The lesson that I adapted for the purposes of the final
project was authored by Margaret Mignogna as a basis for my CURR 310 final
assessment. Prior to the adaptations I made for this course, the lesson did not
utilize technology for solely textbooks, handouts, and the like were listed as
materials needed for the completion of the lesson. Thus, I made several
adaptations to the lesson to insure that technology was appropriately
integrated. After carefully reviewing the lesson, I decided that with the
incorporation of additional technology, it was necessary to extend the lesson
over the course of six sessions to ensure that adequate time was available to
attend to all aspects of the lesson.
During the first session, as delineated in the technology
integration plan matrix, I focused on students’ access to the to the lesson
material and educational goal: increasing student understanding of point of
view. The standard selected for this section entails students interpreting and
determining meanings of words as well as phrases, which is important to
understanding the context of any given character’s point of view. I then tied
in the NETS-S 1 standard for using existing knowledge because students will be
activating their prior knowledge of point of view as well as various
technologies such as blogger, iPads, and twitter and utilizing this knowledge
for to learn additional information through new uses of these standard
technologies. Prezi will be used to expose students to an introduction on point
of view as well as how to interpret phrases based on a characters point of view
and students will be able to access the presentation and follow it on their
iPads. Furthermore, students will have
an opportunity to utilize their iPads in conjunction with the smartboard to explicate
two versions of “The Three Little Pigs”, the original as well as “The True
Story of the Three Little Pigs” by Jon Scieszka and compare the points of view
that appear in the story. Students can then take a twitter poll on which story
appears to be most accurate and a discussion can then be made on how various
points of view alter a work and this conversation can segue into the novel To Kill a Mockingbird and the various
points of view contained therein. Students will be required to select a passage
that depicts a specific character’s point of view to demonstrate their
understanding of the lesson.
After obtaining a thorough introduction to point of view,
students will begin analyzing various excerpts of To Kill a Mockingbird to meet NJ Common Core Standard RL.9-10.6
while meeting NETS-S 2a. During session two, students will read aloud and
explicate various passages, which they selected in order to complete their
homework assignment, on their iPads as well as the smartboard and respond to
survey questions through the use of their cellular devices and twitter polls. The
entire class will have access to the smartboard so that they can add commentary
for the class to collectively see on examples of specific points of view
throughout the text. A large group discussion will be held to determine how
various characters perceive events in the novel and how the story is altered
based on its narrator. This will lead students to debate which characters
present accurate/inaccurate accounts using supporting evidence from the text. Students
will be assessed on their knowledge of the lesson through their ability to
assume any given characters’ point of view and rewrite a passage from that
character’s perspective.
In sessions three and four, students will produce work which
can be evaluated and assessed to gauge their understanding and communication
will occur among students as well as the students and teacher to ensure the
curricula goals are being met and students are retaining and internalizing
knowledge. During these two sessions, students will work to meet two NJ Common
Core Standards: Writing 9-10.2 as well as Speaking and Listening 9-10.1. In
conjunction with this, they will be satisfying NETS-S 2d and 3d. Students will
be paired together to discuss their homework assignment from session two and
will provide one another feedback so that they can revise their work. Students
will then use blogger to formulate a blog post that examines and conveys the
ways an alternate point of view altered the text and its portrayal. Students
will then be assigned “project teams” to work collectively with to provide
commentary on their peers’ work through blogger. Students will utilize online
English tutoring as well as Essay Punch to improve their written work and will
continuously progress through the revision process based on the feedback they
receive from peers and these sites. During sessions three and four, students
will have an opportunity to have a one-on-one session with the teacher to
receive personalized feedback which corresponds to the online rubric made
available to them. Students can then utilize the feedback they receive to
formulate a report which reflects their final results and findings on point of
view within the novel To Kill a
Mockingbird.
During the final sessions, five and six, students will work
to meet NJ Common Core standards: Speaking and Listening 9-10.1 as well as
Writing 9-10.6 in conjunction with NETS-S 1b. To do so, students will provide
oral presentations on their bloggers and facilitate a question and answer
session with their peers to discuss their findings and demonstrate their
understanding of the educational goal: increasing understanding of point-of-view.
Furthermore, their presentation will enable them to depict their original blog
posting that expresses their personal findings on point-of-view in To Kill a Mockingbird and the final
outcome of their online revision process through blogger. Students will take notes on one another’s
presentations and these will be compiled by the teacher and submitted to each
student along with a formal evaluation, completed by the teacher, to ensure
that students achieved the desired standards and educational goal over the
course of the six sessions.
