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EDUC 2220- Educational Technology Lesson Plan Template Change In Your Own Story; Craft and Structure In Literature

Ryden Harriott GRADE 3/ English & Literature

Common Core Standards:

IMPORTANT: When you are finished entering all of your information into the template, any information provided

for standards related to your area/grade level.

If you are planning a lesson for students Pre-K and younger, use the Ohio Early Learning Standards here:

Lesson Summary:

Briefly describe the procedures and purposes of the lesson. You’ll go into more detail later, so just provide a

summary of what the lesson entails.

The purpose of the lesson is for students to understand words and phrases used in text, and to distinguish literal and nonliteral language, and to understand how events in a story affect later events. The purpose of the lesson is also to teach students the difference in point of view from that of the narrator and that of the character(s). Students will obtain enduring understanding by writing their own stories centered on the subject of change. Students will be read the book Locomotive by Brain Floca, which describes the way the United States changed after the establishment of the railroad. The book contains the third-person voice of a narrator, as well as second-person directives when addressing characters.

Students will use class time to write their own stories centered on change using the Storybird online education application, with each student working independently on their iPad. Students will receive one-on-one support from a teacher and assistant who will be floating and monitoring the progress made by students.

The lesson entails reading a story out loud to the class that describes a piece of technology that altered the history of the country. Te lesson is geared at understanding point of view, figurative language and story structure. Students will be asked to create a story using Storybird web application to describe a piece of technology or idea that changes the world. The lasting educational endowment is the expression of the structure of literature through the student’s unique idea for change. Students will use the Storybird online Application to

Estimated Duration:

The lesson will be 105 to 130 minutes, broken up into five 15 to 20-minute lessons, with 30 minutes devoted to

reading the book and introducing students to the Storybird program. The first lesson will be on a Friday, with students having the weekend to think about what they will base their stories on, after being read the book in class. Students will be asked to write down notes immediately after being read the book, the notes can be anything, and can be as simple as just a few words. The assignment will be described to students as any kind of story that has any element of change; as small as a caterpillar changing into a butterfly, or as big as a super- computer that connects everyone in the world.

Include an estimate of the time needed for instruction. (ie. “This lesson will take about two hours. I plan on dividing the lesson into two days, with each class period lasting 55-60 minutes). Keep in mind that for younger students, lesson may need to be broken up into smaller sessions, while older students may benefit from longer lessons.

Your lesson needs to be at minimum 100 minutes long, and up to 250 minutes long (roughly five 50 minute class periods.) The time can be broken up into as many sessions as you deem appropriate for your grade/age group.

Commentary: discuss briefly your approach to the lesson here. What do you anticipate being a challenge? How will you get your students “hooked” into the lesson?

I feel that the concept will be broad and difficult for the students to grasp at first, but once they understand the freedom and creativity they can employ, I think they will become more attentive. I also think that students may differ greatly in how quickly they acclimate to the Storybird application, this is why I will need at least one

other educator to help with students that are ahead or behind, to avoid a “bottleneck” result that would leave

some students lost and some students bored, and this can be accomplished by scaffolding and guiding students that are struggling and asking questions of students that are ahead, encouraging them to elaborate on their story ideas.

Instructional Procedures: (This will be one of the most detailed sections of this assignment).

Describe the instructional steps that will be taken to implement the lesson. For each section of the lesson, document how much time it will take and what students are expected to do. Make sure to cite your uses of technology as often as possible.

Please take the time to provide a clear narrative as to how the lesson will unfold.

Day 1:

First minute: Teacher will ask open-ended questions relating to the book, and that moment in U.S. history. Next ten minutes: Teacher will read the book Locomotive, pausing to briefly elaborate on figurative and literal language, cause and effect, and point of view. Next ten minutes: Teacher will ask the students reflective questions about the book, the subject of change, and ideas they may have for their stories, that will need to have a change, a consistent point of view, and figurative and literal language. I feel as if I should begin by gathering the students on the carpeted part of the floor and addressing them as a

group. The lesson will begin by asking students open-ended questions about change that they see in the world around them, and how that change can have a big affect or a small affect. I was to ask them open-ended questions about things that change their lives, such as owning a computer, or adopting a pet. I will use these questions as a lead-in to the book, briefly describe the idea of change as it relates to the book, and then simply describe story structure. I feel that I should also use open-ended questions to discuss character, language and point of view in a story. The students need to remain seated, or they may move around if they need to, while staying part of the group. The students may ask questions during the reading after raising their hand. The teacher will take the opportunity to point out the figurative language used by the author on pages 5, 15, and 18, and explain the difference between figurative and literal language.

“What does it mean, while riding in the train, that buildings appear to „rush up close, then fall away‟ to

passengers?” Elaborate on the experience of riding in a car, and how moving with a vehicle can feel like not moving, and can make stationary objects look animated.

“What does the author mean by rails ran like rivers? Before the railroad, how did people travel?”

Questions teacher can ask to prompt students to think about what they are going to base their stories on:

This is a story about change, what is change? What are some things that change our lives? How does a character tell a story?

Day 2:

Day 2: Students will begin by booting up their iPads and logging into Storybird. Teacher will monitor the students‟ progress and provide scaffolding-like assistance for students that are having trouble getting started.

Teacher will use questions as encouragement and guidance. On the first day students will establish a main character and setting, and point of view for the story. Teacher will remind students of the difference between both first and third person story telling, and remind them to remain consistent in their own stories.

“Will you be telling this story as a narrator or will your character be telling this story?”

“Where does this story take place?”

“What do you want to happen next?”

Students should be able to make the following clear:

In the text, I can make my opinion clear.

I can spell correctly, and use proper grammar.

I

can support my story changes with details and causes.

  • I can use capital letters to begin each sentence and refer to characters by name, and I can use

Punctuation to end every sentence.

  • I can introduce my thoughts and opinions on the change that takes place in my story.

Students will be encouraged to take their iPads home with them, and work on their stories outside of class.

Day 3: First ten minutes: Students will begin by working quietly on their stories while the teacher and a teacher assistant monitor the progress made by students. Students should have a clear beginning and a character established, and be working towards a conflict. For students that are ahead, the teacher will ask “What happens

next?” or “You‟ve worked hard on your story so far, I can see, keep going, and feel free to take the story wherever you want it to go.” Students that are behind will be reminded that they don‟t need to share everything they write, and they can keep their writings away from their peers if they prefer. Students who are struggling

with a beginning will be encouraged to “write through it” and to begin with a setting, and then add a character.

Next ten Minutes: Teacher will let students continue to work, and while addressing to the class, between providing one-on-one help, the teacher will try to address students fears on writing. Teacher will remind students that this is a formative assessment, and they will not be graded on their creativity.

Students will be encouraged to take their iPads home with them and get peer review from their families, and continue their stories.

Day 4: First twenty minutes: Students will be given twenty minutes of class time to continue their stories. Teacher will give feedback on the students‟ work thus far, ask appropriate questions regarding cause and effect concerning change in their stories. Teacher will remind students of the importance of maintaining a point of view, and how one thing leads to another, or builds upon another in a story. Teacher will ask students to elaborate on figurative language.

Day 5: First twenty minutes: Teacher will remind students that they should have a clear idea of what their stories and characters are progressing towards. Teacher will review work with students and help them elaborate on descriptions of people, places and occurrences. Teacher will remind students that it is always best practice, although not always very fun, to re-read their story themselves and make small changes to help with overall clarity, for the benefit of the reader. Students will be encouraged to take their iPads home with them to continue working on their stories.

Day 6: First ten minutes: Students who are finished or near-finished will be encouraged to peer-review and share their stories in small groups. If students like, they can continue to put the final changes into their stories. Teacher will spend their time working one-on-one with any students who are struggling to put the final touches on their stories. Next ten minutes: Teacher will ask students to email a link to their stories so the teacher can check their work. Final minute: Teacher will ask the group if any of them would like for the teacher to share some of the stories

using a Smartboard in the future. Students may vote to have their stories submitted or not, and to remain anonymous if they prefer.

etc.

Pre-Assessment:

One strategy I plan on using for the pre-assessment is asking simple questions before reading the book Locomotive. I plan on asking students about their personal lives, and changes that we have all experienced, like getting a new pet and the change it had on us, or reading a book, or making a new friend. The idea that I want to communicate is how events effect and build upon later events. I want to touch upon point of view by reflecting on lectures I give, or stories the students tell, by saying they are in first person by using the word “I”, and explain third-person narration. Getting students to make the connection between the stories they comfortably tell each other and writing a story down. Another pre- assessment is obtaining spontaneous writing samples from students, possibly collected from an earlier assignment, to determine which students may need more assistance.

I think that I should do an informal assessment based on questions about the subject and giving examples of text, and asking from what point of view the story is being told. Also, asking students to tell jokes, and telling jokes, so that students can learn how previous events lead to the understanding of later events. The teacher can say things such as “Would the end of the joke (punch line) make sense by itself? No, it needs a previous event to give it context. Just like a joke needs a set-up, a story needs to start one place, and end up somewhere else.”

“What causes the change in your story?” “How does that change make the character feel?” “How does that change affect where the story takes place?” “What is a „big‟ change?” “What is a „small‟ change?”

Scoring Guidelines:

Students will be assessed on the use of literal and figurative language, their story must contain at least one example of both.

Students will be assed on whether or not their story has an element of change that alters other components of the story. The sequence of events must build, in either a realistic or non-realistic way.

Students will be assessed on their stories maintaining a consistent point-of-view.

Formative assessment will take place over the course of the week while students are working on their stories. Teachers will help students maintain a point-of-view by asking questions such as: “Who is speaking here? And who is speaking at this point? Are they the same voice?” Teachers will help students explain the changes and sequence of events by providing an “outsider” perspective. Students

will be asked questions regarding their choice of language and asked questions about literal and figurative language.

Post-Assessment:

The post-assessment will be reflecting on the students’ stories to see if they fully met the criteria above. Students that were unable to meet all the requirements will be given the opportunity to be tutored on craft and structure in literature.

Scoring Guidelines: The only scoring guidelines will be pass/fail. Students must meet 100% of the requirements or they will fail and need an intervention program in the form of tutoring. Anything less than 100% understanding will lead to problems in learning later.

.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: this might be an extra “challenge” assignment using technology, or an opportunity for these students to peer-tutor students who are struggling- explain.

Discuss additional activities you could do to meet the needs of students who might be struggling with the material:

Extension

Provide a link to a website where students could go to learn more about the standards you are addressing in your lesson.

Briefly explain what the site is and how students could benefit from using it.

Describe work that will be assigned to students outside of the classroom. (In the next assignment, you may provide “examples” (generated by you) of student work if possible). Brainstorm ways that you could make these homework activities technology-based.

If your students are too young to do “homework”, use this space to explain how you‟d encourage parent

involvement at home in learning the skills addressed in your lesson.

Interdisciplinary Connections

Tell how the lesson can be integrated with at least two other content areas to strengthen student learning. For

example, if you‟re having your students do a comparison and contrast paper on Hamlet and Macbeth, what other subjects could you draw into the lesson? Perhaps you‟d want to talk about the social and political climate of the time period of the two plays (History) as well as the big questions asked in each play- “to be, or not to be?” (Philosophy and Ethics).

Materials and Resources:

For teachers

List the materials you will need to teach the lesson.

REMEMBER: we want to use technology as much as we can in this lesson, and make it as helpful as possible to our students. What will you need, and how will you do this?

For students

 

List the materials your students will need to complete the lesson and learn the material. We want students to use technology for this lesson. What will they need (iPads, laptops, a smartboard, etc)?

Key Vocabulary

List key terms that need to be defined prior to or as part of instruction here.

Additional Notes

Any additional information about your lesson- or notes for me- go here!