TPACK Creating Assignment Template – Ayat Yousef

Subject English Language Arts

Grade Level 9

Learning Objective (2017) STRAND: COMMUNICATION AND MULTIMODAL

Content Knowledge

LITERACIES

9.1 The student will participate in, collaborate in, and

make multimodal presentations both independently
and in small groups.
a) Make strategic use of multimodal tools.
b) Credit information sources.
e) Assume responsibility for specific group
tasks.
f) Share responsibility for collaborative work.
Pedagogy Planning

In this activity, my students are going to use Sutori to create a multimodal, collaborative
presentation exploring the personal life, career, and legacy of an American poet.
 Activity (T) – Teacher, (S) – Students, (TS) Students and Teacher

The timeline for this project follows the college-prep

high school model which divides class periods into 90-
minute intervals meeting every other day. The 2-week
timeline for this project indicates that the teacher and
the students will meet for a total of 5 days (7.5 hours).

Day One – Project Introduction (60 minutes)

SOL: 9.1.f

1. (T) Introduce project - The teacher will begin by

gathering students’ background knowledge.
After a brief discussion, she will display the
project sheet on the smartboard and explain its
goals, details, and methodology.

2. (TS) Sign up for and experiment with Sutori -

The teacher will inform the students about
creating presentations and instruct them to
access Sutori.com on their personal devices.
Using the smartboard display, she will guide
students on how to sign up for a free account.
The students will then create a blank
presentation which will be used to experiment
with the tools.

3. (T) Group placement - The teacher will proceed

to use PickerWheel.com to randomly place
students into groups of 3.

4. (S) Meet with group members - The students

will move around the room to meet with their
group members. The teacher will help students
who are unfamiliar with their classmates.

5. (TS) Create and share Sutori website - After the

groups have been formed, the teacher will
instruct the students on how to collaborate on
a singular Sutori presentation. She will
designate one member from each group to
create another blank presentation and share it
with the other members, who will then ensure
that they can collaborate on the shared
presentation. The students will also be
Pedagogy

instructed to change the privacy settings to

public using Sutori’s Share feature.
 6. (TS) Explore and finalize choice for poet - As a
group, the students will research American
poets. Their goal, as a group, is to decide which
poet they will present on. They will title their
presentation on Sutori using the poet’s name
and place their names in the subtitle. The
teacher will take note of the groups’ choices
and make sure that their choice is appropriate
for the project.

Day Two –Citations + Student Sample (45-60 minutes)

SOL: 9.1.a/9.1.b

1. (T) Presentation on citing sources - The teacher

will begin by explaining to students the
importance of citing sources. After a brief
discussion, she will introduce students to the
MLA style of citation.

2. (TS) Practice citing - As a class, the students

and the teacher will practice creating a citation
for an online text using the Bibliography
section on Sutori. This process will be repeated
using a YouTube video and image (multimodal
texts). After the modes have been cited, the
teacher will briefly indicate how and when to
use an in-text citation.

3. (TS) Go through student sample - The teacher

will use the student sample to explain
advanced features like embedding and
inserting images. The students will follow along
by experimenting on the blank Sutori
presentation created on the first day (not the
group presentation).

Day Three – Workday (45-60 minutes)

SOL: 9.1.a./9.1.e/9.1.f

1. (S) Assign roles and distribute work - Each

presentation involves three sections/headings,
one per group member (personal life, career,
and legacy of the poet). The group will assign
sections of the Sutori presentation for
members to work on. Each student will then
create a section on the presentation with the
appropriate title.
 2. (S) Preliminary research - The students will
spend the remaining time researching their
designated sections and locating appropriate
multimodal texts. By the end of the period,
they should have at least two multimodal texts
cited in the Bibliography section of their group
presentation.

Day Four – Workday (60-90 minutes)

SOL: 9.1.a/9.1.e

1. (S) Work on sections - The students will work

on their group presentation. They will be
required to cite three multimodal texts (image,
video, online text) in the Bibliography section
on Sutori. The information from these sources
will be used to type their sections. They will
also be required to embed at least one image
of the selected poet. By the fourth day,
students will have been familiarized with how
to accomplish these tasks. They can model the
student sample or create their own template
so long as the three required sections are
indicated with appropriate headings. Even
though the students will be working on their
own sections, the group members will be
responsible for providing feedback to one
another. By the end of the period, the groups
should have a cohesive, final draft.

Day Five – Mock Presentations (30-45 minutes)

SOL: 9.1.f

1. (T) Presentation on Present feature - The

teacher will briefly instruct students on how to
use Sutori’s Present feature.

2. (S) Perform mock presentation - By the fifth

day, the groups are expected to have finalized
their Sutori presentations. They will spend this
period practicing with the Present feature.

Presentation Day 1 & 2 (30-45 minutes each)

SOL: 9.1.f

1. (S) Group presentations - The students will

present their projects on Sutori to the class
using the smartboard.
 Web 2.0 Technology
Technology
Link to the example product you
made pretending to be a student
Mobile App Option
https://www.sutori.com/en/
The students will use Sutori to create a multimodal,
collaborative presentation. They will experiment with
citing sources, embedded multimodal texts, presenting
as a group, etc. Sutori is especially useful because of its
easy-to-learn, simple design.
https://www.sutori.com/en/story/walt-whitman-
student-sample--NHMgMHW5FmXc3KP3ggUpcvsy
Although Sutori does not have a mobile app, its
website is mobile-friendly and accessible with Internet
connection. Students can collaborate and select any of
the features available on desktop via the mobile
version of the website.