EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technolog !

Pe"agog Directions an" O#tline Name _________James Milano___________________________ Date 11/07/13____ Construct a lesson plan utilizing good pedagogical practices and incorporating technology as a tool for teaching and learning !ocus on a concept or s"ill in your content specialty area and support student acti#ities $ith the use of hard$are and/or soft$are %Note& Do not ma"e the emphasis of the lesson a 'ho$(to' $ith technology )n outline for your lesson plan is pro#ided *elo$& $tan"ar"s% CC$$&ELA'Literac &(L&)'10&10+,y the end of grade -. read and comprehend literature. including stories. dramas. and poems. in the grades -(10 te/t comple/ity *and proficiently. $ith scaffolding as needed at the high end of the range 01*2ecti#es 1 and 33 CC$$&ELA'Literac &(L&)'10&*+Determine the meaning of $ords and phrases as they are used in the te/t. including figurati#e and connotati#e meanings4 analyze the cumulati#e impact of specific $ord choices on meaning and tone 0e g . ho$ the language e#o"es a sense of time and place4 ho$ it sets a formal or informal tone3 01*2ecti#es 1 and 53 I$TE +&a&+6nteract. colla*orate. and pu*lish $ith peers. e/perts. or others employing a #ariety of digital en#ironments and media 01*2ecti#e 33 Lesson O,-ecti.e/s0% 1 7tudents $ill independently analyze 8illiam 7ha"espeare9s Julius Caesar. 5 7tudents $ill to interpret rhetorical speech 3 7tudents $ill use peer created content to support claims Intro"#ce the Learning Acti.it % 1 6ntroduce the material& (,egin $ith an e/planation of $here $e left off in Julius Caesar 0)fter ,rutus has gi#en his speech to the ple*iscites+)ct 66 7cene iii line :03 (7ummary of pre#ious reading& 1#li#s Caesar is "ea"2 3ille" , the senators o4 (o5e2 incl#"ing his ,est 4rien"67arc#s 8r#t#s& A4ter the 4atal sta,,ing2 the ,o" o4 Caesar is ta3en o#t to the ste9s o4 the senate2 :here 8r#t#s e;9lains his actions to

the 9#,lic& 5 ;/plain to students ho$ they $ill *e independently analyzing sections of Julius Caesar through the medium of t$itter 0 http&//$$$ t$itter com3& (,riefly mention that later in the lesson $e $ill *e using t$itter to interpret 7ha"espeare 0the rest of the e/planation $ill come later in the acti#ity3 (<oo" students& <e :ill translate $ha3es9eare=s :or"s into so5ething he :o#l" not ,e a,le to #n"erstan"& <o#l" $ha3es9eare ,e a,le to rea" o#r t:eets> 0t$itter $ill *e a moti#ator to help students get through Julius Caesar3 3 7tudents9 class$or" $ill *e used to support home$or"& (6ntroduce the lesson& a <a#e students read once through Marc )ntony9s speech 0!riends. =omans. countrymen. lend me your ears+http&//$$$ *artle*y com/70/>035 html )dditionally. a glossary of 7ha"espeare9s $ords $ill *e used alongside the reading+ http&//$$$ sha"espeares$ords com/?lossary@letAm3 * )fter student ha#e completed the reading. poll for student reaction 0gauge difficulty3 c ;/plain classroom assignment& Yo# :ill ,e ta3ing $ha3es9eare=s te;t an" con.erting it into o#r o:n t:eets& It is onl 4air that o# :ill ,e a,le to #se a,,re.iations an" nonstan"ar" s9elling an" s nta;2 as $ha3es9eare "i"& Yo#r t:eets :ill in"icate the act2 scene2 an" line n#5,ers& 07ho$ student the e/ample posted on t$itter and assign line num*ers3 d 1nce students ha#e completed their t$eeting. re#ie$ their interpretations of the reading 0$as it accurate. ho$ could it *e impro#ed. ho$ $as it good. ho$ $as it creati#e@3 e ?o o#er the home$or" assignment& ?or ho5e:or32 I :o#l" li3e o# all to go o.er the rea"ing2 :ith translate" s#55ar o4 the rea"ing a.aila,le on this t:itter acco#nt2 an" co5e to an #n"erstan"ing o4 :hat 7arc Anton 5eans , calling 8r#t#s an" Cassi#s @honora,le 5enA& In other :or"s2 :hat are his intentions ,ehin" re9eating that 9hrase> To s#,5it o#r res9onse sen" a 9ri.ate t:eet BENG)th& Pro.i"e In4or5ation% 1 Definitions $ill *e pro#ided through the 7ha"espeare glossary 0http&//$$$ sha"espeares$ords com/?lossary@letAm3

5 Brocedures $ill *e guided step(*y(step to ensure students complete the assignment correctly 0as listed a*o#e3 3 )n e/ample t$eet $ill *e put on the pro2ection screen Pro.i"e Practice% 1 7tudents $ill ha#e practice analyzing 7ha"espeare9s te/t in the classroom through the use of C$itter. $hich $ill pro#ide a scaffolding for interpretation assigned for home$or" 5 7tudents $ill ha#e an opportunity to share in interpretation in the classroom. as a collecti#e. and also create indi#idual meaning Chey $ill first create their o$n meaning and share it $ith the class through the pu*lishing format of t$itter Dater. they $ill use $hat $e ha#e tal"ed a*out in class to further deri#e meaning from Marc )ntony9s speech Pro.i"e Cno:le"ge o4 (es#lts% 1 Eer*al feed*ac" $ill *e gi#en to students as $e mo#e through each of their interpretations of the four lines they $ere assigned to translate into Ft$it(spea"G )dditionally. after class. the teacher $ill go through the summary that $as created and clarify any issues through replies to the in(class t$eets 5 8ritten feed*ac" $ill *e gi#en to students after their home$or" is completed Che teacher $ill reply to the pri#ate t$eet and gi#e feed*ac" on their interpretation of the home$or" Huestion+ 8hat is the real significance/meaning *ehind )ntony9s choice of $ords 0honora*le men3@ Che teacher $ill also fill out the ru*ric *ello$ in order to gi#e a definite grade for their $or" (e.ie: the Acti.it % 1 Che students $ill summarize the important points in the lesson through their home$or" Chey $ill ha#e to use *oth peer analysis and their o$n deducti#e s"ills to come to a reasona*le conclusion a*out the speech 5 Che teacher $ill also re#ie$ the student artifacts 0t$eets3 in class through #er*al recognition of the Hualities of the $or"s generated and through $ritten language in the replies to summary t$eets 7tudents can use these as references later on in the class to generate further meaning 7etho" o4 Assess5ent% 1 7tudents9 short analysis of Marc )ntony9s speech in Julius Caesar $ill *e sent as a pri#ate t$eet to the teacher for home$or" =u*ric Bro#ided *elo$ 0chec"s for learning in o*2ecti#es 1 and 53

5 7tudents $ill *e mar"ed on $hether or not they used a peer9s analysis to support their claims 0chec"s for o*2ecti#e 33 Descri,e ho: o# :ill assess :hether or not the st#"ents ha.e learne" the s3ills o#tline" in the learning o,-ecti.e& Pro.i"e a sa59le test2 r#,ric2 scoring g#i"e2 etc&

7tudent accurately ans$ered the home$or" Huestions

No 0pts

7ome$hat 5pts 7ome$hat 5pts

Ies 3pts Ies 3pts

7tudent9s interpretation No of the te/t $as 0pts accurate gi#en the information pro#ided 7tudents used a peer9s No interpretation to 0pts support his or her claims Cotal 05a; 79ts&3&

Ies 1pt

) formati#e assessment chec" $ill *e completed *y the teacher in class as the teacher and the class re#ie$ the summary/translation t$eets of Marc )ntony9s speech (eso#rces #se"% 1 http&//$$$ *artle*y com/70/inde/ html& an online *oo" depot. pro#iding free and easy access to students 0assuming they ha#e computers3 5 http&//$$$ sha"espeares$ords com/?lossary@letAm& an online dictionary for ;arly Modern ;nglish 3 http&//$$$ t$itter com& a micro(*logging $e*site. pro#iding another medium to help student interpretation