟s time-table on Wednesday so that the students can gain
some work as they have missed several Fridays for the term. My grade twelve was affected. I
will teach this lesson on Monday, 8th November.
NB: Since I have already covered the content of this lesson in a previous lesson, I will allot
twenty minutes of the class time to allow the students to work on their digital stories.
Using Technology to Assess Students‟ Cognitive Skills 318
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 8th
Nov, 2010
Topic: Expository Writing Duration: 110 mins
Class: 12C-H1 Lesson Number: 13
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know some of the elements of the expository style of writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student.
OBJECTIVES:
Students will be able to:
1. Discuss the purpose of expository writing.
2. Discuss examples of expository writing.
3. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, Internet access, white board, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
Using Technology to Assess Students‟ Cognitive Skills 319
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 320
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. The teacher will also share a
famous quote with the students about fear. Teacher will then direct the students‟ attention to the
chalk board where they will see the topic and the objectives projected from the LCD. Teacher
will probe students to activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 321
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students to activate their
background knowledge.
The teacher will inform students
that they will be introduced to
another kind of writing that is
common on the BGCSE English
Language continuous writing
paper called expository writing.
The teacher will discuss with the
students the definition of
expository writing.
The teacher will further probe
students by asking them to
identify some types of expository
writing.
The teacher will then ask the
students to identify some of the
people in our communities who
use expository writing.
Students will respond to
questions intelligently.
Students will listen
attentively.
The students will engage in
rapport with the teacher on
the definition of expository
writing.
Students will identify some
types of expository writing.
Students will identify some
of the people in our
communities who use
expository writing.
The musically gifted student
will also be probed with a
series of questions.
The student will participate in
the class discussion.
The musically gifted student
will share his response with
the class.
The musically gifted student
will share his response with
the class.
Using Technology to Assess Students‟ Cognitive Skills 322
The teacher will then inform
students that they will view an
educational slideshow courtesy
of Youtube.com.
The teacher will engage the
students in discussions about the
Youtube presentation.
The teacher will give students set
of topics to peruse and to
determine whether or not they
are expository. The teacher and
students will discuss the topics
and identify them correctly as
expository.
Students will view a
Youtube slideshow and
make mental notes so that
they can participate in the
discussion which will
follow.
Students will either write
expository or other after
viewing the topics.
Students will share their
answers with the class.
The musically gifted student
will be monitored and
encouraged to share his views
on the elements used in the
slideshow.
The musically gifted student
will share his response with
the class.
The teacher will then take
students on a virtual tour of some
of the writing websites which
discuss the writing process (in
this case, expository writing).
The teacher will then inform the
students that they will now be
given an in class writing
Students will be introduced
to a number of websites
which promote writing and
writing improvement.
Students will imagine that
they are psychologists and
they have a family member
The teacher will monitor the
student to ensure that he is on
task.
The teacher will monitor the
student to ensure that he is on
task.
Using Technology to Assess Students‟ Cognitive Skills 323
assignment to complete as
practice.
The teacher will monitor the
students‟ progress as he moves
around the room.
The teacher will allow some of
the students to share their writing
with the class.
The teacher will discuss the
expository writing assignment
with the class which involves
them creating an e-portfolio.
who has been under a lot of
stress recently and may be
considering suicide. They
will write a letter to him or
her identifying the signs of
stress and the advice they
would give.
The students will share
their writing with the class.
Students will observe
carefully the instructions
and ask any pertinent
questions.
The teacher will monitor the
student‟s progress as he moves
around the room.
The musically gifted student
will be encouraged to share
his response.
The musically gifted student
will be allowed to share any
concerns which he may have.
The teacher will ask the students
to say what they have learned
from the lesson.
Students will say what they
have learned from the
lesson.
The student will also share
what he has learned.
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what he or she has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 324
EVALUATION OF THE LESSON:
I enjoyed this lesson. My introduction was very powerful. In fact, I did not expect the
students to be so open and honest about life‟s issues. After we sang the song You needed me by
Anne Murray, I asked the students a very sobering question- what was their deepest fear. Some
of them shared how they were afraid of disappointing their parents, while others expressed the
fear of not knowing what they wanted to do after graduating from high school. Yet, others
expressed that their fear was the uncertainty of not knowing whether they were going to succeed
in life because their teen age lives are laden with so many hurdles. I told them that these were
legitimate reasons for people to have fear. However, I told them that if they work hard enough
and stay focus on the important things in life, they will be able to cast their fears aside and
become productive men and women in society. I also projected the words of Marianne
Williamson- Our Deepest Fear on the whiteboard and read it with as much emphasis as possible.
All of the students wrote the words down without any instructions to do so.
With the motivational song and quote providing the stimulus to learn, I was able to ease into
my series of questions without any issues. The students responded intelligently to the probing
and were able to identify types of expository writing styles. They were also able to identify
people or professionals who use expository writing to convey their messages. The rapport with
the students was excellent as the students were able to discuss the elements of the expository
essay in the video presentation from Youtube.com.
In this particular lesson, I was able to incorporate two strategies from two separate
researchers in one unique blend by tweaking and combing them. First, I hyperlinked a Youtube
video presentation to my MS Power point presentation entitled Shift Happens Educational 2010
Using Technology to Assess Students‟ Cognitive Skills 325
with I-Tunes Media. The first strategy was presented in The digital literacy debate: an
investigation of the digital propensity and information and communication technology
(Nassah, Da Costa, Kinsell & Seok, 2010). Then I was able to integrate digital storytelling into
the same Power point presentation using another power point presentation to tell a story by
giving factual information (expository writing). This strategy was presented in Writing for the
Instant Messaging and Text messaging Generation: Using New Literacies to support writing
instruction (Sweeny, 2010).
I discovered that by incorporating the two strategies together, the students do not view my
English Language lessons as typical classroom lessons, for there is nothing traditional about the
use of multimedia and other technologies. However, by using non- traditional methods to
English Language instruction, my students get a chance to incorporate new skills from their
social networks (I- Tunes, I-Mesh, MS Messenger, Facebook and Tagged) to MS application
software (Power Point). The students became so immersed in the lesson that they did not hear the
bell ring. I didn‟t mind the students working a few minutes into the lunch break because I saw
that they were really interested in learning and completing their digital stories.
In short, I believe that my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 326
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 10th
Nov, 2010
Topic: Expository Writing Duration: 55 mins
Class: 12C-H1 Lesson Number: 14
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know about the four kinds of writing presented in the BGCSE national
examinations which includes Expository Writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one musically gifted student.
OBJECTIVES:
Students will be able to:
1. Discuss the elements of expository writing.
2. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Lap top, LCD Projector, computer lab (A22), internet access, whiteboard, speakers
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
Using Technology to Assess Students‟ Cognitive Skills 327
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 328
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. Teacher will probe students to activate prior knowledge.
Using Technology to Assess Students‟ Cognitive Skills 329
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will review the
previous lesson by probing the
students with a series of
questions.
The teacher will discuss the
elements of the expository essay
and stress the importance of
mastering one of the kinds of
writing as they prepare to sit the
English Language Continuous
Writing paper.
The teacher will then distribute
the class assignment and instruct
the students to move to their
respective groups.
The teacher will project the
assignment on the whiteboard
and discuss the instructions with
the students.
The teacher will discuss the
Students will respond to the
questions intelligently.
Students will engage in
rapport with the teacher
about the elements of
expository writing.
Students will also express
any concerns they have
about their writing.
The students will receive
their assignment sheets and
move to their respective
groups.
Students will follow along
as the teacher explains the
instructions.
Students will listen
The musically gifted student
will also respond to questions.
The musically gifted student
will also share his concerns.
The musically gifted student
will be monitored to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 330
expectations of the students in
each group and what is
acceptable as well as
unacceptable.
attentively to the teacher‟s
expectations.
The teacher will inform the
students that each group will
share two computers.
The teacher will move about the
room to ensure that all of the
groups are on task.
The teacher will continue to
move about the room to ensure
that students are actively
engaged in their group
assignment and to render
assistance where necessary.
The teacher will ask the students
to state what they have learned
from the lesson.
Students will begin their
search for information on
major Atlantic Hurricanes
Since 1950.
They will ensure that their
group members are
following the instructions
on the handout.
Students will continue to
work in their groups as they
gather the information.
Students will share what
they have learned from the
lesson.
The musically gifted student
will be monitored to ensure
that he is on task.
The musically gifted student
will be monitored to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 331
CONCLUSION:
The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what he or she has learned.
EVALUATION OF THE LESSON:
Today‟s lesson was met with several challenges. First, we were informed that school was
being dismissed at twelve noon (12 noon) due to the fact that the Bahamas Union of Teachers
had called a special meeting at the Sir Kendal G. L. Isaacs Gymnasium which was sanctioned by
the Ministry of Education. The meeting was to address the issue of the medical insurance
coverage for the members of the BUT. This meant that today‟s lessons were shortened so that we
could have accommodated four periods of teaching. Secondly, I had already missed instructional
time on Friday of last week (5th November) due to the C. V. Bethel Talent Day extravaganza
which meant that no classes were held. Thirdly, a number of students did not come to school
today because they knew it was a shortened day. For this reason, it did not make any sense in
starting the expository writing assignment.
Consequently, I allowed the students the opportunity to complete their digital stories in
their assigned groups for the duration of the lesson. As this assignment is due next class, it was
important that they had completed it today. The students used their social media tool (Facebook,
MSN Messenger, I-Tunes and I-Mesh. This strategy is supported by Writing for the Instant
Messaging and Text messaging Generation: Using New Literacies to support writing
instruction (Sweeny, 2010). The students really enjoyed this lesson as they were all eager to
exhibit their computer literacy skills.
Using Technology to Assess Students‟ Cognitive Skills 332
However, due to the shortened lesson, I had to postpone the expository writing assignment
until next Monday‟s class (15th November). In spite of all the challenges I experienced in the
execution of this lesson, I still believe that meaning learning occurred.
Using Technology to Assess Students‟ Cognitive Skills 333
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 15th
Nov, 2010
Topic: Continuous Writing (Expository) Duration: 110 mins
Class: 12C-H1 Lesson Number: 15
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know the four kinds of writing used on the BGCSE English Language
continuous writing paper.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
3. Discuss expository writing.
4. Differentiate between expository and narrative writing.
INSTRUCTIONAL RESOURCES:
Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
Using Technology to Assess Students‟ Cognitive Skills 334
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 335
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. Students will watch a video clip from Youtube.com based on the film Coach
Carter.
Using Technology to Assess Students‟ Cognitive Skills 336
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe the
students with a series of
questions to activate their prior
knowledge. This will lead to a
class discussion.
The teacher will then facilitate a
review of the concept expository
writing and discuss the elements.
The teacher will then allow the
students to see a detailed MS
Power point presentation on how
to organize an expository essay.
The teacher will also entertain
any questions or concerns which
the students may have.
The teacher will then distribute a
hard copy of the sample
expository essay to the class and
inform then that a copy was also
sent to their Google mail
Students will respond
intelligently to the questions
asked by the teacher and
engage in discussion.
Students will also engage in
the discussion.
Students will view
presentation as well as
discuss the steps in
expository writing.
Students will share their
questions and concerns with
the teacher.
The students will receive
their copies and begin
reading.
The student will also be asked
a series of questions to keep
him actively engaged in the
lesson.
The musically gifted student
will be monitored to ensure
that he is on task.
The musically gifted student
will be monitored to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 337
accounts.
The teacher will instruct the
students to read the passage and
identify the elements used in the
essay.
The teacher will review the steps
in constructing an expository
essay and connect them to the
sample expository essays.
The teacher will then ask the
students questions to ensure that
they understand the concept.
The teacher will then transition
to the research assignment that
the students are required to do.
(Assignment sheets will be
distributed to the class.)The
teacher will discuss the
Students will read the
passage and identify the
elements used in the essay.
They will also determine
what type of writing the
passage is.
Students will engage in a
discussion on the
connection of the steps in
the construction of an
expository essay to the
actual examples.
Students will respond to the
questions posed by the
teacher.
The students will receive
their handouts and engage
in discussions about the
procedure for the research
assignment. The students
will also watch the
The musically gifted will be
monitored to ensure that he is
on task.
The student will also engage
in discussions with the class.
The student will also respond
to the questions.
The musically gifted student
will be monitored to ensure
that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 338
assignment sheet and model
some of the steps for the
students.
The teacher will instruct the
students to log on to the
computers and start setting up
the assignment on the Web.
The teacher will monitor the
students‟ progress on the
assignment and render assistance
where necessary.
The teacher will ask the students
to share what they have learned
from the lesson.
whiteboard as the teacher
demonstrates how some of
the steps are to be done.
Students will log on to the
computers and start setting
up their assignment on the
web using MS Power point.
The students will respond
intelligently and share what
they have learned.
The musically gifted student
will be monitored to ensure
that he is on task.
The musically gifted student
will also share what he has
learned from the lesson.
CONCLUSION: The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY:
The students will share what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 339
EVALUATION OF THE LESSON:
I enjoyed teaching this lesson. In a previous lesson, I had introduced Marianne Williamson‟s
“Our Deepest Fear” quote t my class and read it so as to inspire them. Today, I was able to play
this excerpt from the movie Coach Carter as well as the quote “Protecting Your Dreams” from
the movie In Pursuit of Happiness. I wanted to inspire my students to believe in themselves and
in their ability to pass the English Language BGCSE examination. The students shared their
views on the two excerpts which were very enlightening.
Then I did a recap of the lesson which we had started last week on expository writing. The
rapport with the students was excellent. As with my grade eleven class, I was deliberate in my
preparation for this lesson. In fact, this past week end I e-mailed the students examples of
expository essays which they were to review before they came to class. As a result, the class
discussions and analysis were more in-depth and the students were able to get through the
content easily.
I also presented a MS Power-Point presentation on how to write an expository essay and
used one of the sample essays to point out how the steps are applied. The students were actively
engaged in the lesson for the entire class. Then I gave the students the steps for their research
assignments. I demonstrated to the class how to set up the slides for their MS Power Point
presentations and e-portfolios. This strategy was adapted from When cloud computing meets
with Semantic Web: A new design for e-portfolio systems in the social media era (Kim, Ng and
Lim, 2010). As research has revealed, a portfolio is a purposeful collection of students‟ work that
exhibits the students‟ efforts and achievements over time. By creating an e-portfolio, this would
allow students to show their work electronically to their friends or teachers via e-mail. I had to
Using Technology to Assess Students‟ Cognitive Skills 340
tweak the strategy a bit due to the fact that our technology infrastructure here in The Bahamas
cannot presently accommodate a full scale e-portfolio system nor is there an adequate financial
investment for it to be implemented.
As I watched the students conduct their research on the World Wide Web and the integration
of the MS software application, I was in awe at the skill level of my grade twelve class. Their
ability to manipulate the graphics as they used the various search engines was captivating. In
fact, the students have to collect the information before they start to write their essays. Many of
the students who may have challenges in editing their work can also learn to edit using MS
PowerPoint as they add the content to their research and essays. I am excited to see the final draft
of the students‟ work.
All in all, I believe my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 341
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 17th
Nov, 2010
Topic: Expository Writing Duration: 55 mins
Class: 12C-H1 Lesson Number: 16
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know about the four kinds of writing presented in the BGCSE national
examination which includes Expository Writing.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Identify the elements of the expository style of writing.
2. Construct an expository essay.
INSTRUCTIONAL RESOURCES:
Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access
CONTENT:
There are four kinds of writing which candidates of the BGCSE English Language national
examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and
Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,
catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research
Using Technology to Assess Students‟ Cognitive Skills 342
papers. The general characteristics of expository writing include: focus on main topic, logical
supporting facts, details, explanations, and examples, strong organization, clarity, unity and
coherence, logical order and smooth transitions.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
Using Technology to Assess Students‟ Cognitive Skills 343
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD.
Using Technology to Assess Students‟ Cognitive Skills 344
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
with a series of questions to
activate their prior knowledge.
The teacher will inform students
about the purpose of the lesson.
The teacher will inform the
students that today‟s lesson will
be directed towards the
completion of their research.
The teacher will review the steps
to writing the expository essay.
The teacher will also review the
steps to the research assignment
with the students.
The teacher will address any
concerns or questions that the
students may have.
The teacher will instruct students
to log on to the computers and to
Students will respond to the
probes intelligently.
Students will listen
attentively to the parameters
for today‟s lesson.
The students will discuss
the steps to writing the
expository essay.
The students will review the
steps to the research
assignment.
The students will share any
concerns or questions which
they have.
The students will log on to
the computers and continue
The musically gifted student
will also be probed with a
series of questions.
The musically gifted student
will also actively engage in
discussions.
The musically gifted student
will also share his questions
and concerns.
Using Technology to Assess Students‟ Cognitive Skills 345
continue working on their
research.
The teacher will also inform the
students that he will come to
each one of them to get a
progress report.
The teacher will ask students to
share what they have learned
from the lesson.
working on their research
assignments.
The students will appraise
the teacher on the progress
of their research as they
work quietly.
Students will share what
they have learned from the
lesson.
The musically gifted student
will be monitored to ensure
that he is on task.
The musically gifted student
will also share what he has
learned.
CONCLUSION:
The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY:
One of the students will be selected to share what or she has learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 346
EVALUATION OF THE LESSON:
The students were really engaged in this lesson. From my introduction of the lesson, the
students were able to make the connection to their assignments. I allowed the students to watch a
five (5) minute documentary on hurricanes presented by the National Hurricane Center (NHC)
located in Florida, USA. The students were captivated as they were taken on a journey from how
a hurricane develops, through the hurricane‟s eye wall, and the experiences during and after the
hurricane. For many of the students, many of them are too young to have any serious recollection
or experience into the dangers of being hit by a hurricane. In fact, they admitted that it was a
time for them to have fun as there was no school. However, by allowing them to get a close up
view into the destruction caused by hurricanes, the students will take hurricane preparedness
more seriously and appreciate how fortunate we are not to be experience any major catastrophes
from hurricanes or any other natural disasters. This strategy was adapted from When cloud
computing meets with Semantic Web: A new design for e-portfolio systems in the social media
era (Kim, Ng and Lim, 2010). It allows teachers to create online folders (e-portfolios) which can
be viewed by others. I informed the students that the folder would be sent to their G-mail
account. Moreover, as the five minute presentation was being done, I observed some of the
students writing. Out of curiosity I decided to go to their desks to inquire and much to my
satisfaction, they were jotting some notes down for their expository essays.
After the video presentation, I entertained a few questions and asked the students to share any
concerns they may have regarding the assignment. They said that there were no concerns. I
instructed them to log on to the computers and work on their assignments. I told them that I
would be coming to them to get see how they were progressing on their assignments. I also had
my Master Teacher Mrs. Joan Gibson present with me in the room. Both she and I were in awe
Using Technology to Assess Students‟ Cognitive Skills 347
as we witnessed the amount of research and effort that the students were putting into their work.
As this was the first time the students had ever been taught expository writing, it was amazing to
see how they were applying some newly acquired skills to their work. As they were writing the
drafts of their essays, the students were inserting videos and other social media tools into their
work. I was impressed as the students were following the outline to the assignment sheet to
precision. Mrs. Gibson also heard me telling the students that they can email me by this weekend
about any issues or challenges they are having. She inquired about the how I got the students to
email me updates on their progress. I told her how we got started by creating a Google account.
All of the students had to create a G-mail account and subscribe to me at
[email protected]. I told her that I was able to send students the content days before we
meet so that they could become familiar with the content. In that way, the students would not
feel disadvantaged but can actually stay abreast of what was happening in class.
In fact, I have been able to get my students to do work that many other teachers will have
great difficulty doing. I watch some of my students whom many persons would have deemed a
failure, produce quality work unparalleled to anything that they have done in any other subjects.
I know that I have made significant headway in reaching my students.
All in all, my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 348
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 22nd
Nov, 2010
Topic: Comprehension (Context Clues) Duration: 110 mins
Class: 12C-H1 Lesson Number: 17
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know how to use words in context.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Define denotation.
2. Define connotation.
3. Use clues in context to determine meaning.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, whiteboard, speakers, internet access, hand outs
CONTENT:
Writers often use the connotations of words to suggest meaning. The denotations of a
word are its primary dictionary definitions. The connotations of a word are all the
undertones – the ideas or emotional meanings associated with the word. For example,
proud and arrogant have similar denotations – “having a sense of self-importance” – but
Using Technology to Assess Students‟ Cognitive Skills 349
different connotations. Proud can mean having self respect, but arrogant often means
snobbish.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
Using Technology to Assess Students‟ Cognitive Skills 350
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 351
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will probe students
to activate the students‟ prior
knowledge.
The teacher will then allow the
students to watch a video clip
from Youtube.com entitled
Context Clues. Teacher will lead
students in a discussion based on
the presentation.
The teacher will then allow the
students to work along with an
on-line tutor on a practice
exercise on context clues. The
teacher will monitor the students
to ensure that they are on task.
The teacher will discuss context
clues by analyzing a stanza of a
poem entitled Richard Cory by
A. E. Robinson. The teacher will
demonstrate to the students how
Students will respond
intelligently to questions.
Students will view the clip
and engage in discussion.
The students will engage in
a tutorial on-line for
practice.
Students will engage in the
reading of a stanza of poem
by A. E. Robinson entitled
Richard Cory. They will use
steps to determine how a
The student will also be
probed so as to engage him
meaningfully.
The student will also engage
in the tutorial with the on-line
tutorial.
The student will be engaged
through discussion applying
the steps to the stanza of
poetry.
Using Technology to Assess Students‟ Cognitive Skills 352
to use steps to determine how a
word‟s denotation and
connotation contribute to the
meaning in a text.
The teacher will work another
example with the students
entitled Do not go gentle into
that good night by Dylan
Thomas. The teacher will lead in
a discussion and demonstrate
how to analyze the poem to
determine meaning.
The teacher will allow the
students to hear Dylan Thomas
recite his poem, Do not go gentle
into that good night. This will
lead to discussion.
The teacher will then conduct a
quick review of the lesson by
giving the students a test to
check for understanding.
word‟s denotation and
connotation contribute to
the meaning in a text.
Students will apply their
comprehension skills and
determine the denotation
and connotation of words in
the poem.
The students will follow the
reading of the poem and
engage in a discussion.
The students will read the
questions and respond
orally.
The student will apply his
comprehension skills and
determine the denotation and
connotation of words in the
poem.
The student will also read the
questions and respond orally.
Using Technology to Assess Students‟ Cognitive Skills 353
The teacher will inform the
students that the purpose of the
practice test was to ensure that
they have a good grasp of the
concept before they did the in
class assignment.
The teacher will distribute the
test and instruct the students to
place their names on the sheets
and begin working.
The teacher will move about the
room to ensure that the students
are on task.
The students will listen
attentively for the
instructions to begin the
work.
The student will be monitored
to ensure that he is on task.
CONCLUSION:
The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY:
The students will share what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 354
EVALUATION OF THE LESSON:
Today‟s lessons were probably my better lessons so far. I left both classes today feeling
literally on top of the world.
As I started my lesson with grade twelve, I tried to hammer home the importance of having
good reading comprehension skills in order to do well on the BGCSE English Language
examination and in practical real life scenarios. After hammering this point home for a few
minutes, I discussed the objectives with the students so that they could have easily related to the
lesson. For some unexplained reason, I had sensed a difference in the students‟ attitude for the
past two weeks. It was a kind of positive energy unmatched with any of the previous lessons
which I had taught. It seemed as if my students were primed for today‟s lesson and I was more
than prepared for the task.
My students were engaged in the lesson from beginning straight to the end. The introduction
captivated the students and the rapport which followed showed that the students were employing
good comprehension and analytical skills. As I explained the concept to the students, their
feedback to the probing questions was superb. In fact, even as they used context clues in the
stanza of the poem to determine the meaning the writer wanted to convey, their insight into the
character Richard Cory got me excited. The students had to give an in-depth analysis of Edward
A. Robinson‟s Richard Cory and Dylan Thomas‟ Do not go gentle into that good night. Again,
the rapport with the students was very enlightening. I also allowed the students to listen the
actual reading of the poem Do not go gentle into that good night by the poet himself. I
introduced the students to the poetry organization which I am a member of called American
Using Technology to Assess Students‟ Cognitive Skills 355
Poets.org. At the site, the students could find dozens of actual recordings form famous writers in
their own words.
I further cemented the concept by giving the students an on-line context clues quiz. Once I
had collected their papers, I reviewed the answers with them and based on their response, they
did extremely well. This strategy was adapted from Redesigning the Basics: Tennessee’s
community colleges use of technology to change their approach to developmental reading and
math (Mills, 2010). The strategy allows students to work at their own pace whether it is in a
traditional classroom setting or in the confines of their homes. The aim is still the same- that is to
assist the students improve their reading comprehension skills. I also made it convenient for the
students by emailing the reading comprehension websites to their Google mail accounts from the
weekend so that they could have had some practice before they came to today‟s class.
Additionally, what was so special about today‟s class was that at the end of my lesson one of
my students, Sharone (a pseudonym) said to me that she really enjoyed the lesson and that she
had learned a lot. Knowing Sharone, she has indeed made huge strides in attempting to stay
focus on her studies as she has been hit with multiple challenges in her personal life- tragedy
after tragedy. Sometimes during the lessons, she would appear blank or withdrawn. Even in her
daze I would call her name a few times and engage her. However, today, she was alert and made
some insightful comments during class. As she informed me that the lesson helped her in
understanding how to apply comprehension skills, I walked away knowing that I had achieved
my objectives.
All in all, this was a successful lesson.
Using Technology to Assess Students‟ Cognitive Skills 356
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 24th
Nov, 2010
Topic: Comprehension (Literal & Figurative Expressions) Duration: 55 mins
Class: 12C-H1 Lesson Number: 18
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know the meanings of these terms.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Define literal.
2. Differentiate between literal and figurative.
3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, white board, speakers, internet access, Computer Lab
CONTENT:
When a word is used with its normal meaning, we say that it is used in a literal sense (or
with a literal meaning). NB If something can actually happen, then we know that it is
used with its normal or literal meaning. When a word is used with a special, non-literal
meaning, we say that it is used in a figurative sense (or with a figurative meaning).
Using Technology to Assess Students‟ Cognitive Skills 357
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
Using Technology to Assess Students‟ Cognitive Skills 358
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 359
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will highlight the
importance of comprehension
skills in understanding how
words are used in context. The
teacher will further highlight the
fact that comprehension skills
are needed for their BGCSE
English Language examination,
college, and for life.
The teacher will probe the
students with a series of
questions to activate their prior
knowledge.
The teacher will then ask the
students to explain the term
literal and to provide examples.
This will lead into a discussion.
The teacher will provide a
Students will listen attentive
as the teacher elaborates on
the importance of
developing good
comprehension skills.
The students will respond
intelligently to the probes.
The students will explain
the term literal and provide
examples and discuss.
The students will engage in
The student will be monitored
to ensure that he is engaged.
The students will also be
asked a few questions to
engage him.
The students will also be
asked a few questions to
engage him.
Using Technology to Assess Students‟ Cognitive Skills 360
definition of the term literal and
provide examples. The teacher
will discuss each of the examples
and entertain feedback from the
students.
The teacher will ask the students
to define the term figurative and
provide examples. This will lead
into a discussion.
The teacher will provide a
definition of the term figurative
and provide examples. The
teacher will discuss each of the
examples and entertain feedback
from the students.
The teacher will engage the
students in a practice exercise
where they will read the
examples projected on to the
whiteboard and they will identify
them as either literal or
rapport with the teacher.
The students will define the
term figurative and provide
examples. They will also
discuss their examples.
The students will engage in
rapport with the teacher.
The students will work on a
practice exercise. They will
read the examples projected
on to the whiteboard and
they will identify them as
either literal or figurative.
The student will also engage
in the class discussion.
The student will also engage
in the class discussion.
The student will be monitored
to ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 361
figurative.
The teacher will engage the
students in a discussion based on
the practice exercise.
The teacher will allow the
students to watch a video from
Youtube.com to determine how
literal and figurative language is
used. The teacher will facilitate
discussions on the video
presentation.
The teacher will inform the
students that they will be given
an in class assignment. He will
explain the assignment and
distribute handouts.
The teacher will inform the
students when the allotted time is
up and collect the students‟
work.
The students will share their
responses to the practice
exercise.
The students will watch the
video presentation and
engage in discussion.
The students will receive
their handouts and begin
working.
The students will turn in the
assignment.
The student will also share in
the discussion based on the
practice exercise.
The student will be monitored
to ensure that he is on task and
engaged in the discussion.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 362
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned.
EVALUATION OF THE LESSON:
This lesson was not taught due to the Thanks Giving Day service which ended in an early
dismissal. It will be taught on Monday, 29th
November, 2010.
Using Technology to Assess Students‟ Cognitive Skills 363
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 29th
Nov, 2010
Topic: Comprehension (Literal & Figurative Expressions) Duration: 110 mins
Class: 12C-H1 Lesson Number: 19
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
Students should already know the meanings of these terms.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Define literal.
2. Differentiate between literal and figurative.
3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES:
Lap top, LCD projector, white board, speakers, internet access, Computer Lab
CONTENT:
When a word is used with its normal meaning, we say that it is used in a literal sense (or
with a literal meaning). NB If something can actually happen, then we know that it is
used with its normal or literal meaning. When a word is used with a special, non-literal
meaning, we say that it is used in a figurative sense (or with a figurative meaning).
Using Technology to Assess Students‟ Cognitive Skills 364
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
Using Technology to Assess Students‟ Cognitive Skills 365
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 366
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will highlight the
importance of comprehension
skills in understanding how
words are used in context. The
teacher will further highlight the
fact that comprehension skills
are needed for their BGCSE
English Language examination,
college, and for life.
The teacher will probe the
students with a series of
questions to activate their prior
knowledge.
The teacher will then ask the
students to explain the term
literal and to provide examples.
This will lead into a discussion.
The teacher will provide a
Students will listen attentive
as the teacher elaborates on
the importance of
developing good
comprehension skills.
The students will respond
intelligently to the probes.
The students will explain
the term literal and provide
examples and discuss.
The students will engage in
The student will be monitored
to ensure that he is engaged.
The students will also be
asked a few questions to
engage him.
The students will also be
asked a few questions to
engage him.
Using Technology to Assess Students‟ Cognitive Skills 367
definition of the term literal and
provide examples. The teacher
will discuss each of the examples
and entertain feedback from the
students.
The teacher will ask the students
to define the term figurative and
provide examples. This will lead
into a discussion.
The teacher will provide a
definition of the term figurative
and provide examples. The
teacher will discuss each of the
examples and entertain feedback
from the students.
The teacher will engage the
students in a practice exercise
where they will read the
examples projected on to the
whiteboard and they will identify
them as either literal or
rapport with the teacher.
The students will define the
term figurative and provide
examples. They will also
discuss their examples.
The students will engage in
rapport with the teacher.
The students will work on a
practice exercise. They will
read the examples projected
on to the whiteboard and
they will identify them as
either literal or figurative.
The student will also engage
in the class discussion.
The student will also engage
in the class discussion.
The student will be monitored
to ensure that he is engaged.
Using Technology to Assess Students‟ Cognitive Skills 368
figurative.
The teacher will engage the
students in a discussion based on
the practice exercise.
The teacher will allow the
students to watch a video from
Youtube.com to determine how
literal and figurative language is
used. The teacher will facilitate
discussions on the video
presentation.
The teacher will inform the
students that they will be given
an in class assignment. He will
explain the assignment and
distribute handouts.
The teacher will inform the
students when the allotted time is
up and collect the students‟
work.
The students will share their
responses to the practice
exercise.
The students will watch the
video presentation and
engage in discussion.
The students will receive
their handouts and begin
working.
The students will turn in the
assignment.
The student will also share in
the discussion based on the
practice exercise.
The student will be monitored
to ensure that he is on task and
engaged in the discussion.
The student will be monitored
to ensure that he is on task.
Using Technology to Assess Students‟ Cognitive Skills 369
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned.
EVALUATION OF THE LESSON:
This lesson was not taught due to the fact that the end of term examinations are set to begin.
Hence, my students had to sit the aural comprehension section of the examination. This lesson
will be taught on Wednesday, 1st December.
Using Technology to Assess Students‟ Cognitive Skills 370
THE COLLEGE OF THE BAHAMAS
SCHOOL OF EDUCATION
LESSON PLAN
Subject: English Language Date: 1st Dec, 2010
Topic: Drawing Conclusions/Making Inferences Duration: 55 mins
Class: 12C-H1 Lesson Number: 20
No. of Children: 16 Ability Range: Low
PRIOR KNOWLEDGE:
The students should already have some knowledge and experience in drawing conclusions and
making inferences.
RECOGNITION OF EXCEPTIONAL LEARNERS:
There is one student who is musically gifted.
OBJECTIVES:
Students will be able to:
1. Define infer.
2. Discuss drawing conclusions.
3. Make inferences.
INSTRUCTIONAL RESOURCES:
Lap top computer, LCD projector, white board, Internet access, speakers
CONTENT:
Drawing conclusions refers to information that is implied or inferred. This means that the
information is never clearly stated. Writers often tell you more than they say directly. They give
you hints or clues that help you "read between the lines." Using these clues to give you a deeper
understanding of your reading is called inferring. When you infer, you go beyond the surface
Using Technology to Assess Students‟ Cognitive Skills 371
details to see other meanings that the details suggest or imply (not stated). When the meanings of
words are not stated clearly in the context of the text, they may be implied - that is, suggested or
hinted at. When meanings are implied, you may infer them. You sometimes have to use clues in
the text to help you make infer or draw a conclusion.
Class Song: You needed me by Anne Murray
I cried a tear: you wiped it dry.
I was confused: you cleared my mind.
I sold my soul: you bought it back for me.
And held me up and gave me dignity,
Somehow you needed me.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
And I can't believe it's you, I can't believe it's true:
I needed you and you were there.
And I'll never leave: Why should I leave? I'd be a fool.
'Cause I've finally found someone who really cares.
Using Technology to Assess Students‟ Cognitive Skills 372
You held my hand when it was cold.
When I was lost, you took me home.
You gave me hope when I was at the end.
And turned my lies back into truth again:
You even called me friend.
You gave me strength to stand alone again,
To face the world out on my own again.
You put me high upon a pedestal,
So high that I could almost see eternity,
You needed me.
You needed me.
You needed me.
You needed me.
INTRODUCTION:
Teacher will introduce lesson by allowing students to focus on the class theme song for my
research sung by Anne Murray entitled “You need me”. This will serve as their motivation to
want to learn and at the same time build confidence in themselves. Teacher will then direct the
students‟ attention to the chalk board where they will see the topic and the objectives projected
from the LCD. The teacher will then express to the students the importance of today‟s lesson.
Using Technology to Assess Students‟ Cognitive Skills 373
Development:
Methods and techniques Student Activities
Adaptations for
Exceptional Learners
The teacher will continue
hammering the importance of
this concept to the students as it
has been a major challenge to
candidates of the BGCSE
English Language examination
over the years.
The teacher will also discuss
with the students the importance
of having good reading
comprehension skills in order to
master the comprehension paper
of the BGCSE English Language
examination.
The teacher will then probe the
students to activate their
background knowledge of
drawing conclusions and making
inferences. This lead to a
Students will listen
attentively.
Students will listen
attentively and share in the
discussion on the
importance of having good
reading comprehension
skills.
Students will respond
intelligently to probing and
engage in discussion.
The student will listen
attentively.
Students will listen attentively
and also engage in rapport.
The student will also share his
response to the probes.
Using Technology to Assess Students‟ Cognitive Skills 374
discussion.
The teacher will direct the
students‟ attention to the white
board where they will see the
notes on drawing conclusions
and making inferences. The
teacher will instruct the students
to only write the parts which are
highlighted as the lesson will be
sent to their G-mail accounts.
The teacher will work a few of
the examples with the students
and solicit feedback from them.
The teacher will further probe
the students to cement the
concept.
Students will write only the
highlighted parts of the
presentation.
The students will engage in
the process of analyzing the
examples and provide
feedback to the teacher.
The students will respond
intelligently to the probes.
The students will state what
they have learned from the
lesson so far.
The student will be monitored
to ensure that he is on task.
The student will also engage
in the analysis of the examples
and provide feedback.
The student will also respond
to the probes.
Using Technology to Assess Students‟ Cognitive Skills 375
The teacher will then inform the
students that they will have an
exercise to complete in class and
that they must use the same
strategies to the work.
The teacher will distribute the
handouts to the students and
instruct them to start working.
The teacher will also project the
work on the whiteboard.
The teacher will inform the
students when the allotted time is
up and collect the papers.
The students will receive
their papers and begin
working on their own.
The students will hand in
the class assignment.
The student will be monitored
to ensure that he is on task.
CONCLUSION:
The teacher will re-iterate the main point of the lesson.
CULMINATING ACTIVITY:
The students will say what they have learned from the lesson.
Using Technology to Assess Students‟ Cognitive Skills 376
EVALUATION OF THE LESSON:
This lesson was very exciting. Instead of using the class song to introduce the lesson, I
decided to talk to the students first on the importance of having good comprehension skills. I
gave them a definition of literal and figurative expressions. Then I allowed them to read a
summary of the plot outline and watch the promotional video clip of the powerful movie men
Men of Honor. We discussed some of the issues presented in the plot summary so that they could
have been prepared for full engagement in the lesson. Once I was satisfied that they ready to
engage in the discussion and exercise, I allowed them to watch the theme song for the film Men
of Honor entitled Win by Brian McKnight. We discussed the literal and figurative expressions in
the song and the students had to explain what McKnight meant literally when he used the
figurative expressions. This sparked much rapport and I was particularly impressed with the
students‟ rapport and level of critical thinking. This strategy was adapted from Writing for the
Instant Messaging and Text messaging Generation: Using New Literacies to support writing
instruction (Sweeny, 2010).
I also shared some of the students‟ digital stories with the class. There was much applause
amongst the students as they marveled at the amount of research and dedication their peers had
put into their work. I must say, this digital story concept can assist students in so many ways.
One of them is helping the students to become familiar with the new literacies and technology
which many of them will not be exposed to in a regular classroom setting. In my school, as in
most public schools, not every student has access to the computer labs or access to the internet.
They must be enrolled into a particular program in order to use the computer labs. In some cases,
many of the students may not have a computer at home either. Hence, by exposing them to the
Using Technology to Assess Students‟ Cognitive Skills 377
various technologies, I would have given them opportunities to imagine the impossible and
prepare them for their future roles in society.
As I recapped the main points of the lesson, I knew that I had made a connection with the
students. Every student wanted more examples so I gave them a hand out which I had prepared
and I also told them that in the power point presentation there were many other exercises linked
to it as well as on line resources. I transferred this lesson to the students‟ USB drives and
informed the others that I will email it to their G-mail accounts.
All in all, my objectives were achieved.
Using Technology to Assess Students‟ Cognitive Skills 378
Motivational Quote
“The most beautiful thing in the world is,
precisely, the conjunction of learning and
inspiration. Oh, the passion for research and the joy
of discovery!”
- Wanda Landowska
Using Technology to Assess Students‟ Cognitive Skills 379
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM
DATE SUBJECT TECHNOLOGICAL
EQUIPMENT USED
27th
Sept. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
29th
Sept. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
4th Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
13th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
15th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
18th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
20th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
25th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
27th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
Using Technology to Assess Students‟ Cognitive Skills 380
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM
DATE SUBJECT TECHNOLOGICAL
EQUIPMENT USED
29th
Oct. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
1st Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
3rd
Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
8th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet
10th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
12th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
15th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
17th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
22nd
Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
Using Technology to Assess Students‟ Cognitive Skills 381
24th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
29th Nov. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
1st Dec. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
3rd
Dec. 2010 English Language Laptop computer, LCD
projector, C/D and player,
internet, computer lab (A22)
Using Technology to Assess Students‟ Cognitive Skills 382
Behavior Problem Documentation Sheet
Names Date/Time Place/Room Behavior Disciplinary
Action Taken
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL
NIL NIL NIL NIL