Sally stafford educ506-28090-pechakucha
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Lesson Plan Presentation for USC Rossier Online MAT Program, Course EDUC 506
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Sally stafford educ506-28090-pechakucha
- 1. To Kill a Mocking BirdBy Harper Lee Race, Class, and Conflict Then and Now
- 2. Lesson Objectives Learners will be able to interpret literary works and connect them to real-life situations. Learners will be able to compose web 2.0 projects in connection with literary works.
- 3. Oklahoma ELA Curriculum Standards 2015 “Standard 1: Vocabulary - The student will expand vocabulary through word study, literature, and class discussion. Apply a knowledge of word origins (words from other languages, history, or literature) to determine the meaning of new words encountered in reading and use of those words accurately.” “Standard 2: Comprehension - The student will interact with the words and concepts on the page to understand what the writer has said. Read and understand grade-level-appropriate material.” “Standard 3: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms. Read and respond to grade- level-appropriate historically or culturally significant works of British, American, and world literature.” “Standard 4: Research and Information: The student will conduct research and organize information.” “Standard 1: Writing Process - The student will use the writing process to write coherently.” “Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, persuasive, and reflective modes.” “Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions of the revising and editing stages of writing. Work independently and in self-directed writing teams to revise and edit. *Standard 1: Listening - The student will listen for information and for pleasure.” “Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.” “Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers such as graphic artists, illustrators, and news photographers represent meaning.” “Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.” “Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea.” All information above by Oklahoma Curriculum for Language Arts, 10th Grade. Oklahoma ELA Curriculum Standards 2015. Retrieved on February 9, 2015, from http://ok.gov/sde/sites/ok.gov.sde/files/C3%20PASS%20ELA.pdf
- 4. Learning Materials • books, • Post-Its, paper • pens, • computers, • internet access, • whiteboards, • registration for Prezi education accounts, • Handheld smart phone and iPad
- 5. Resource Accommodations Low-Tech books, library Paper/Post-Its pens High-Tech computers, handheld devices, interactive web tools Mid-Tech Whiteboards
- 6. • text-based literacy, • text-supported thinking, • critical thinking, • reflective thought, • literate thinking, • multi-literacies, and • Collaborative/social dialogue related to subject.
- 7. • networking • collaboration • collective intelligence (Jenkins, 2006) New Media Literacy Skills
- 8. Read the quote and write what you think the quote means. • Learners write thoughts on Post-Its. • Learners discuss thoughts in groups. • Teacher claps so students switch groups. Motivational Activity
- 9. Input Teacher facilitates whole-class discussion about quote, using Concept Checking Questions (CCQs) as formative assessment (Constantinides, 2010).
- 10. Input (Continued) Teacher sets context of lesson, connecting quote to lesson objective: Students will identify historical facts relating to 1930s America and Southern Alabama in the context of race, class, and conflict.
- 11. Output • Using smart phones, learners search keywords “newspaper articles about the economy, wars, and racism from 1930s America” to identify important events occurring in 1930s America (SparksNotes Editors, 2002). • Students must compare and contrast events from 1930s with events today. • Students make a list and be prepared to share with the class.
- 12. Output (Continued) Teacher facilitates class discussion with compare/contrast graphic organizer on board.
- 13. Culmination • In groups of three or four with iPads, learners search the keywords “newspaper articles about race from 1930s Alabama” to locate one example of bias (SparksNotes Editors, 2002). • Learners read the article to find an example of the quote in action: someone seeing what they want to see or hearing what they want to hear. • Learners create a pecha kucha to share with the class.
- 14. Extension • Homework: • Read the first 100 pages. • Underline words, phrases, and moments that describe each character. • Bring book and notes to next class. Be prepared to discuss. • Next class, students deconstruct character descriptions using examples from text.
- 15. Learner Accommodations Learners with special learning needs can use voice E-readers and braille for visual impairments and voice command, keyboards and wah pads for physical impairments. Advanced learners can facilitate in group discussions and projects to assist struggling learners.
- 16. Assessments Understand through Create Interpret through Changing Form
- 17. Learning Theory Applications sociocultural theory (Scott and Palincsar, 2013) • Teacher as facilitator • students work in a social environment to identify real-world problems through groups, semiotics such as charts and graphs, language, and technology (Scott and Palincsar, 2013). • The lesson contributes to a larger, more challenging portfolio. • Students solve problems together that they cannot solve on their own (Scott and Palincsar, 2013). • Later, students work independently on research and Web 2.0 projects, using knowledge gained from working in groups with teacher as guide on the side (Scott and Palincsar, 2013).
- 18. Strengths and Weaknesses Strengths Clear beginning, middle, & end Staged steps from controlled to freer practice Pre-reading activities assist students in understanding and interpreting literary works Weaknesses Inconsistencies in LO and theory Weak assessment Pacing of lesson in context of larger unit How fast to progress through book
- 19. Content References Anderson, L.W. & Krathwohl, D.R. (Eds) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (6th edition). United States: Addison Wesley Longman, Inc. Constantinides, M. (2010). What About Your Concept Checking Questions? The Famous CCQ’s. ELT Methodology. Retrieved on February 9, 2015, from http://marisaconstantinides.edublogs.org/2010/10/04/what-about-your-concept-questions-the-famous-ccqs/comment- page-1/#.VP6RIvnF_Is Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2011). Transforming learning with new technologies. Boston: Pearson/Allyn & Bacon. unknown. n.d. Jenks 10th Grade Reserved Literature List. Retrieved February 9, 2015, from, http://www.jenksps.org/pages/uploaded_files/10th%20Grade%20Reserved%20Literature%20List%20pdf.pdf unknown. n.d. Oklahoma ELA Curriculum Standards, retrieved February 9, 2015, from, http://ok.gov/sde/sites/ok.gov.sde/files/C3%20PASS%20ELA.pdf Scott, S., Palincsar, A. (2013). Sociocultural Theory. Education.com. Retrieved March 9, 2015, from, http://www.education.com/reference/article/sociocultural-theory/ SparkNotes Editors. (2002). SparkNote on To Kill a Mockingbird. Retrieved February 26, 2015, from, http://www.sparknotes.com/lit/mocking/ USASchoolInfo. (2015). Memorial High School. Public School Information based on 2010-2011 school year. Retrieved on February 9, 2015, from http://www.usaschoolinfo.com/school/memorial-high-school-tulsa-oklahoma.74334/enrollment Image References Clipart. Pen. Retrieved on March 15, 2015, from, http://www.i2clipart.com/cliparts/0/1/4/5/clipart-pen-512x512-0145.png Graphic. Quote. Retrieved March 16, 2015, from, http://indulgy.ccio.co/C5/yF/sF/66709638199940697nnfBiBmLc.jpg Graphic. Steps in learning. Retrieved March 16, 2015, from, https://www.goldedgetraining.co.uk/Media/Default/Diagram/GET-5-Step-Online-Learning-Programme-500x217.jpg Graphic. 21st Century Literacy. Retrieved March 16, 2015, from, http://farm4.staticflickr.com/3037/3013729290_0d7a2b0f96.jpg Graphic. Visual Literacy. Retrieved March 16, 2015, from, http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/KUW/Keeping%20up%20With%20Visual%20Literacy%20Figure%201.jpg
- 20. Image References (Continued) Image. Book cover. To Kill a Mocking Bird. Retrieved on March 15, 2015, from, https://lh5.googleusercontent.com/-dyU5Geja4vg/T2DEsyBpnwI/AAAAAAAAA2Q/uPbLQ6wyYNQ/w800- h1185/To%2BKill%2Ba%2BMockingbird%252C%2BHarper%2BLee.jpg Image. Children connect across world. Retrieved March 16, 2015, from, http://advedupsyfall09.wikispaces.com/file/view/world-connect.jpg/92224326/world-connect.jpg Image. 1939. People Demand Peace. The Washington Commonwealth Federation Newspaper. Retrieved on March 13, 2015, from, http://upload.wikimedia.org/wikipedia/commons/5/55/People_Demand_Peace.jpeg Image. November 15, 1932. The Unemployed Citizen. Vol.III. No. 22. Retrieved on March 13, 2015, from, https://depts.washington.edu/depress/images/radicals/unemfullfront-cr400.jpg Photo. Book and questions. Retrieved March 16, 2015, from, http://3.bp.blogspot.com/-Q00G4-KQxSA/UqTfFkRK3bI/AAAAAAAAH8w/UNh1klaCXv8/s640/IMG_3415.JPG Photo. Boy reading book. Retrieved March 16, 2015, from, http://www.gazettenet.com/csp/mediapool/sites/dt.common.streams.StreamServer.cls?STREAMOID=NRVUoojZCaxDpZRhjYMSks$daE2N3K4ZzOUsqbU5s YtS3J1gsuxidLWCl57WUytiWCsjLu883Ygn4B49Lvm9bPe2QeMKQdVeZmXF$9l$4uCZ8QDXhaHEp3rvzXRJFdy0KqPHLoMevcTLo3h8xh70Y6N_U_CryOsw6FTOdK L_jpQ-&CONTENTTYPE=image/jpeg Photo. Braille e-reader. Retrieved March 16, 2015, from, http://eandt.theiet.org/news/2014/apr/images/640_blind-e-reader3.jpg Photo. Confused business man. Retrieved March 16, 2015, from, http://www.eventmanagerblog.com/uploads/2013/10/av-assessment-quiz.jpg Photo. Handheld device. Retrieved on March 15, 2015, from, http://marshallbrain.com/gif/oqo.jpg
- 21. Image References (Continued) Photo. iPad collaboration. Retrieved March 16, 2015, from, http://www.maclife.com/files/u307916/2012/06/collaboration.jpg Photo. Man and boy at computer. Retrieved March 16, 2015, from, http://media2.intoday.in/btmt/images/stories/internet505_022214042532.jpg Photo. Man smiling with book. Retrieved on March 15, 2015, from, http://pad2.whstatic.com/images/thumb/d/db/Interpret-Poetry-Step-2.jpg/670px-Interpret-Poetry-Step-2.jpg Photo. Post-It notes. Retrieved March 16, 2015, from, https://corneliaweekes.files.wordpress.com/2013/05/dc321-post-it-notes-and-pins-fd984.jpg Photo. Scottsboro boys and attorney. Retrieved on March 13, 2015, from, http://www.blackpast.org/files/Scottsboro_Boys.jpg Photo. Smart phones in the classroom. Retrieved March 16, 2015, from, http://cdn.geardiary.com/wp-content/uploads/2013/02/20130212-101840.jpg Photo. Students helping students. Retrieved March 16, 2015, from, http://ak.picdn.net/shutterstock/videos/2302613/preview/stock-footage-smiling-students-working-while-helping-each-other-in-a-bright-room.jpg Photo. Students with idea map. Retrieved March 16, 2015, from, http://create-learning.com/wp-content/uploads/2014/08/solving-complex-problems-through-the-expertise-and-knowledge-of-the-team-Create-Learning-Team- Bu.jpgPhoto. Photo. Whiteboard. Retrieved on March 15, 2015, from, http://magicalteaching.files.wordpress.com/2012/10/dyana-whiteboard-magic.jpg Venn Diagram. Zone of Proximal Development. Retrieved March 16, 2015, from, http://592f46.medialib.glogster.com/media/40d4a6b28028c2cabe37b8355bafe1823844eb3fff22ae063b72eb37cf803ff3/zone-of-proximal-development-wallpaper- jpg.jpg WordCloud. Web2.0. Retrieved on March 15, 2015, from, http://roarmedia.com/wordpress/wp-content/uploads/2011/10/web3.png
Editor's Notes
- S1: I designed my lesson plan around To Kill a Mocking Bird by Harper Lee. The course looks at historical setting during first day of the book, followed by character descriptions, then morals and themes, symbols and motifs.
- S2: The two learning objectives for this lesson plan state that learners will interpret literary works and connect them to real-life situations, and learners will compose Web 2.0 projects in connection with literary works. Since this lesson introduces the novel, I pull a quote from the text for students to interpret in connection with historical events during the period in which the book was written along with current events happening today.
- S3: I tried to incorporate all 10th Grade ELA curriculum standards in my plan. The students have the chance to work with vocabulary, comprehension, literature, research and information, writing and grammar, speaking, interpreting meaning, evaluating media, and composing visual messages.
- S4: Most of the learning materials exist in the classroom or computer lab, including computers, iPads, internet access, whiteboards, and may be purchased or are already owned by the students, such as books, smart phones, Post-It notes, and free Prezi accounts.
- S5: Resource accommodations enable students to perform tasks in low-, mid-, and high-tech environments. Though the lesson incorporate high-tech activities, the students may switch to low-tech library resources, should the technology fail. Though the final project for the lesson involves technology, students may convert the project to a low-tech poster with photocopied images or drawings and text.
- S6: Content-based literacy skills come easily with interpreting literary work. As you can see, learners exercise seven content-based skills in this lesson. The graphic explains how the literary ties into the visual with the use of graphic organizers.
- S7: The new media literacy skills highlighted in this lesson plan include networking, collaboration, and collective intelligence. Students work together to find information, give examples of claims made by the author, research historical and current-day events, and compare and contrast issues of race, class and conflict in the 1930s and now.
- S8: For the motivational activity, the teacher posts or projects the quote you see here on the board. Students reflect on the quote and write on Post-It notes what they think the quote means. They mount the Post-Its on a board or wall for everyone to read. Learners get into groups and discuss their thoughts. The teacher claps to signal the students to change groups a few times, until they’ve heard the perspective of six different people.
- S9: After groups discuss, the teacher facilitates an open-class discussion about the quote. Students share their understandings, and the teacher checks understanding by asking questions about vocabulary, concepts, and inferences.
- S10: Teacher closes open-class discussion and informs students that the quote comes from the book they are about to read. The teacher explains the book is set in 1930s Alabama and explains that the reader must understand the events of the times in order to grasp the significance of the quote.
- S11: The students begin researching information about 1930s America. The teacher gives them topics to keyword search, including the economy, war, and racism. The students are allowed to use their personal phones for this activity to add meaning and interest in the activity. As students search and create lists for later discussion, the teacher monitors the activity by walking around the room to confirm searching and list compiling is taking place.
- S12: After students research data, the teacher guides them in compiling that data on a Venn diagram comparing those events with events today.
- S13: After the group compilation of national issues, students regroup in small teams to look at race issues in 1930s Alabama in particular. This activity involves embedding the quote and headlines in the context of a larger issue of bias. The pecha kucha allows students to understand through creating.
- S14: As the entire lesson consists of pre-reading activities to set the context of the novel, the extension lies in beginning the novel as homework and initiating analysis of another component of the literature, the character construction. The next lesson will involve character map graphic organizers and Popplets.
- S15: Learners who need assistance due to visual or physical impairment may use braille iPads, voice e-readers, keyboards or wah pads. Advanced learners have the opportunity to assist group members in group activities.
- S16: In addition to asking concept questions, assessment format includes constructed response, lists, comparison and contrast diagrams and pecha kuchas. These formats exemplify the Understanding through Creating and Interpreting through Changing Forms formats of assessment discussed in Anderson and Krathwohl.
- S17: According to Scott and Palincsar, sociocultural theory is at work here: The teacher as facilitator with students working in social groups to solve problems together that they cannot solve individually, and using semiotics to do so. After performing these activities, students will hopefully be able to do so independently.
- S18: Strengths of this lesson include clear staging from beginning to middle to end and from controlled to freer practice. The activities prepare students to understand later work with the novel. Weaknesses include poor alignment, inconsistencies in concepts addressed and theoretical strategies. Assessment definition could be clearer. The pace of the unit must also be considered.
- S19-21: The remainder of my presentation gives credit to the researchers, publishers, and sites from which I put together this presentation.