tpack lesson plan
Name: Amber Wilson
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CSU-Global Course: OTL 545 - Technology and Innovation
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Subject/Course:
Topic:
Lesson Title:
Level:
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English Language Arts / English 4, Honors
Edgar Allen Poe + Historical Critical Theory
Applying Historical Critical Theory to Poe’s Murders in the Rue Morgue
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Common Core or State Standard(s) & Learning Objective(s)
Standards:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.10 :By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. CCSS.ELA-LITERACY.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W.11-12.2.A: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.11-12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. CCSS.ELA-LITERACY.W.11-12.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-LITERACY.W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Learning Objectives:
Students will identify and apply features of Historical Critical Theory
Students will identify the attitudes and beliefs of European Imperialism Students will apply Historical Criticism to Poe’s Murders in the Rue Morgue Students will make inferences and draw conclusions about how Imperialistic attitudes present in the story, Students will organize an effective essay elucidating these points |
target audience
Knowing the Learner
Based on your survey data from earlier in the course, describe the target audience for this lesson; what types of learning styles will you need to be mindful of?
Based on your survey data from earlier in the course, describe the target audience for this lesson; what types of learning styles will you need to be mindful of?
The students in English 4, Honors are in the 12th grade and have been deemed college ready via their ACT Scores in Reading and Writing as well as past performance in English Language Arts classes. In addition to their academic prowess, the multiple intelligences survey administered earlier indicated several high frequency learning styles:
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pedagogies
This lesson relies heavily on technology and group collaboration in order for students to learn a new approach to analyzing literature. Up until this point, the students have not been asked to apply a historical context to a story they are reading beyond knowing it was written at a certain date.
contentHistorical Critical Theory
European Imperialism Literary Analysis 19th Century Literature: Edgar Allen Poe |
pedagogyCollaborative learning
Direct instruction (Lecture w/visuals) Guided Reading Inquiry-based learning |
TECHnology used by students
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TECHnology used by teacher:
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Lesson Strategy and Required Materials
Previous Learning:
Prior to this lesson, students have read Murders in the Rue Morgue, answered text-dependent questions, as well as participated in small group and whole class discussions of the text. This lesson serves to teach the students historical criticism and how to apply that lens to a complex text.
Required Materials:
Digital and paper copies of Murders in the Rue Morgue by Edgar Allen Poe
Digital copy of "The White Man's Burden" by Rudyard Kipling
Digital maps displaying British Empire, Colonial Control of the World, and Language Dominance
Student Personal Device or Chrome Books
Computer Lab Desktop PCs
Day 1 (Learning about Imperialism and its Attitudes):
Teacher lecture on Imperialism (visual displays of maps): students take Cornell Notes.
Guided reading of the poem, "The White Man's Burden".
Small group discussions: What can be inferred about European Imperialistic attitudes?
Padlet Wall: Students post responses to the following question -- "Describe attitudes associated with European Imperialism. Use information from the materials reviewed in class today to support your assertions." The wall is displayed as student responses are posted. Group discussion of the responses and final thoughts on Imperialistic attitudes.
Days 2-3 (Introducing Historicism and Applying the Lens to Poe):
Teacher lecture on Historicism w/accompanying YouTube video: students take Cornell Notes.
Small group work: Student groups create Dialectical Journals identifying moments in the text that show a European Imperialistic attitude with inferences.
Small Group Report Out: teacher captures on the Promethean Board; class discussion of emerging ideas.
Small group work: Small groups create assertions applying the Historical Critical Lens.
Days 4-5 (Writing an Essay using Historical Criticism Lens):
Direct Instruction: Show students the Google Classroom Assignment w/Outline Attached. Go over the outline, directions, and available resources (Padlet Wall, Lecture Notes, Digital Maps, Digital Text in Actively Learn, Analytic Writing Prezi, Notebook Writing Glossary). The outline is a Google Doc that has been shared with each student. Student groups will work together on one outline in Google Docs and create one shared final essay to turn in. Students are to collaboratively complete the essay outline and a finished essay over two class periods in the computer lab.
Small Group Work: Students work in the computer lab to complete the assignment.
Prior to this lesson, students have read Murders in the Rue Morgue, answered text-dependent questions, as well as participated in small group and whole class discussions of the text. This lesson serves to teach the students historical criticism and how to apply that lens to a complex text.
Required Materials:
Digital and paper copies of Murders in the Rue Morgue by Edgar Allen Poe
Digital copy of "The White Man's Burden" by Rudyard Kipling
Digital maps displaying British Empire, Colonial Control of the World, and Language Dominance
Student Personal Device or Chrome Books
Computer Lab Desktop PCs
Day 1 (Learning about Imperialism and its Attitudes):
Teacher lecture on Imperialism (visual displays of maps): students take Cornell Notes.
Guided reading of the poem, "The White Man's Burden".
Small group discussions: What can be inferred about European Imperialistic attitudes?
Padlet Wall: Students post responses to the following question -- "Describe attitudes associated with European Imperialism. Use information from the materials reviewed in class today to support your assertions." The wall is displayed as student responses are posted. Group discussion of the responses and final thoughts on Imperialistic attitudes.
Days 2-3 (Introducing Historicism and Applying the Lens to Poe):
Teacher lecture on Historicism w/accompanying YouTube video: students take Cornell Notes.
Small group work: Student groups create Dialectical Journals identifying moments in the text that show a European Imperialistic attitude with inferences.
Small Group Report Out: teacher captures on the Promethean Board; class discussion of emerging ideas.
Small group work: Small groups create assertions applying the Historical Critical Lens.
Days 4-5 (Writing an Essay using Historical Criticism Lens):
Direct Instruction: Show students the Google Classroom Assignment w/Outline Attached. Go over the outline, directions, and available resources (Padlet Wall, Lecture Notes, Digital Maps, Digital Text in Actively Learn, Analytic Writing Prezi, Notebook Writing Glossary). The outline is a Google Doc that has been shared with each student. Student groups will work together on one outline in Google Docs and create one shared final essay to turn in. Students are to collaboratively complete the essay outline and a finished essay over two class periods in the computer lab.
Small Group Work: Students work in the computer lab to complete the assignment.
Feedback Strategy
Throughout this lesson there will be frequent and varied checks for understanding and opportunities for students to receive specific/actionable feedback which students will receive both in-person as well as digitally.
Actively Learn: The text of Murders in the Rue Morgue is accessed both in paper form and on the online platform Actively Learn. In the digital text there are several text-dependent questions to assess student understanding of the complex text allowing for quick lesson adjustments based on student performance. The program also has several built-in supports for students including word definitions, translation, and teacher provided notes.
Padlet Class Wall: After reading the poem "The White Man's Burden" by Rudyard Kipling and examining several maps showing European imperial reach, students will identify prevalent European Imperialistic attitudes. Each student will post their thoughts on the Padlet wall. I will then display the wall for the class to see, go over the different answers students generated, and have the class make final observations. This strategy allows me to make quick adjustments in misunderstandings as well as provide models of exemplary student responses to the class. Because the students can see what others are writing, it helps them understand the expectations and clarify their thoughts.
Computer Lab Time: While the groups are working collaboratively to complete their outlines and essays, I will be circulating the room and reading over their shoulders. Using this strategy, I can provide realtime feedback to students on their understanding of the material and their writing.
Graded Essays w/Attached Rubric: Student groups will turn in their essays to Google Classroom. Using the Chrome add-ons Doctopus and Goobric, I can easily assess the essay, provide comments, and score using a rubric. The scored rubric is attached to the Google Docs file and emailed back to the students. Students will have this essay feedback easily accessible as they move into their final independent essay project measuring these same skills.
Actively Learn: The text of Murders in the Rue Morgue is accessed both in paper form and on the online platform Actively Learn. In the digital text there are several text-dependent questions to assess student understanding of the complex text allowing for quick lesson adjustments based on student performance. The program also has several built-in supports for students including word definitions, translation, and teacher provided notes.
Padlet Class Wall: After reading the poem "The White Man's Burden" by Rudyard Kipling and examining several maps showing European imperial reach, students will identify prevalent European Imperialistic attitudes. Each student will post their thoughts on the Padlet wall. I will then display the wall for the class to see, go over the different answers students generated, and have the class make final observations. This strategy allows me to make quick adjustments in misunderstandings as well as provide models of exemplary student responses to the class. Because the students can see what others are writing, it helps them understand the expectations and clarify their thoughts.
Computer Lab Time: While the groups are working collaboratively to complete their outlines and essays, I will be circulating the room and reading over their shoulders. Using this strategy, I can provide realtime feedback to students on their understanding of the material and their writing.
Graded Essays w/Attached Rubric: Student groups will turn in their essays to Google Classroom. Using the Chrome add-ons Doctopus and Goobric, I can easily assess the essay, provide comments, and score using a rubric. The scored rubric is attached to the Google Docs file and emailed back to the students. Students will have this essay feedback easily accessible as they move into their final independent essay project measuring these same skills.
assessments
Informal Assessments:
Exit tickets
Text-dependent questions
Formal Assessment:
Completed outline
Completed final essay (Denver Public School's Informative/Explanatory Writing Rubric)
Exit tickets
Text-dependent questions
Formal Assessment:
Completed outline
Completed final essay (Denver Public School's Informative/Explanatory Writing Rubric)
modifications/enrichments
At this point, the groups are working quite well and the supports provided seem to be useful to all students. During the lesson, students were observed using the technology as designed. In the future, I would like to have students create their own PLE that would house some of the most frequently used resources. The more they use the resources, the more internalized they will become.