ED 101 Educational Technology Lab - Fall 2009



ED 101 Educational Technology Lab – Fall 2011Boston University – School of EducationLESSON PLANGrade(s)Content Area(s)English & Language Arts / Grades 7 and 8Topic of Lesson The topic of the lesson is “Understanding the Elements of English & Language Arts through Drama,” which will be introduced using Lucille Fletcher’s play, “The Hitchhiker.”Three Objectives Covering literary concepts: Students will be able to recognize a literary device within a text when given a two-column table with one side designated for a quotation that exemplifies the literary device (foreshadowing) and the other side designated for the predictions that they can make based on that quotation.Covering basic reading skills: Students will be able to indentify elements of a core analysis frame in a drama (protagonist, antagonist, setting, climax, resolution, and themes) by being given a sheet of paper with each term listed where they will provide a definition and example from the play for each.Cover correct grammar: Students will be able to properly construct sentences where pronouns agree with their antecedents by being given passages from the play that are either altered to be grammatically incorrect so that the students must correct each error or unaltered and grammatically correct so that the students will not have to correct an error. By presenting the students with both correct and incorrect sentences, they will have to think carefully about the rules they have learned about sentence structure and make a decision based on what they have learned—not the fact that they know there must be an error to fix. In order to pass this portion of the lesson, students must properly correct 3 of the 4 sentences they will be given.Technology standardStandard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity. Multimedia G6-8: 1.25 G6-8 1.25: Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of work. Curriculum Framework Reading Standards for Literature 6–12Key Ideas & Details (Grade 8 Students)Standard designs:College and Career Readiness (CCR) and Grade-Specific StandardsAn Integrated Model of LiteracyFocus and Coherence in Instruction and Assessment2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Materials needed Everything needed to participate in this lesson is included below: Literature – McDougal Littell (2008) Audio Anthology (McDougal Littell) CDs LCD projector Laptop computer with internet access Worksheets for each objective Pencils and pensLesson Procedure, Web Site Use, and Technology Standard InstructionFirst, I will begin by asking a general question to the students, which is, “What do you know about drama?” The idea behind starting off the lesson with a question is that I will be giving the students a chance to tap into their prior knowledge, which will create a sense of comfort and readiness to learn more about the subject. I will take a few responses, and then continue on with the lesson.Next, I will introduce the lesson by presenting the play, “The Hitchhiker,” by Lucille Fletcher. Every student will then retrieve the McDougal Littell Literature books from under their desks and turn to the proper page (p. 86). To gain an idea of what the play will be about I will ask for a volunteer to read the summary on page 86, and another volunteer to read the sidebar that provides information about the author.After we have gone over the background information on the play as a class, I will next direct the attention of the students to the top of page 87 where it says, “Literary Analysis: Foreshadowing.” Before reading the paragraph, I will ask the class if anyone knows what that term means, or if they have ever heard it before. If someone volunteers an answer, I will take it with praise – even if they are not correct. Then, I will have a volunteer read the paragraph about foreshadowing.Now we will begin reading the play, and I will remind the students to look for examples of foreshadowing as we read.After we finish reading the play, I will then discuss the activity that the students will be doing to solidify the concept of foreshadowing, which will serve as the first objective of this lesson plan – “Covering literary concepts.” I will first pass out a sheet of paper to each student that features a table with two columns. One column will be labeled “Foreshadowing” and will be the designated space for students to write down quotations or events from the text that they view as foreshadowing devices. The second column will be labeled, “Events that are foreshadowed,” which will be the designated space for students to write down what they predict will happen in regard to the quotation or event they choose.Once I have passed out the paper, I will use feature the class website on a screen using a projector. On the website, under the link labeled, “8th Grade,” there will be a page containing the same two-columned table for the foreshadowing activity. I will explain to the students that they will have approximately 5 minutes to scan the play and choose any quotations or events that they think represent foreshadowing. They will write these examples down in the first column on their paper, and write down why they are considered foreshadowing. Once 5 minutes is up, I will begin to ask the students for the quotes or events that they came up with, asking them for their explanations with them. I will add their examples to the table on the class website to create one large table of all possible examples of foreshadowing to showcase their abilities to recognize the literary device in a text.Next, I will introduce second objective for the lesson, which is “Covering Basic Reading Skills.” For this portion of the lesson, I will introduce the core analysis frame for a drama. In this introduction I will explain the basic elements that are important for interpreting a play or a piece of literature in general. These elements include: the protagonist, antagonist, setting, plot, climax and resolution, and themes of the play. Following my explanation of each element, the students will each receive a sheet of paper where each term is listed. They will be required to write a definition for each term as well as give an example of how the term applies to the play along with it. (For example, if they see the word, “protagonist,” they will write a definition for it and then list the name of the protagonist from the play.)Once every student has finished writing their definitions, we will make corrections as a class. Using the website, I will present each term individually, and by dragging the arrow across the word, the correct definition and example will appear, accompanied by an image that will further enforce the answer. We will go over each term, and students will make sure to mark any wrong answers on their papers as well as to write the correct answers in the margin. If a student did not get each term correct, they will have a chance to re-write the definitions and examples when the class meets next.(Note: This process of self-correction and retesting makes this activity less intimidating or anxious for the students, and allows them to make errors that they can learn from rather than promoting an atmosphere of perfection. Also, giving them the chance to rewrite all of their definitions correctly presents a significant challenge that may increase motivation.)Finally, I will introduce the third objective for the lesson, which is called, “Covering the Correct Grammar.” For this grammar lesson, we will focus on maintain the proper pronoun and antecedent agreement in sentences. I will instruct the students to turn to page 99 in their books, which outline the activity and gives an example of a sentence with an incorrect antecedent and then a revised sentence with the correct antecedent.After reviewing the information and example in the textbook, students will be given a sheet of paper containing 10 sentences from the play. All of the sentences will contain pronouns with antecedents. However, some of them will be altered to be incorrect antecedents while others will be left in the correct form. Students will be required to read each sentence and decide whether its antecedent is correct or incorrect, and either leave it as it is or correct it accordingly.(Note: This activity involves the concept of risk-taking. The students know that not every sentence will need to be corrected and will have to make a decision based on what they have learned about whether or not they need to correct it. There is risk involved in every sentence because of this uncertainty, but that provides a greater sense of accomplishment for the students if they correct the right sentences.)Once every student is done correcting their sentences, I will use the website to feature each sentence individually. If the sentence is correct, I will provide a written explanation under the sentence to explain why it is correct and will simultaneously read it aloud. While I review the corrections the students will be correcting any incorrect sentences they still have. As with the second objective, they will again have the chance to redo this activity with a set of different sentences. The goal of this chance to redo the activity is for each student to get every correction right.Finally, while on the subject of grammatical corrections, I will introduce the required technology standard for eighth graders that I have incorporated into my lesson plan, which is from Standard 1, Multimedia: “Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of work.” I will explain the importance of reviewing any written work once a first draft has been completed in order to ensure that all grammatical errors are corrected. I will then open Microsoft Word onto the computer and project it onto the screen in order to demonstrate the different corrections that can be made using Spell Check. For example, I will explain the difference between a word that is underline in red and one that is underlined in green or blue. Further, I will show the students other resources they can use for either correcting or improving their writing, such as and . In introducing these sites I will explain the importance of looking up the definition of a word if unsure of its meaning, as well as encouraging them to use Thesaurus to enrich their text with a variety of words so as to avoid repetition.Students will then each be given a school laptop in which they can experiment with Microsoft Word’s Spell Check, , and . I will walk around observing them as they correct sentences or look up synonymous words to ensure that they are getting the hands-on experience with the technology that they need. This concludes the lesson. I will end by summarizing the main objectives and what we have learned from them, reminding the students to prepare for the activities to be redone the next class day.How will students be assessed? How will you know if students have met the objectives stated above?This lesson will be broken up into three different parts in order to cover important concepts in the analysis of literature.Covering literary concepts: Students will be able to recognize a literary device within a text when given a two-column table with one side designated for a quotation that exemplifies the literary device (foreshadowing) and the other side designated for the predictions that they can make based on that quotation. Assessment plan: Students will be given a two-column table with one side designated to examples (quotations or events) from the play and the other side designated to their explanations of why that example represents foreshadowing. Once they have written down a few examples and explanations on their own, we will share them as a class and will create one combined table on the website featuring all of their answers. Through each explanation I will be able to tell whether or not they understand the definition of “foreshadowing” and therefore, if they can identify it in a text.Covering basic reading skills: Students will be able to indentify elements of a core analysis frame in a drama (protagonist, antagonist, setting, climax, resolution, and themes) by being given a sheet of paper with each term listed where they will provide a definition and example from the play for each. Assessment plan: Students will each be given a sheet of paper with each term listed on it. They will be required to write out a definition and provide an example from the play for each term. We will correct the answers together in class, and if a student gets any number of definitions or examples wrong, they will have the opportunity to rewrite their definitions and examples the next time class meets. Even if the student gets each definition wrong they will have the chance to study them and complete the assignment a second time. If a student makes an error but has made the effort to correct it for the second time, that demonstrates to me that they have learned the concept. However, if the second time the student does gets more than two definitions and examples wrong they will not pass this portion of the lesson.Cover correct grammar: Students will be able to properly construct sentences where pronouns agree with their antecedents by being given passages from the play that are altered to be grammatically incorrect so that the students must correct each error. Assessment plan: Students will be required to recognize sentences where antecedents do not agree with their pronouns and to correct these errors. Each student will be given a sheet of paper with 10 sentences from the play that contains pronouns and antecedents. Some sentences will be altered to have incorrect antecedents while others will be left unaltered and correct. Students must carefully read each sentence and decide whether or not it needs to be corrected and if so, what the correct antecedent will be. We will correct the answers together in class, and if a student gets any number of sentences wrong, they will have the opportunity to redo the activity with a new set of sentences the next time class meets. Again, if a student makes and error but has made the effort to correct it for the second time, that demonstrates to me that they have learned the concept. However, if the student does not get 3 out of the 4 sentences provided correct, he or she will not pass this portion of the lesson.Grade: 13.5/15 ................
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