J.K.

Pseudo High-School

Gordon L. Knighton III

J.K. Pseudo High-School Staff
December 11, 2021
 Ladies and gentlemen of the school board, I write to you today to humbly state my case that
J.K. Pseudo High-School continues its support of technology integration within its educational
program. I have been teaching in the Clark County school district for an undetermined number
of years, and before that most of my education was done here. The students in my class have
shown an immense improvement in both grades as well as proactivity when switched to a
blended learning environment. Last semester my students were doing a presentation about
major U.S. wars in groups of 4. Using the padlet they were not only able to effectively collect
resources and collaborate effectively, but I was able to look into each of their projects
throughout the project and offer advice or critiques.

When I was in school I was often told I won't always have a calculator on me, or I had to
memorize everything because I won't always have a book. However I am rarely without my
phone and with this one device I can do both those things, as well as call a friend for advice and
clarify that other sources information that doesn't contradict. My teachers did not intend to lie.
How could they have known the way the world would change, but we know now. It may have
seemed true at the time but the world simply isn't that way anymore. If we keep blindly peddling
this lie that we cannot change with the times than its the students who are going to suffer for
our stubbornness. Rote memory is no longer the sustainable route. Teaching children Research,
and how to utilize the technology around us is far more valuable.

Zhang, Binding and other's 2016 meta analysis on Learning in one-to-one laptop environments
shows that students receiving 1:1 student to computer learning receive an overall boost to
efficiency and a substantial boost to independent study.
Additionally the school district has already spent the money to integrate technology into J.K
Pseudo High-School. Now all we need is to continue the program, a program that does provide
its own built in funding fixes. Digital course work means a major decrease in printing necessary.
Same with many analog resources like physical textbooks, enough pencils papers, crayons
markers for the class. The smart board already installed in my classroom eases the need for a
plethora of devices. Refusal to continue technology guided education at J.K. Pseudo
High-School would not only be bad for the students and staff, but also a complete waste of
already used funds.
 Work sited

Parkay, F. W. (2020). Becoming a teacher, 11th edition. Pearson.

Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop
environments. Review of Educational Research, 86(4), 1052–1084.
https://doi.org/https://eric.ed.gov/?id=EJ1121563

3. Identification of Standards
This section is back burnered in order to ensure that the most amount of work is completed this
week.
 LESSON PLAN
• Name of lesson: 7plots Comic

• Grade Level Appropriateness: 8- 12

• Technology Content Standard Addressed: 1.3 Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and others.
Mainly 1.3a 1.3b and 1.3c

1.6 Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
Mainly 1.6b 1.6c and 1.6d

• Objective: learn the 7 basic plots and how to use them to create unique stories. Exhibit
creativity and learn to work together with a team to produce creative works.

• Materials needed to facilitate the lesson: a computer and a drawing software such as
photoshop, kritta, or procreate. May also use pixton comic builder.

• Suggested group size: 3

• Procedures:
Plot summary essay: They would first have to turn in a short description of which of the 7 plots
they are choosing for their project. This essay should not have any character or setting but
rather a basic summary of the plot as it is layed out in provided in sired sources.
rough Draft/script or storyboard: they should begin on a rough draft for their project this should
include a script or storyboard. They must follow the chosen plot however they should create their
own scenario characters. They shouldn't make this as a final product rather treating it more like
an outline. This won't be graded as long as it's turned in they receive the points for it.

Main project: they will begin working on their comic, it should include atleast 5 panels and
should have a noticeable beginning, middle, and end. Should clearly follow the plot it is
exhibiting. The comic should have correct grammar except where is a clear a choice ( i.e. Tom
sawyer). The comic will be read to the class as it is projected on the white board.

Reflection: After presenting the comic each team member must write a reflection on the project
this should include what you liked about the project, what you learned, and what you would
change if you did the project again. You must also highlight something one of your teammates
did that contributed greatly to the project.

• Assessment:
Plot summary essay 0-5
Rough draft 0 or 10
Correct grammar, vocabulary, and spelling 0-10
Cohesiveness of voice 0-10
Understanding of the plot structure 0-20
Beginning 0-5
Middle 0-5
End 0-5
Creativity 0-10
Reflection 0-10
 EXAMPLE

Quest
Protag goes on a journey to get an important item there are obstacles in the way.

Script
Kendrill Franz is working on alchemy, and notices that he has run out of an important
component.

When he finds the component a monster is by it

He throws a Rick to distract the monster

He returns home to finish his experiment