ENG 297 DR. LIPSZYC SUMMATIVE TASKENGLISH LANGUAGE ARTS LESSON INTEGRATING TECHNOLOGY (MEDIA LITERACY)

Lesson Author(s): Parker Carpenter

Lesson Focus:What is the focus of the lesson? What grade level am I aiming for? The focus of the lesson is to demonstrate that students can analyze the short story The Story of an Hour by Kate Chopin, and a Calvin and Hobbes comic strip by Bill Watterson. They will need to compare and contrast the two forms of writing, looking at content as well as form. They will accomplish this through an analysis of the comic strip and short story, while later on taking specific aspects of the story (i.e. theme, irony) and depicting them in graphic form.

I will teach this to grade 11/12, due to the mature theme of the short story and the fact that the Common Core Standards I am aiming for are more relevant to this grade level.

Rationale, Common Core State and ISTE Standards:Why am I teaching this lesson? Which standards apply?

I am teaching this lesson in order to expose students to different forms of writing, and showing the strengths and weaknesses of both. I also want students to be able to take ideas and themes from texts and place them in the context of other forms of expression.

CCS:CCSS.ELA-Literacy.RL.11-12.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

CCSS.ELA-Literacy.RL.11-12.6Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

CCSS.ELA-Literacy.W.11-12.3bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.SL.11-12.1cPropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

ISTE Standards:

Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems

b. Select and use applications effectively and productively

Objectives: What, specifically, should the student be able to do, understand as a result of the teaching? (Bloom verbs)

Students will:Discuss the importance of dialogue and images in a comic strip

Create a narrative from the comic strip

Analyze a short story for irony, theme, imagery, and symbolism

Reconstruct the ironies, themes, imagery and symbolism from the story as a comic strip, in the context of the story (i.e., in the story world)

Prior Knowledge:What prior knowledge do my students need in order to be successful with the focus of this lesson?

Students will need to know how to write short narratives

Students will have to have read Kate Chopin's The Story of an Hour

(Optional): If a student chooses to use a computer program to create their comic as opposed to drawing by hand, knowledge of said program will be needed

Materials, Resources and Technology:Materials and resources (textbook, magic markers, etc.)Kate Chopin's The Story of an Hour

Technology Resources needed for this lesson:(Optional) A computer with Microsoft Paint, Photoshop, or other artistic programs

Web Addresses needed for this lesson: (Web site name followed by the complete web address None

Instructional Procedures(Anticipatory Set/Hook):How will you open the lesson to motivate the students? How will you relate this lesson to previous learning and to real life experiences, to explain the importance of the learning to the students? (requires student involvement).

I will begin by having the students view a Calvin and Hobbes comic strip. It will be a short, humorous strip, and the students will be looking at how important both the dialogue and the images are. The class will discuss their thoughts on the comic strip, and then will rewrite the comic strip as a short narrative. Finally, they will discuss the differences between the comic strip and the narrative.

Techniques and Activities:List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures, identify a variety of classroom teaching strategies (methods). Student-centered activities are included as well as guided practice of the learning. (Use language like teacher models, inputsstudents explore).

Students will be shown the comic strip, and discuss the techniques used by the author to make it humorous.

Students will rewrite the comic strip as a narrative, no longer than a paragraph. I will call on a few students to read their examples.

The class will discuss which method of telling the story was more effective, the comic strip or the narrative.

The students will be broken up into four groups. In these groups, the students will be given 5-10 minutes to discuss the short story, Kate Chopin's The Story of an Hour. They will have read the story the night before as homework. One group will focus on the theme of the story, one will focus on imagery, one on symbolism, and finally one on irony.

They will need to find a quote or two to support their findings, and will present them to the class.

For homework, the students will have to meet with their group outside of class to create a visual representation of their findings in the form of a comic strip. They will be given the option to draw by hand or use a computer program. However, if using a computer program, all photos or drawings must be original. They have to have at least two panels, and one must include dialogue. They must be printed out. (If a student is unable to meet with their group, they can meet with me after class to discuss an alternative assignment.)

The next day, students will hang up their comics and give a short presentation, telling the class how they went about creating their comic and what techniques they used. The class will peer review the presentation.

After their presentation, I will ask the students which method of storytelling, the short story of the comic, they thought was more effective.

This will begin a larger class discussion about the major differences between prose and comics, where we will pinpoint exact details that separate the two and make them different.

Lesson Closure:How will the lesson come to a close? The content should be summarized and related to future lessons.After this last discussion, I will give the students a handout for their final assignment for this unit. It will not be due for another couple of weeks, but this will allow students to begin thinking about the assignment. I will allow them to ask questions, then assign them another short story to read for homework.

Assessment/Evaluation: How will you measure the student's success using formative means? Put an x beside the appropriate mode of evaluation. Add any specific criteria you will evaluate with i.e., if you are marking a journal, are you looking for insight, expression, etc.

Anecdotal notes__x___Journal ______

Work Samples __x___Self-assessment ______(i.e., quick write, group chart)Peer-assessment___x___Checklist_____

Oral Questioning__x___

Interview/Conference_____

Student Products:What artifacts or products will result from this lesson either independently or by its inclusion in a unit? (Newsletter, essay, poem, diagram).

The students will have comics made of The Story of an Hour, which we will hang outside the classroom on a bulletin board.