Sheryl+Wine's+Activity


 * Technology Integration for Meaningful Use in the Language Arts Classroom **

RLA.O.10.2.04 Formulate a working research question and identify, organize and consider the relevance of known information to guide further research.
 * Unit Title: ** Defending fantasy, popular fiction, and the modern novel.
 * Grade: ** 10 **Subject:** Regular/Inclusion Language Arts
 * Description: ** Students will research and evaluate the literary value of popular fantasy, fiction, and modern novels and present their findings in a multimedia presentation.
 * GOALS **
 * West Virginia Content Standards and Objectives: **

RLA.O.10.2.11 Develop a research topic, select approaches, write and publish a well-developed research project with documented and cited sources and computer-generated graphics, following a specified format: · APA · MLA · Chicago RLA.O.10.3.02 Formulate and deliver grammatically correct messages, as well as evaluate and adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

21C.O.9-12.1.LS3 - Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes. 21C.O.9-12.2.LS2 - Student draws conclusions from a variety of data sources to analyze and interpret systems.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Twenty-first Century Skills: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">21C.O.9-12.3.LS6 - Student maintains a strong focus on the larger project goal and frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets objectives related to the larger goal; and establishes benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product.

1 Creativity and innovation 2 Communication and collaboration 3 Research and information fluency ||  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> 4 Critical thinking, problem-solving, & decision-making 5 Digital citizenship 6 Technology operations and concepts ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">ISTE NETS-S **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ACTION **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Scenario: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Students frequently question why they are forced to read the same novels that their parents and grandparents read when they were in school, and wonder why they are not permitted to study more modern texts. In some schools, popular titles such as Harry Potter, Blood and Chocolate, Speak, and Twilight have been introduced; however, these titles are often met with resistance. The primary argument against these works is not only the concern of questionable content, but also that they may have very little or no literary value. Students have petitioned the principal concerning adding new titles to the school’s reading list. In turn, the principal has asked the students to prepare a multi-media presentation addressing the concerns of each suggested title, and defending the literary merit of each for an upcoming board meeting.

Pre-Planning: Students will be assigned independent reading groups for a popular novel title of their choice. Each group will have completed the novel prior to the onset of this lesson.

Day 1: The classroom teacher will introduce the lesson and hold class discussion concerning literary merit. As a class, a collaborative definition of this term will be created as a baseline for the activity.

Day 2: Reading groups will collaborate to identify the strengths and weaknesses of the book selected. Each group will determine what information is needed through the use of a KWL chart and then assign active research roles for each student.

Days 3-5: Students will gather information, using the Internet and other resources in the library. Primary focus, clarify definition of literary merit, gather information to defend selected title, locate helpful resources and graphics to enhance final product.

Day 6: Return to the classroom for group collaboration, sharing of resources, and layout/design of multi-media presentation. Students may utilize the portable computer lab to share information stored on USB storage devices.

Day 7: Collaborative group video/audio recordings for presentation use. Students will also edit content as needed.

Day 8-9: Computer lab for full development of multi-media presentation. An additional day may be needed here.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">MONITOR **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Process/progress of individuals and collaborative action · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Reflective journals and group log
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Ongoing assessments: **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Group students heterogeneously to assist those with lower ability or less technological ability · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Additional support for students who are not as comfortable with MLA documentation · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Access to audio equipment and other assistive technology as needed · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A day extension to students as needed, dependant on time on task and progress
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Accommodations and extensions: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">EVALUATE **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Student self evaluations · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Group evaluations · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rubric for final multi-media project and presentation

References: West Virginia Department of Education. (2007) Content standards and objectives policies. Retrieved April 5, 2010 from http://wvde.state.wv.us/policies/csos.html