EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Tammy Daniels

Standards: Technology Standards: 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Content Area Standards: Reading: Craft and Structure RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 16 April 2012

Writing: Production and Distribution of Writing: W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Language: Conventions of Standard English:

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language: Knowledge of Language:

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Speaking & Listening: Comprehension and Collaboration: SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Lesson Objective(s): Students will: Learn to identify basic rhyme scheme as illustrated by the teacher on a white board using the poem His Coy Mistress by Andrew Marvell. Access teachers website (student.plattsburgh.edu/dani1719). Complete the rhyme exercise on the teachers website under Interactive Lesson. Learn what assonance is in poetry as defined and illustrated by the teacher. Complete the assonance exercise found on teachers website. Learn about simile as illustrated in the poem His Coy Mistress by Andrew Marvell. Complete the simile exercise on the teachers website. Send the results of their exercises to the teacher via e-mail. Verbally interact with the teacher and classmates with answers to posed questions, inquires about the material covered, and comments about the lesson.

Introduce the Learning Activity: 1. I will tell students that we are going to explore poetic form through the elements of rhyme scheme, assonance and simile. 2. Using a Power Point for visual effect, I will ask students what they know about rhyme scheme, then I will begin mapping rhyme scheme on the whiteboard while I encourage students help me with the mapping. Students will go on to engage in an interactive web exercise to practice rhyme mapping. Provide Information: 1. I plan to introduce the concepts in an interactive way. Since students have varying experience and ability with poetry, I will ask students if they are familiar with rhyme scheme, assonance and simile, to involve students in the teaching experience. 2. I will provide definitions of each concept as well as examples of each. Using the poem His Coy Mistress by Andrew Marvell, I will illustrate the concepts and model practice for the students before they perform their exercises.

Provide Practice:

1. Students will be able to practice identifying rhyme, assonance and simile using the text of the poem His Coy Mistress by Andrew Marvell. 2. Students will engage in rhyme, assonance and simile exercises using an interactive database provided by Bedford St. Martins. Provide Knowledge of Results: 1. If students have questions or problems with the exercises, I will answer questions and provide one on one support. 2. I will receive students completed exercises via e-mail and respond to the e-mails with constructive and positive feedback. Review the Activity: 1. Once students have completed all of their exercises, I will ask them what they have learned about rhyme scheme, assonance, and simile. I will ask if the information they received from the lesson will help them to better understand and/or write poetry as a form of literary and oral expression. Method of Assessment: 1. I will have students email me the results of the internet exercises they perform. Since the majority of the exercises are akin to multiple choice questions, I will be able to assess them upon correct and incorrect choices. The simile exercise involves creativity which will be assessed according to sentence structure and grammar usage as well as creative use of the options provided.