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Technology Integration Plan & Podcasts

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Using the Elements of Fiction and Information Literacy to Understand and Present Short Stories
Dr. Clark FRIT 8530
Erin Altmeyer

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STAGE 1 – DESIRED RESULTS
Unit Title: Using the Elements of Fiction and Information Literacy to Understand and Present Short Stories
10th Grade Literature 3 Week Unit
Georgia Common Core Standard: ELACC9-10L2: Determine a theme or central idea of 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. ISTE Standards for Students: 3. Research and Information Fluency—Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results Understandings: Students will understand that…  Active readers employ comprehension, analysis, and evaluation skills before, during, and after reading.  Information Literacy is the ability to locate, evaluate, and use information effectively (ACRL definition).  Not all books, databases, and websites are created equally for certain kinds of research.

Essential Questions:  What makes a good story?  How do readers identify the elements of fiction?  How is theme reflected through character behavior and elements of plot?  How can I use books, library databases, and websites to find analysis and literary criticism information on my short story?  What makes a resource credible and reliable?  What makes a good presentation?

Students will know:  Definitions and elements of short story fiction including: setting, character, protagonist, antagonist, exposition, climax, resolution, omniscient, plot, point of view, symbolism, and theme.  Research is a process.  Proper research and citation takes time and requires attention to detail.

Students will be able to:  Read and analyze short stories, paying attention to the literary elements in the story.  Recognize theme within a text.  Design responses to short stories, focusing on sharing details about the story with others.  Evaluate book, journal, and website resources.  Organize research material into a presentation.  Correctly cite resources within a bibliography.  Search library databases and books for applicable information.  Identify useful and trusted websites.  Explore the presentations of others and respond in writing.  Demonstrate effective speaking and listening skills.

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STAGE 2 – ASSESSMENT EVIDENCE
Performance Task: Presentation Goal: Your task is to create and give a presentation summarizing a short story and analyzing a theme(s) using PowerPoint or Prezi. Role: You are a researcher and presenter. Status updates: Audience: Your teacher and fellow classmates. Situation: You will select a short story to read. You will analyze the story using the Elements of Fiction graphic organizer. Research will be conducted using library books, databases, and credible websites to analyze your short story‟s theme(s). Through research, you will develop a greater understanding of your story and the elements of fiction within your story. (Facets—Interpretation, Perspective) Product Performance and Purpose: You have been asked to share your knowledge with your classmates via presentation. Your classmates should have a clear understanding of your story plot, theme(s), and your personal reflection at the end of your presentation. Guidelines for creating and giving a successful presentation should be followed. (Facets—Explanation, Interpretation, Application, Perspective) Standards and Criteria for Success: Your project must meet the following standards:  Elements of Fiction are clearly understood with emphasis on identifying theme(s).  All required elements: character list, plot summary, setting, symbols, theme analysis with supporting research, and personal reflection of your story are included in the presentation.  Presentation duration is between 5-7 minutes.  Images (including photographs, graphics, and clipart) support the information.  The presentation is well organized and formatted with minimal to no spelling errors.  Research is conducted using library resources (books and databases) and valid websites.  Minimum of 3 resources, only one resource may be from the Internet.  Bibliography includes all referenced resources and is correctly formatted.     Elements of Fiction graphic organizer (Facets— Explanation, Interpretation) Literary Research worksheet (Facet—Explanation) Presentation platform choice Bibliography formatting, group editing (Facet— Application) Other Evidence: Elements of Fiction Quiz (Facet—Application) Information Literacy Quiz (Facet—Application)

Self-assessment: Students will rate their own presentations using the project rubric. (Facet—Self-Knowledge) Peer-Review Questionnaire: Using the Short Story Peer-Review Questionnaire, students will rate the presentations of their peers. (Facet—Empathy)

Performance Tasks
All documents below are attached

Elements of Fiction Quiz Information Literacy Quiz Graphic Organizer Literary Research Worksheet Presentation Rubric Peer-Review Questionnaire

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STAGE 3 – LEARNING PLAN
Week 1
Day 1:  Have students discuss pet peeves that drive them crazy. (H, T)  Introduce the Essential Questions and discuss the culminating unit performance tasks (quizzes, research, presentation, etc.). Guidelines and due dates of the various activities are reviewed. (W)  Listen to “The Tell-Tale Heart” found at http://www.youtube.com/watch?v=LUFqBKUwRe8 (H) Day 2:

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Brief class discussion about prior knowledge of the elements of fiction. (W, E-1) Watch animated version of “The Tell-Tale Heart” found at http://www.youtube.com/watch?v=WmyFXxqLZX8&feature=related (H) Watch “Elements of Fiction” video podcast (.mp4 file attached) (PowerPoint example). It is important that students take notes during the podcast. The elements and definitions reviewed will help them understand and evaluate their short story, complete their Elements of Fiction graphic organizer, and perform well on their elements of fiction quiz. (E-1) Discuss and review elements of fiction in “The Tell-Tale Heart” as a class. (R)

Day 3:  Library day. The entire class period will be spent in the library. Using the assignment guidelines, students will select their short story title. They may print their story from the web (using http://www.classicshorts.com/bib.html or another source), a library database, check out a book from the library, or use their textbook if applicable. (E-1, O)  Story selection must be approved by the teacher. No repeats within one class, first come first serve for short story selection (short story must have at least 2000 words). (E-1) Day 4:  Elements of Fiction Quiz. (E-2)  Handout Elements of Fiction Graphic Organizers. Each student will use the graphic organizer to identify the different Elements of Fiction within their short story. (E-1, O)  Quiet reading time. Students may use the remaining class time to read and analyze their story. (R) Day 5:  Continue reading and working on Elements of Fiction graphic organizers. Students are encouraged locate textual evidence of each Element of Fiction within their short story. This will support their understanding of the elements. The organizers will be due the following school day. (R, O)

Week 2
Day 1:  Collect graphic organizers. The teacher will check that the graphic organizer is completed correctly and will return it to the student for their own reference. (E-2)  Watch “Information Literacy” video podcast (.mp4 file attached) (Prezi example). Students are encouraged to take notes to help them review for their Information Literacy quiz later in the week. (W, E-1)  Discuss prior knowledge of Information Literacy and new understandings. (E-1, R) Day 2:  Watch “Database” video podcast (.mp4 file attached). (E-1)  Watch “Catalog and Online Book” video podcast (.mp4 file attached). Students will need to take notes on both video podcasts with particular attention paid to the concept of keywords, Boolean operators, truncation, and the importance of an index. Content will be on the Information Literacy quiz. (E-1)  As a class, read the article “Literary Contexts in Short Stories: Edgar Allan Poe‟s „The Tell-Tale Heart‟” found in the Literary Reference Center Database (Article attached). Students will work in small groups to identify keywords within the article and locate text within the short story that fits the symbols and motifs mentioned in the article. Students will also answer the discussion questions at the end of the article. Review the group keyword lists and

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examples at the end of class. (R, E-2) Homework: watch “MLA Citation” video: http://www.youtube.com/watch?v=EaFcJ3f4fJk&list=PL2KiAs6dgzkEpWuzeRyjWkfZBrU3wRodD&index=6 (E-1)

Day 3:  Watch “Evaluating Websites” video: http://www.youtube.com/watch?v=AFEwwG7rq0E&list=PL2KiAs6dgzkEpWuzeRyjWkfZBrU3wRodD&index=3 Information in the video will also be included on the Information Literacy quiz. (E-1)  Discuss surprising components as a class. (E-1)  Give each student the 5 W‟s of Website Evaluation handout http://kathyschrock.net/abceval/5ws.pdf (E-1, R)  Visit library to begin research on short stories. Teacher and Media Specialist assist. (E-1)  Task: Literary Research: Getting Started worksheet. (W, E-1, O) Day 4:  Information Literacy Quiz. (E-1)  Each student will receive a copy of the presentation rubric. The remainder of the class period will be used to discuss the rubric categories and scoring. (W, O) Day 5:  Have a class discussion about what students like and what they find distracting in presentations. This will include the presentation itself (PowerPoint transitions, Prezi zoom, etc.) and presenter mannerisms. (E-1, T)  Review Presentation Guidelines PowerPoint (PowerPoint attached). (W, E-1)  Compare student responses prior to viewing the presentation with components presented in the elements of a good presentation PowerPoint. (R)  Weekend homework: watch how-to videos on creating PowerPoint or Prezi presentations. (E-1, T) PowerPoint: http://www.youtube.com/watch?v=5vTUYBQL2OY&list=PL2KiAs6dgzkEpWuzeRyjWkfZBrU3wRodD&index=1 0 Prezi: http://www.youtube.com/watch?v=tolWEl7oBQg&list=PL2KiAs6dgzkEpWuzeRyjWkfZBrU3wRodD&index=7

Week 3
Day 1:  Visit library to finalize research and begin or continue creating presentations. Teacher and Media Specialist assist (E-1)  Collect Literary Research: Getting Started worksheet. The teacher will check that the worksheet is completed correctly and will return it to the student for their own reference. (E-2)  Students will report to the teacher their chosen presentation platform. (T)  Students will review their bibliography formatting in teams. If necessary, students will make revisions to their bibliographies. (R, E-2)  Homework: continue working on presentations—presentations begin in two days. Students should begin working on their personal reflection, referring back to the pet peeve discussion as a way to discover how they can relate to their own short story. The reflection should also discuss what they liked and disliked about the story and any eye-opening revelations during research. (E-1) Day 2:  Visit library to finalize presentation creation. Teacher and Media Specialist assist. (E-1)  Students will use the presentation rubric to make sure all elements and guidelines within their own presentation are followed. (R)  Homework: students should present their presentation to their family or practice in front of a mirror. Time the presentation. (E-1) Days 3-5:  Class presentations on individual short stories. (E-2)  Students will complete Peer-Review Questionnaires on each presentation. (R, E-2)

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Bibliography
McTighe, J. & Wiggins, G. (2005). Understanding by design. Alexandria, Virginia: ASCD. McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, Virginia: ASCD. Mitchell, D. (1997). Using short story collections to enrich the English classroom. English Journal 86(8), 73-77. Northrup. (2007). Short story unit: essential questions and unit objectives. Retrieved on July 1, 2013 from http://classrooms.psdr3.org/education/components/scrapbook/default.php?sectiondetailid=12377&go=&sc_id=1163527554&sc_i d=1163527554 ReadWriteThink. Short story fair: Responding to short stories in multiple media and genres. Retrieved on June 30, 2013 from http://www.readwritethink.org/classroom-resources/lesson-plans/short-story-fair-responding-418.html Toolboxpro. (2011). Short stories unit. Retrieved on July 1, 2013 from http://v2.toolboxpro.org/secure/teachers/4774/111110120653_Unit_Plan_-_Students.pdf