Juan Soriano 11/28/15

Vega EDU 5170

Tech Integrated Lesson Plan

Standards: Common core

Key Ideas and details:

CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Craft and Structure:

CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Text Types and Purposes:

CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.3.A: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.C: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

CCSS.ELA-LITERACY.W.9-10.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.E: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Range of Writing:

CCSS.ELA-LITERACY.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standards: ISTE NETS for Students

1. 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.

5. Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

6. 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

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

Lesson Objectives

Tenth grades students will be able to understand the basics of reader response literary criticism

theory; read and analyze works of literature; write using descriptive words; and create a

picturebook short story, collection of narrative vignettes, or poetry collection incorporating

imagery.

Introduce the Learning Activity:

A. Describe how you will communicate the lesson objective to the students. How will

you tell them what they will learn in this lesson?

This lesson will be in the third day of a weeklong unit on nature and literature. Using the

previous day’s homework assignment (reading Alice Walker’s The Flowers) as a way to

springboard into the day’s assignment, I will give the students a brief overview of my plans for

the day. I’ll write out an agenda on the board to prepare students for the day’s activities. I’ll

also be walking around the room to see if any students do not understand what is going on,

stopping and offering them more individualized help.

B. Describe how you will provide a motivator. How will you get students interested

in this lesson?

I want to begin by briefly discussing what the students feel about their skills of

description. I will use this to spark a brief discussion about the importance of showing vs telling

in writing. Using the energy from the discussion, we will talk about how the previous day’s

homework reading, The Flowers, uses descriptive imagery. I believe that starting with a

discussion will heighten the students’ attention for the story because they will want to see how

their opinions were proven or disproven. This initial discussion will also be a tool I use to inspire

the students to become involved in their storybook or poem collection piece. Then, we will read

the poem I Wandered Lonely as a Cloud to see how imagery works in poetry. Using these two

points to get their attention, we will analyze the poem using reader response theory.

Provide Information:

A. Describe how you will provide any definitions, explanations, descriptions,

procedures, examples, and/or samples needed for this lesson.

I plan on providing the students with one reading ahead of time and one in class. The

short story The Flowers will be assigned as homework, and the poem I Wandered Lonely as a

Cloud will be read in class by the students. The images the students use for their picture books

will all be pulled from google images and will be shared on a google doc with the class, but will

be selected by the students as they will be used to tell the stories or poems the students will

write. I will give them a brief overview of reader response theory in class and will provide them

with storybird accounts.

Provide Practice:

A. Describe how you will give students an opportunity to practice the exact task

stated in the objective.

The discussions on the readings and technology based exercises we will do will give

students ample opportunities to practice the exact tasks in the lesson plan. Our discussions will

allow them to analyze the literary works and further their understanding of reader response

theory. The creation of the picture book will engulf the other tasks. First, the students will

choose pictures of nature or industrial settings from the docs online. Then, they will write out

their stories or poems in Microsoft Word which incorporate or describe the images along with

two or three sentences to explain why they chose the pictures and format of storytelling they

did. Finally, the students will bring it all together using storybird to create a six to eight-page

picture book. Students are encouraged to go up to ten pages for extra credit points. The

creation of the picture book will allow students to not only write creatively, it will also

encourage them to think more artistically.

B. Describe how you will give students an opportunity to practice the exact task

stated in the objective individually, as well as in groups. (You may have only

individual practice, but not solely group practice.)

The students will have the option to work with their peers in choosing their pictures.

Class discussions have to done at the group level, but as this lesson focuses on creative writing,

most of the exercises will be done individually. Students who are done making their own books

can read their peers’ work and give feedback.

Provide Knowledge of Results:

A. Describe how you will provide verbal feedback to the students on their practice

efforts.

As I walk around the room, I plan to provide students with verbal feedback as they

progress through their picture books. I’ll walk around the room, briefly looking into the books

that the students are producing. I will then give support or directions as needed. When

students submit their picture books the next day, we will have a faux book launch for every

student’s book where I will give more positive feedback. This will also encourage their peers to

give feedback, which will give the students more than just my perspective on their work.

B. Describe how you will provide written feedback to the students on their practice

efforts.

My written feedback will also be at their book launches. The students will have to

submit their written scripts and their books before our book launch presentations. There, I will

give them their scripts back with feedback. At the end of their presentations, I will give them

back the rubric of their books and presentations. This detailed feedback will acknowledge the

areas students excelled in for this project and also give them some tips to improve their

descriptive writing skills.

Review the Activity:

A. Describe how you will, or how you will have students, summarize the important

points in this lesson.

To summarize the important points in the lesson, I plan on having a brief discussion with

students on descriptive writing that refers back to the literature we’ve read for today’s lesson.

I’ll start by giving students a brief statement on what it is and then ask them to contribute with

their own experiences writing creatively. Then, I’ll ask students to fill out a brief exit slip on

what they learned about descriptive writing and how they feel their skills of descriptive writing

improved. If they do not feel it improved, they can write about why they feel it didn’t and what

they feel I could have done to help them improve.

Method of Assessment:

A. Describe how you will assess whether or not the students have learned the skills

outlined in the learning objective. Provide a sample test, rubric, scoring guide, etc.

For assessment, I plan on giving students a rubric for how I will grade their picture

books. This rubric will take into account the attention to detail in their books, how much they

wrote, how they relate their image to their text, and how they edited their work. I also will

revise their work for submitted word documents to see if they could explain their choices in

pictures and their connection to the text.

Lesson plan outline time frame

Read I Wandered Lonely as a Cloud and discuss The Flowers using reader response

theory: ten minutes. Students will read the poem I Wandered Lonely as a Cloud and discuss the

assigned reading The Flowers. Here, I introduce the main point of our digital lesson, which is

how to use imagery and write descriptively.

Introduce picture book project and give students the options between picture themes to

work with: five minutes. Students will attempt to write using imagery just like the authors did in

an attempt to improve their descriptive writing.

Work on the picture book project: twenty-five minutes. The students will spend the rest

of the period interacting with storybird to create their picture books to practice creative and

descriptive writing.