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Stage One: Desired Results Course/Grade: 12th British Literature/Technology Teachers: Ms. M. Atkins/A.

Goseer Common Core Standards: ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELACC11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. ELACC11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELACC11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. 21st Century Learner Dates: March 24-28, 2013

1.1.4 - Find, evaluate, and select appropriate sources to answer questions. 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness to needs, importance, and social and cultural context. 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.2.2 - Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 - Demonstrate creativity by using multiple resources and formats. 2.1.1 - Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 - Organize knowledge so that it is useful. 2.2.4 - Demonstrate personal productivity by completing products to express learning. 3.1.1- Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 - Use writing and speaking skills to communicate new understandings effectively. 3.1.6 - Use information and technology ethically and responsibly. 3.3.1 - Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.7 - Respect the principles of intellectual freedom. 4.1.3 - Respond to literature and creative expressions of ideas in various formats and genres.

Skills: Students will be able to Research a British Literature author and analyze how he/she reflect society in their writing. State the relationship between place and literature. State the relationship between the writer to tradition. Stage Two: Assessment Evidence Performance Tasks/Projects (Summary): Other Evidence (quizzes, tests, academic prompts, Class Discussions, Reading, Note taking observations, dialogues, work samples, student selfassessment): Stage Three: Learning Plan Be very specific in explaining and describing activities/performance in which students will complete Day Instructional Strategies Procedure Differentiated Opening: Report to library. Instruction Mini-lesson: Students will be briefed over British Literature Project Prior Knowledge Work Period: Library Research biography, literary analysis Technology (characterization, mood, theme, plot, irony (situational and dramatic). Integration Closing: Tell me something you learned about your author. Homework: Work on British research project. MON

Recall Note-taking Discussion Technology Cooperative Learning

Opening: Report to library. Mini-lesson: Students will be briefed over electronic presentation for British Literature research project. (www.weebly.com) This account was created prior to today to expedite time. Work Period: Library Students will transfer researched information (authors life and achievements) to be compiled into an electronic presentation. The media specialist will present this as the teacher scaffold students.

Students will login to their Weebly account. www.weebly.com Set up the pages by creating the following tabs: Authors biography Date of birth Parents/siblings Marriage/Family Education Achievements/Humanitarianism Publis hed Works (If any were made into a movie) Death Circumstances surrounding death Reference You must use the standards of MLA and grammar conventions. Site all information that you obtained from the internet. You must use clear and pertinent pictures (at least 6-10 pictures). Pop Quiz Create a pop quiz of five questions for the class based on the research for your electronic presentation. Lite rary Analysis Write a 2-3 page literary analysis on one of the following from the book you chose: A. Characterization B. Irony (Situational or Dramatic) C. Theme D. Mood E. Plot, etc. Electronic Movie Ad Create a movie ad for your novel and present it to the class. Self-Assessment The student will write at least five of the following statements. I learned how to . . . . . statements. I need help with . . . . . statements.
Media Note taking Journal Graphic Organizer Homework: Work on British research project. Refer to the County Curriculum.

WED

TUES

THURS

Reading Differentiated Instruction Newspaper & Internet Media Differentiated Instruction

Refer to the County Curriculum.

Name (first, last) T itles

Refer to the County Curriculum.

FRI

Resources

BRITISH AUTHOR LIST


N N N, D N N N N N N N N N N, D N D N S N N N N,S

enre Austen, Jane

Pride and Prejudice/ Sense and Sensibility/ Emma Adams, Richard Behn, Aphra Ballard, J.G. Boswell, James Bronte, Charlotte Bronte, Emily Brookner, Anita Burgess, Anthony Burney, Fanny Butler, Samuel Carroll, Lewis Christie, Agatha Clarke, Arthur C. Congreve, William Conrad, Joseph Coward, Noel de la Mare, Walter Defoe, Daniel Dickens, Charles Doyle, Arthur Conan Watership Down

The Royal Slave/ Orooncko/ The Amorous Prince Empire of the Sun The Life of Samuel Johnson Jane Eyre Wuthering Heights Hotel du Lac A Clockwork Orange Evelina The Way of All Flesh/ Over the Range Alice in Wonderland trilogy Murder on the Orient Express/ Ten Little Indians Childhoodd End/ 2001 The Way of the World/ Love for Love Heart of Darkness/ Lord Jim Valorous Flippancies/ Cavalcade Songs of Childhood/ Henry Brocken Journal of the Plague Year/ Adventures of Famous Moll Oliver Twist/ A Christmas Carol/ Great Expectations Micah Clarke, Rodney Stone/ Adv. of Sherlock Holmes

du Maurier, Eliot, George Eliot, T.S. Fielding, Henry Foden, Giles Ford, Maddox Ford Forster, E.M. Fowles, John Galsworthy, John Gay, John Golding, William Grahame, Kenneth Graves, Robert I,

Daphne Rebecca Middlemarch/ The Mill on the Floss Murder in the Cathedral The History of Tom Jones/ History of Joseph Andrews The Last King of Scotland The Good Soldier/ The Inheritors Howards End/ A Passage to India The Ebony Tower/ The Enigma Forsyte Chronicles The Beggars Opera, Trivia Lord of the Flies/ The Inhibitors The Wind in the Willows Claudius KEY N= Novelist D= Dramatist S= Short Story writer

N N D N N N N N N D N N N

Suggested Websites
http://www.classic-literature.co.uk/british-authors/ http://classiclit.about.com/od/britishwriters/British_Writers_From_the_United_Kingdom_Great_Britain_England.h tm http://www.wmich.edu/english/academics/graduate/grad-exams/british- modern.pdf http://www.encyclopedia.com/topic/English_literature.aspx http://en.wikipedia.org/wiki/Category:British_women_writers http://images.google.com/ http://library.laguardia.edu/files/pdf/mlaquickonline.pdf http://owl.english.purdue.edu/owl/section/2/11/

Electronic Presentation Rubric


2 pts The presentation does not address the correct content that was assigned. There is no evidence of research on topic. 3 pts The presentation addresses most of the content that was assigned. Some crucial details are left out of the presentation. There is evidence of research on the author chosen. 4 pts The presentation addresses all components. There is evidence of thorough research done on the topic. 5 pts The presentation goes beyond with evidence of thorough research including student personal comments and suggestions. Totals

Content

Creativity Graphics and Text

The presentation shows no effort to be creative. The presentation does not engage the reader in the material being presented. Crowded with images.

The presentation is somewhat creative. There are aspects of the presentation that are creative, but the presentation overall does not engage the reader as a whole. Plain, not visually appealing. Presentation is difficult to read. It would be difficult to understand the presentation without asking a lot of questions.

The presentation is creative, and it somewhat engaging to the reader. Text and visuals work together.

The presentation is very creative, and it engages the reader as a whole. Text and visuals work well together and is enhanced by the other. Attractive, with notably creative elements Presentation reads naturally. It is understandable without having to ask questions.

Presentation barely legible and one cannot tell what goes Clarity and where. It would be Neatness impossible to understand the presentation without asking a lot of questions. There are many grammatical/spelling errors that greatly distract viewers from the content of the presentation.

Presentation is easy to read. It is understandable without having to ask a lot of questions.

Grammar and Spelling

There are some grammatical/spelling errors that distract viewers from the content presented in the presentation.

There are almost no grammatical/spelling errors that distract viewers from the content presented in the presentation. The presentation is mostly professional.

The presentation had no grammatical/spelling errors. The presentation as a whole is very professional, and does not distract viewers away from the content of the presentation.

Total points