MSL+1

=**MSL - Lauran, Alyson, Denel, and Sarah**=

**Link to Lesson:**
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**C:**
Evidence: Evidence:
 * Provides Clear Lesson Objectives **5**
 * Students will be able to identify the factors that caused widespread anxieties in America in the 1960s.
 * Students will gain an understanding of the appeal of //The Andy Griffith Show// in its historical context.
 * Exhibits sufficient knowledge of the subject topic/content? **5**
 * They have to write an essay.

**P:**
Evidence: If t he essay mentions a substantial number of the fears and appealing characteristics of //The Andy Griffith Show,// then the student gets a √+. This matches what the teacher taught in the beginning. Evidence: The lesson goes through each step and is very specific.
 * Assessments match instructional method **5**
 * Lesson appears to help organize and manage student behavior- -Explains sequence of events and procedures for students **5**

**T:**
Evidence: Students have to use a computer to access the online article and to write their essay. Evidence: If there is a problme with the computers. The digital article can be projected and students can recieve printed copys of the chart to fill out. Evidence: The teacher is using the computers for the students to not only read the text, but to write out their essay as well. Evidence: The technology is being used as a student tool because the students will access the online text book and type their essay.
 * Lesson plan incorporates at least 1 technology **5**
 * Discusses possible limitations to technology or potential problems, as well as solutions **5**
 * Provides clear rationale for technology choice **5**
 * Demonstrates understanding of technology as teacher tool or student tool **5**

**PCK:**
Evidence: The teacher guides the students by providing the students with the Andy Griffith article, a chart to organize their findings, and had them write an essay about what they discovered.
 * Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning **5**

Evidence: The teacher does not state anything about their being any possible misconceptions from the student stand point.
 * Demonstrates awareness of possible student misconceptions **1**

Evidence: A chart is provided to help student organize the content into different categories.
 * Presents appropriate strategies for developing understanding of the subject content **4**

**TPK:**
Evidence: The teacher can also project the articles/graph on the board. Evidence: They use the digital textbook to read the article. Evidence: the digital textbook allows them to read their material online
 * Chooses technologies enhancing approaches (teacher centered approaches) -- Uses technology to present material
 * Chooses technologies enhancing student learning (student centered approaches) -- Students use technology to explore content and achieve learning goals
 * Provides clear rationale for technology choice to deliver instruction

**TCK:**
Evidence: Yes, she used a digital textbook for the students reading Evidence: Yes - again, the digital textbook allows the students to read the article online.
 * Chooses appropriate technologies for subject domain (mathematics, science) **5**
 * Link between technology and content is obvious or explicit **5**

**TPCK:**
Evidence: Yes, because she provides the digital textbook as a bridge from what she's going to be teaching. Evidence: She could show an episode of Andy Griffith to provide them with an even better background.
 * Appropriately uses content, pedagogy, and technology strategies **5**
 * Technology enhances content objectives and instructional strategies **3**

**Overall evaluation of this lesson: 4**

 * Overall, it was a good lesson. We liked how they incorporated the show into the lesson plan and the idea of the digital textbook was good as well.**