This document outlines a two-day project for 9th grade English students where they will analyze themes from Of Mice and Men and then go on a photo scavenger hunt around campus to take pictures representing those themes using their camera phones and uploading them to Tumblr with explanations of how they relate to the story. Accommodations are provided for different types of students, standards from content areas and technology are identified, and formative and summative assessments are planned to check understanding and evaluate learning.

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Technology Integration Unit Launch Page
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Teacher Name: Michael Alger
Project Title: Of Mice and Men Thematic Photo Scavenger Hunt
Project Subject(s): Genglishography Students
Grade Level(s): 9
Goals & Objectives: SWBAT demonstrate understanding of the themes from Of
Mice and Men.
Emerging Trend: Social Media/Blogging Tumblr
Essential Question: How are the themes from the literature we read relevant
and prevalent within our own society?
Scaffolding Questions: What is a theme?
What are the main themes in Of Mice and Men?
What is a metaphor? What is symbolism?
What are some examples of images from our own society
that can metaphorically or symbolically relate to the
themes from Of Mice and Men?
Approximate Length of Unit (days, weeks)
Two Days (Block classes: Two periods per day)
Unit Summary and Sequence of Events – give daily details:
Day 1: Define Theme. Determine main themes from Of Mice and Men. Notate pages
where the themes are developed. Students will make a list of the themes with page
numbers tracking the themes throughout the story. (This could be done via jig-saw
to reduce the amount of time spent on searching for quotes. The class could be
divided into groups, with each group responsible for reporting out on one theme at
the end of the session.)
Day 2: Discuss and define metaphors and symbolism. Provide examples of some
metaphorical, visual representations of one of the themes. Provide the assignment:
In small groups, students will use camera phones to go on a photo scavenger hunt
around campus. Students will take pictures that relate to themes from Of Mice and
Men, upload them to Tumblr, and explain in the caption which theme they relate to
(including a reference to page numbers where the theme appears.)
Accommodations for Differentiated Instruction
Learning Challenged A learning challenged student will need extra checks for
Student: understanding of the concepts of theme, metaphor, and
symbolism. A strong group pairing will help with the
assignment. If a group is filled with learning challenged
students, a modified assignment may be appropriate.
Gifted Student: A gifted student should be encouraged to seek connections
that are “beyond the obvious.” Additionally, a gifted student
will make a strong pairing for a learning challenged
student—especially because during the scavenger hunt the

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students will be periodically beyond the immediate
supervision/assistance from the teacher.
ELD Student: An ELD student depending on level of language fluency could
receive any of the accommodations for a Learning Challenged
Student as well as additional support reading of the text in
search of themes.
IDENTIFY STANDARDS – Select two or three standards from each category and
copy/paste them into this document
Specific CA Content Standards:
Literary Response and Analysis
3.2 Compare and contrast the presentation of a similar theme or topic across genres
to explain how the selection of genre shapes the theme or topic.
3.5 Compare works that express a universal theme and provide evidence to support
the ideas expressed in each work.
Specific ISTE Tech Standards for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in both face-
to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital
tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual
understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in context and
to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles,
working strategies, and abilities using digital tools and resources.

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d. provide students with multiple and varied formative and summative assessments aligned
with content and technology standards and use resulting data to inform learning and
teaching.
Specific ISTE Tech Standards for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, constructing knowledge, and develop
innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior. Students:
b. exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.

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Formative Assessment Plans (Checking for Understanding)

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Summative Assessment (Paste rubric or create with table tools)
REFERENCES – List websites, books, magazines, and other resources used to
collect content information for this unit
You may link to Delicious or online portal