Shirley+Larry's+Activity

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
Lesson Title: Expository Writing – Problems-Solution Composition Subject/Grade: English 10 ||  ||
 * A Standards-Based Approach **
 * Unit Title: What Matters
 * GOAL: to write a Problem-Solution composition ||
 * Arkansas' Content Standards: **
 * 1) **Students will write expository compositions and research reports that assemble and convey evidence in support of the thesis. **
 * 2) **Students will use rhetorical strategies with special emphasis on argumentation/persuasion that demonstrates logic. **
 * 3) **Students will use elements of discourse as purpose, speaker, audience, and form when completing expository writing assignments. **
 * 4) **Students will write a problem-solution composition **
 * 5) **Students will use writing strategies to generate ideas, plan, organize, evaluate, and revise the expository composition. **
 * 6) **Students will create research products such as oral presentations, reports and essays that structure ideas in a sustained and logical fashion. **
 * 7) **Students will establish a focus for research and design a research plan to answer a set of questions. **
 * 8) **Students will use key words to search a database to find specific information. **
 * **ISTE NETS-S **
 * **ISTE NETS-S **

o  Creativity and innovation o  Communication and collaboration x Research and information fluency ||

o  Critical thinking, problem-solving, & decision-making o  Digital citizenship o <span style="font-family: 'Arial','sans-serif';"> Technology operations and concepts || Day One: Prewriting || <span style="font-family: 'Arial','sans-serif';">Students will · <span style="font-family: 'Arial','sans-serif';">identify the people who can put their proposed solution into action and will choose details that will matter to them · <span style="font-family: 'Arial','sans-serif';">choose details that will matter to that audience by focusing on what information the audience needs, what prior knowledge the audience has and what biases the audience holds · <span style="font-family: 'Arial','sans-serif';">read a student model and review the characteristics of an effective problem-solution essay, read the marginal notes and identify the problem and the solution with its supportive examples and explanations || <span style="font-family: 'Arial','sans-serif';">Paper and Pen Copy of Student Model || Paper and Pen || Summaries and Paraphrases || Student focus on task and progress will be monitored continuously || <span style="font-family: 'Arial','sans-serif';"> Accommodations and extensions: For less proficient readers, the editorial section of the local and/or state paper will be used to help with identifying possible topics. These editorials often contain possible solutions to problems. Possible topics for the less proficient reader may also be found in the letters to the editor section of magazines. <span style="font-family: 'Arial','sans-serif';">Evaluations will be done daily through teacher-observation. Through these evaluations, decisions to extend or follow schedule will be determined. || <span style="font-family: 'Arial','sans-serif';">Lesson reflections and notes: Students will give a written reflection during the last five minutes of the class periods on Day One, Day Three, Day Five and Day Seven.
 * <span style="font-family: 'Arial','sans-serif';">Instructional objective(s): **
 * <span style="font-family: 'Arial','sans-serif';">The students will write a problem-solution composition to identify and explain a problem and then present two or more possible solutions to it. Emphasizing expository writing, the problem-solution composition should have a clearly identified and explained problem, a proposal of realistic, well-planned solutions, evidence in support of the proposed solutions, logical organization that includes an introduction, a body and a conclusion and varied sentence length. **
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">During class ||
 * <span style="font-family: 'Arial','sans-serif';">Time || <span style="font-family: 'Arial','sans-serif';">Instructional Activities || <span style="font-family: 'Arial','sans-serif';">Materials & Resources ||
 * <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">Time || <span style="font-family: 'Arial','sans-serif';">Instructional Activities || <span style="font-family: 'Arial','sans-serif';">Materials & Resources ||
 * <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">choose a topic by using sentence starters.
 * <span style="font-family: 'Arial','sans-serif';">will finish each of the four sentences
 * <span style="font-family: 'Arial','sans-serif';">choose one of the sentences and its related problem as the subject of their essays
 * <span style="font-family: 'Arial','sans-serif';">write about the selected sentence for three or four minutes
 * <span style="font-family: 'Arial','sans-serif';">“loop,” or circle, the most important or interesting word in what has been written
 * <span style="font-family: 'Arial','sans-serif';">write about that word for five minutes
 * <span style="font-family: 'Arial','sans-serif';">choose the most interesting or important word in what has been written
 * <span style="font-family: 'Arial','sans-serif';">continue looping until a very specific problem has been identified
 * <span style="font-family: 'Arial','sans-serif';">review Self-Assessment rubric to know expectations || <span style="font-family: 'Arial','sans-serif';">Paper and pen ||
 * <span style="font-family: 'Arial','sans-serif';">Day Two: Considering the Audience || <span style="font-family: 'Arial','sans-serif';">Students will
 * <span style="font-family: 'Arial','sans-serif';">Day Three: Research & Inquiry || <span style="font-family: 'Arial','sans-serif';">Students will
 * <span style="font-family: 'Arial','sans-serif';">use key words to search a database to find specific information
 * <span style="font-family: 'Arial','sans-serif';">apply research skills to collect a variety of primary and/or secondary sources
 * <span style="font-family: 'Arial','sans-serif';">paraphrase and/or summarize information to avoid plagiarism || <span style="font-family: 'Arial','sans-serif';">Assigned Internet accessible computers
 * <span style="font-family: 'Arial','sans-serif';">Day Four: Research & Inquiry (continued) ||  ||   ||
 * <span style="font-family: 'Arial','sans-serif';">Day Five: Drafting || <span style="font-family: 'Arial','sans-serif';">Students will
 * <span style="font-family: 'Arial','sans-serif';">present the problem in an introductory paragraph and briefly outline the proposed solution
 * <span style="font-family: 'Arial','sans-serif';">illustrate the problem and present the proposed plan by providing details in the body of the composition
 * <span style="font-family: 'Arial','sans-serif';">summarize the proposed solution in the conclusion by reviewing the key steps
 * <span style="font-family: 'Arial','sans-serif';">finish with a thought-provoking question or quotation to leave a strong impression in readers’ minds || <span style="font-family: 'Arial','sans-serif';">Paper and Pen
 * <span style="font-family: 'Arial','sans-serif';">Day Six: Revising || <span style="font-family: 'Arial','sans-serif';">Students will
 * <span style="font-family: 'Arial','sans-serif';">revise to strengthen support
 * <span style="font-family: 'Arial','sans-serif';">revise for sentence variety || <span style="font-family: 'Arial','sans-serif';">Paper and Pen ||
 * <span style="font-family: 'Arial','sans-serif';">Day Seven: Publishing and Presenting || <span style="font-family: 'Arial','sans-serif';">Students will choose one of the following ways to share their writing:
 * <span style="font-family: 'Arial','sans-serif';">Present a Proposal: Present the proposed solution to a group of classmates and ask for feedback.
 * <span style="font-family: 'Arial','sans-serif';">Write a letter: Rework the composition as a letter to someone who can put the solution into action. || <span style="font-family: 'Arial','sans-serif';">Paper and Pen ||
 * <span style="font-family: 'Arial','sans-serif';">Notes: Student groupings are not a part of this plan but may become necessary in the revising and publishing stages. If grouping becomes necessary, both high and low ability students will be grouped together for collaborative support.
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">EVALUATE AND EXTEND

References: Arkansas Depart of Education. (2006). English Language Arts Curriculum Framework: Grade 10. Retrieved 4/3/2010 from [].

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Mason, OH: Cengage Learning.

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
= Daily Lesson GAME Plan Template = by James Ullman || <span style="font-family: 'Arial','sans-serif';">Related Lessons: Expository Writing || X Creativity and innovation X Communication and collaboration o <span style="font-family: 'Arial','sans-serif';"> Research and information fluency || <span style="font-family: 'Arial','sans-serif';">
 * A Standards-Based Approach **
 * <span style="font-family: 'Arial','sans-serif';">Lesson: //A Boy and a Man// //from Banner in the Sky//
 * <span style="font-family: 'Arial','sans-serif';">10th Grade English/Language Arts || <span style="font-family: 'Arial','sans-serif';">Unit: What Matters ||
 * GOALS ||
 * Content Standards: **
 * Students will write responses to literature that: **
 * ** Articulate the significant ideas of literary works **
 * ** Support important ideas and viewpoints with evidence from the text **
 * ** Recognize conflicts (character dilemmas) as revealed by characters’ motivations and behaviors **
 * English Language Arts National Content Standard **
 * ** Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. **
 * ** ISTE NETS-S **

X Critical thinking, problem-solving, & decision-making X Digital citizenship o <span style="font-family: 'Arial','sans-serif';"> Technology operations and concepts ||
 * <span style="font-family: 'Arial','sans-serif';">Instructional objective(s): Students will create a blog to illustrate their comprehension of the important ideas and viewpoints of a literary work. Realizing that these ideas or viewpoints can be revealed through the characters’ motivations and behaviors, students will recognize, identify and analyze the literary element conflict as it determines “What Matters” to the character(s). **

25 – 30 minutes 5 – 10 minutes
 * ACTION ||
 * **<span style="font-family: 'Arial','sans-serif';">Before-class preparation: Students read “A Boy and a Man” by James Ullman, write and respond to the Guide Questions of the story and use these responses as notes of support as needed. **
 * <span style="font-family: 'Arial','sans-serif';">Portable computer lab must be delivered as requested. ** ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">During class ||
 * <span style="font-family: 'Arial','sans-serif';">Time || <span style="font-family: 'Arial','sans-serif';">Instructional Activities || <span style="font-family: 'Arial','sans-serif';">Materials & Resources ||
 * <span style="font-family: 'Arial','sans-serif';">1st Day: 5 – 10 minutes

2nd Day: 10 – 15 minutes

30 – 35 minutes 5–10 minutes

3rd Day: Entire Class Period

4th Day – Entire Period

5th Day – Entire Period || <span style="font-family: 'Arial','sans-serif';">Individually, students will sign out lap tops.

Introduce the blog; allow students to use a search engine to investigate the blog and to summarize their understandings Return laptops

Discuss the blog and its purpose Sign out laptops

Go to established class blog, read homepage purpose and question on blogging. Go to personal page of class blog and respond to question on blogging. Give your response a title. Return laptop

Write a draft in response to the following prompt. After completing the prompt, read your draft for editing purposes. If time permits, sign out a laptop and post draft to your personal page of the class blog.

<span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Writing Prompt: <span style="font-family: 'Arial','sans-serif';"> Many times we are confronted with both internal fears and external obstacles that prevent us from pursuing our dreams. Rudi’s dream was to climb Citadel, the one remaining unclimbed peak in the Alps that had also caused his father’s death as he and two others attempted the climb. When faced with conflicts about achieving personal dreams, how do we decide what to do? When do we make this decision? Should we pursue our dreams even though love ones and others talk against them? In an expository essay, respond to the above questions as you write about a dream that you cast aside because of opposition from others or a dream you are pursuing/have pursued or are accomplishing/have accomplished despite conflict.

Complete blog post

Read classmates’ blogs and respond to at least two of the blogs by giving relevant comments of support and/or reverent and relevant comments of disagreement. Whether you support or disagree with the post, your comments must have logical evidence as a basis.

Complete fourth day assignment(s) || <span style="font-family: 'Arial','sans-serif';">Lap top computers and Internet access

Summaries from previous class period

Laptop with Internet access; paper and pen optional

Paper and pen (possibly laptop)

laptops (paper and pen optional)

Laptops (paper and pen optional) || <span style="font-family: 'Arial','sans-serif';">Ongoing assessment(s): Monitor students’ blogging activities to assure participation and being on task. Standard use of grammar, punctuation, spelling and sentence structure Accommodations and extensions: Possibly, the time frame of the lesson may need to be extended. Through monitoring and adjusting, the accommodations and extensions will be determined. Backup plan: Peer editing will be the backup plan for any problems that may arise with the use of the laptops or the use of the Internet.
 * MONITOR ||
 * MONITOR ||

Shirley Larry Daily Lesson Plan
= = Expository Writing/A Boy and a Man from Banner in the Sky by James Ullman || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">**Arkansas Content Standards:** <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">X Creativity and innovation X Communication and collaboration <span style="font-family: Wingdings; mso-ascii-font-family: Arial; mso-char-type: symbol; mso-hansi-font-family: Arial; mso-symbol-font-family: Wingdings; msoasciifontfamily: Arial; msochartype: symbol; msohansifontfamily: Arial; msosymbolfontfamily: Wingdings;">o <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';"> Research and information fluency || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Lesson Title: A Dream Attained/ A Dream Buster || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Related Lessons:
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">English 10 || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Unit: What Matters ||
 * 1) **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Use appropriate visual aids in presentations **
 * 2) **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Speak for literary response, expression and analysis **
 * 3) **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Identify features and techniques used by specific media to inform **
 * 4) **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Demonstrate an understanding of features and techniques used by media for specific effect **
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">English Language Standard: **
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Students use spoken, written, and visual language to accomplish their own purposes **
 * **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">ISTE NETS-S **

X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts ||
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Instructional objective(s): **
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">To demonstrate their comprehension of how viewpoints and ideas of a literary element can be illustrated through the character’s motivation and behavior as he/she uses these actions as avenues of self-discovery in determining what matters most. **
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">To bring together the content of the blog entry which analyses conflict as it determines what matters most and technology as a tool of expression **
 * **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Before-class preparation: Laptops are present for check-out; magazines for finding pictures ** ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Times New Roman'; text-align: center;">During class ||
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Time || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Instructional Activities || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Materials & Resources ||
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Day One
 * <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Day One

Day Two

Day Three

Day Four

Day Five

Day Six

Day Seven

Day Eight

Day Nine

Day Ten

Day Eleven || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Individual sign out of laptops Based on personal blogs, identify personal character traits that empower/entangle Return laptops

Check out laptops Review list of character traits that empower/entangle Find and save desired pictures, portraits or drawings to represented identified traits Return Laptops

Check out laptops Gather found materials Browse supplemented magazine for additional pictures to be cut out and used to depict character Print Web-found pictures Critique all pictures for usefulness Return laptops

Check out computer Reread blog post and review list of character traits that empowered or entangled abilities to pursue or discontinue dreams Begin writing script from the personal point of view

Complete script writing Re-read script for achievement of purpose Create story board to align visual materials with script

Complete Day Five activities Digitize Visuals

Record a Voice-Over Add music <span style="font-family: 'Arial','sans-serif';"> Edit story for content: images, video, voice-over, musical elements Bring images into timeline to match layout of storyboard

Continue editing process

Finalize Editing Get a classmate’s feedback

Share the Digital Story || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Laptops, paper, pen

Laptops, pens and paper

Magazines, notes, pen, paper and scissors

Computer, paper, pen

Personal scripts and visuals

Computers, scanners, pens, paper

Laptop, paper, pen

Laptops, pen, paper

Laptops, paper, pen

Laptops, paper, pen

Laptop || <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Student groupings: Groups of two will be developed for the editing process. Based on permanent seating chart, the first student in Row One will pair with the first student in Row Three. The first student in Row Two will pair with the first student in Row Four. Continue with second student of previous mentioned rows and so on until all students are paired.
 * ** Monitoring will be continuous as digital stories are being prepared with various random checkpoints. ** ||

<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman';">Ongoing assessment(s): Writing, speaking and digital literacy

Accommodations and extensions: Students with difficulties will be monitored closely and extra assistance will be provided. Peer instruction may also be possible.

Extension: Digital storytelling will be applied to other assignments for digital literacy competency. ||
 * ** Evaluation will be accomplished with a rubric. **

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