Final Project: Technology Integration Plan-Understanding Point of View

URL to my Integration Lesson Plan (click here)

My integrated lesson plan was taken from my CURR 310 class, Inclusion Module.  While the lesson focuses on increasing students’ understanding of how to identify an author or character’s point of view, the lesson was adapted in order to meet the needs of a student who is communication impaired.

The lesson begins with a lecture and teacher presentation, where the teacher explains to the students what point of view is and how to identify it.  He/she will then read aloud the story “The True Story of the Three Little Pigs” by Jon Scieszka in order to model how to identify and recognize a particular character’s perspective.  I decided to incorporate a projector into the lesson in order to visually display the short story for those students who are not audio learners, as well as provide a visual reference for all students.  Since the story is told from the wolf’s point of view, the students will be able to see how context affects the perception of a story.  The teacher will conduct a large group discussion where the students will be able to voice their understandings as well as any initial questions.  Furthermore, the children will be provided with a graphic organizer and writing utensil in order to take notes from the lecture and class discussion.  The strategies and technology used align with the first standard because it helps students determine a speaker’s point of view and identify how the speaker’s language supports that point of view.  It also aligns with the NETS-S: Communication and Collaboration, because the students are working collaboratively in the large group discussion.   

After the group discussion, the teacher will present the video version of the story “The True Story of the Three Little Pigs.”  The students will be asked to break off into small groups of three or four and then compare the video version of the short story with the actual text.  They will again be provided with a graphic organizer, this time a Venn diagram, in order to organize their findings and notes.  These strategies and technologies align with the standard CCSS.ELA-Literacy.RI.9-10.7 because the students will be analyzing the short story from different mediums, including print and digital.

The teacher will then have the students assess the validity of the speaker’s point of view, determining if there is any distorted or exaggerated evidence provided in that speaker’s version.  This task directly aligns to the standard CCSS.ELA-Literacy.SL.9-10.3, because students need to “evaluate a speaker’s point of view...identifying any fallacious reasoning or exaggerated or distorted evidence.”  Furthermore, the teacher will provide guided practice as a method of scaffolding, and prompt the students’ critical thinking skills through the Q & A technique.  This task also directly aligns with the NETS-S: Critical Thinking, Problem Solving, and Decision Making.

The students will continue their collaborative discussion, which aligns with both the standard CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions and NETS-S: Communication and Collaboration, however, this time utilizing Wiki Spaces.  Through Q & A and critical thinking, the students will continue to dissect both texts and engage in an online discussion where they can contribute to their fellow classmates’ findings.  In addition they will be able to engage in peer-editing, which will help them in the future when they need to revise their own work.

Lastly, the teacher will assign an individual task which will count as the students’ assessment.  The task will require the students to use Photo Story, a website where students can create their own story and include voice recordings as well as music.  In their story, the students will be asked to tell a narrative from a specific character’s point of view.  However, besides creating the visual version of their tale, the children will also be asked to hand in the print version of the script.  The students will then do an oral presentation where they identify the differences between the digital and print version of their narrative.  This final assessment aligns directly with the standard CCSS.ELA-Literacy.SL.9-10.5: Make strategic use of digital media…in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.  The reason being is because it asks the students to create a story using a website in order to demonstrate what they have learned in the lesson, while simultaneously engaging their interests.  Furthermore, it aligns with the NETS-S: Creativity and Innovation, because students are using the website to demonstrate their creativity as well as knowledge.   

Overall, the lesson incorporates different strategies as well as technologies in order to cater to the needs of the student with communication impairment.  

Picturing a Writing Process: Photovoice and Teaching Writing to Urban Youth

Of all the articles i read in my Read 411 class, the one that resonated the most was "Picturing a Writing Process: Photovoice and Teaching Writing to Urban Youth." As a future English teacher, one of my ultimate goals is to have students fully understand the writing process. In order to help students better understand and appreciate the writing process, the article attempts to find ways to "help students develop richer connections to... the English class tasks by illustrating the tasks larger relationship to school" (Zenkov and Harmon 575). The project "Through Students Eyes (TSE)" was initiated in order to meet this goal.

TSE uses a "photovoice" method, which allows "middle and high school students of diverse backgrounds and living in poverty to document via photographs... what they believe are the purposes of school, the support for their school success, and the barriers to their school achievement" (Zenkov and Harmon 575). As I mentioned in the other blogs, the definition of literacy has now expanded to include media, electronic, and musical texts. By having the students take and respond to images, the project motivates them to engage in reading and writing tasks. Since the students are taking pictures of things that are relevant to them, then they will be able to write reactions that are not only more detailed but found in critical thinking skills. this becomes evident when the students are asked to make a connection between the photo they took and the three questions posed in the beginning of the article.

The project provided each student with a 35mm digital or point-and-shoot camera, and over the course of four months to over a year, the students were asked to answer the three questions regarding school. After downloading their images, the students would meet every other Saturday in order to discuss and write about their photos. Students would revise their writings " for clarity and writing conventions in one-on-one conferences with [the teacher]" (Zenkov and Harmon 577). Overall, the purpose of the project was to focus primarily on the students reflections rather than the pictures.

This integrated lesson is definitely something I would consider using in the future. By having students take pictures of things that are relevant to them and then write about them, their interests become more realistic and tangible within the classroom setting. In order to keep students engaged and involved, they need to feel that their interests matter and that they have a "voice".

References:
 Zenkov, Kristien and James Harmon. " Picturing a Writing Process: Photovoice and Teaching Writing to Urban Youth."
Journal of Adolescent & Adult Literacy 52.7(2009) : 575-584. Print.

Life in a 21st-Century English Class

While browsing the internet, I came across an educational blog that reminded me of the “Critical Literacy Guide” I was asked to read in my Read 411 class.  The article argues that students should implement critical thinking skills in order to elicit social change.  While the article discusses that critical thinking can help create awareness against social injustices, the blog takes these same ideas and implements them through technological means.  In the blog, the author states “I teach in an inquiry, project-based, technology embedded classroom” (Wright).  Instead of simply lecturing, the teacher asks her students to piece information together, critically evaluate what they have learned, and then reflect on their own learning (Wright).

For this 21^st Century English Classroom, research plays a major role in meeting the curriculum and teaching goals.  One of the units the teacher is covering is childhood.  However, for this particular lesson she uses Patricia McCormick’s novel “Sold” in order to focus on the loss of childhood through human trafficking.  The teacher first asks her students to “open a Google doc, access their Diigo or Delicious account, and sign into Symbaloo” (Wright).  This is an effective way to help students initiate their research process and organize their thoughts as well as findings.

Since this is a project-based classroom, the students are then asked “to create a social media campaign to raise awareness around modern slavery” (Wright).  The teacher states “It’s not enough for my students to learn about slavery, they need to do something with it, specifically ‘real world’ projects that matter” (Wright).  I am really pleased to see that the teacher helped students “use social media wisely” and showed them “how social media can be used for social good” (Wright).  This not only engages the students but it helps the issue become more realistic.  Some social networks the students used were Flickr, Facebook, YouTube, Tumblr, and Twitter.

Although the teacher implements several other forms of technology, the last method they really called my attention was Museum Box.  Instead of writing a traditional essay, the teacher asks her students to create a Museum Box where they are able to develop an argument or description of an event, person, or historical period by placing the items in a virtual box (Wright).  The students use this method to argue their thesis instead of creating a five paragraph essay.  This is a great way to help students bring their arguments to life.  Overall, the lesson successfully utilized technology in a way that not only engaged the students but demonstrated them as active learners.       

Wright, Shelley. “Life in a 21st-Century English Class.” Mind/Shift How We Will Learn. KQED, 2011. Web. 02 May. 2013.

Life in a 21st-Century English Class (click here)