1793+vs+2011

1793 vs 2011 Erin Studer Walden University Dr. Marie Larcara Integrating Technology Across the Content Areas EDUC-6713D-1 October 9, 2011

**Daily Lesson GAME Plan**

**Lesson Title:** 1793 vs 2011

**Grade Level:** 7th Grade Language Arts

**Unit:** Historical Fiction

**GOALS:****Illinois Common Core Standards** CC.7.R.L.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CC.7.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CC.7.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

**ISTE NETS-S:** 1. Communication and Collaboration 2. Research and information fluency 3. Critical Thinking, problem solving, & decision making 4. Technology operations and concepts(Cennamo, Ross, & Ertmer, 2009 ISTE-NETS)

**Instructional Objective(s):** The students will compare and contrast the culture of 1793 compared to today

.**ACTION:** **Before Class:**The wireless lab will need to be reserved for this activity. Also, the Webquest will need to be adjusted for preview purposes opposed to the usual post-reading activity.

**During Class:** white boards **MONITOR:** **Ongoing Assessment:**I will check the students’ understanding during the brainstorming session and Webquest research activity through the quality of their participation and the answers they give.
 * **Time** || **Instructional Activities** || **Materials and Resources** ||
 * 5-10 minutes || Read chapter 1 of Fever 1793 to the students to preview the novel and build some background for discussion. || Fever 1793 novels ||
 * = 10-15 minutes ||= As a class, use a Venn diagram to brainstorm the differences and similarities of 1793 and today. ||= * Smart Board
 * Venn Diagram
 * Dry erase markers ||
 * 30 minutes || Use Fever1793 Webquest to research 1793 culture, politics and societal views/issues. || * Laptops
 * Webquest worksheet ||

**Accommodations and Extensions:**Students that need material read will have that afforded to them. Working in pairs is an option for those that need extra support.

**Back-up plan:**Students can Google for information about 1793 culture if the Webquest is not working properly.

**EVALUATION:** **Lesson Reflections and Notes:**The students will be evaluated based on the quality of participation and answers they are obtaining through the brainstorming discussion and Webquest research.

**References** Cennamo, K., Ross, J., Ertmer, P., (2009) //Technology integration for meaningful classroom use.// Mason. OH: Cengage Learning. Anderson, Laurie Halse. (2000). //Fever 1793//. New York, NY: Simon & Schuster, Inc.. Illinois learning standards. (2011). Illinois State Board of Education. Retrieved October 9, 2011, from []

Erin, This is a great way to help students understand how different life really was during a time period that truly is not talked about much. Really, you could keep the Venn Diagram going through the entire novel and have students add things as they continue reading. I like the integration of social studies into your lesson; by mine you could probably tell I like to bring in other topics as well. :) It helps the students to learn so much more content without them realizing it! They are also able to apply more skills this way, too, if they see how the curricular areas go hand in hand with each other.

Kait

Hi, Erin- What a great lesson plan! I like the fact that it is cross-curricular. Historical fiction is a great way to encourage students to learn about historical events in a more personal way. I also like the use of a Venn Diagram. I think they are a great way to help students visualize the information. The fact that you have a back-up plan in case the Webquest program is not functioning will help save time and show the students that they can find the necessary information in a variety of places.

Jean

Erin Studer Walden University Dr. Marie Larcara Integrating Technology Across the Content Areas EDUC-6713D-1 October 16, 2011

**Daily Lesson GAME Plan**

**Lesson Title:** Fever Preview Discussion

**Grade Level:** 7th Grade Language Arts

**Unit:** Historical Fiction

**Illinois Common Core Standards**.

CC.7.R.L.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CC.7.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CC.7.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research

**ISTE NETS-S:**

1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts (Cennamo, Ross, & Ertmer, 2009 ISTE-NETS)

**Instructional Objective(s):**

The students will take the knowledge they learned from the 1793 vs 2011 Venn Diagram and Fever 1793 Webquest to contribute to discussion on our class schoology page.

**ACTION:** **Before Class:**

The wireless lab will need to be reserved for this activity. Students will also need to set up an account/page on schoology.com, with my assistance. Additionally, a discussion will need to be set up on my page for the students to respond to.

**During Class:**
 * **Time** || **Instructional Activities** || **Materials and Resources** ||
 * 10-15 minutes || Using the smart board I will demonstrate how to use schoology and give them a virtual tour. || * Smart Board
 * Laptops ||
 * 10-15 minutes || Next, the students will create their own schoology accounts and explore the basics of their page, as well as become part of our online class while I guide them on the smart board. || * Smart Board
 * Laptops ||
 * 25 minutes || The students will respond to the discussion question which will revolve around differences in dress between 1793 and now. || * Smart Boards
 * Laptops ||

**MONITOR:** **Ongoing Assessment:**

I will check for students' understanding during the intro to schoology and through their work on the discussion.

**Accommodations and Extensions:**

Reading and typing will be provided when and if needed.

**Back-up plan:**

In the event that the Internet is down, we will simulate online discussion with a post-it note discussion on the white board.

**EVALUATION:** **Lesson Reflections and Notes:**

The students will be evaluated based on the quality of answers given on the discussion.

**References** Cennamo, K., Ross, J., Ertmer, P., (2009) //Technology integration for meaningful classroom use.// Mason. OH: Cengage Learning.

Anderson, Laurie Halse. (2000). //Fever 1793//. New York, NY: Simon & Schuster, Inc..Illinois learning standards. (2011).

Illinois State Board of Education. Retrieved October 9, 2011, from []

Erin, I think having your students demonstrate their understanding about the 2 different time eras using a Venn diagram is an excellent idea. In math, I use them a great deal by demonstrting the union and intersection of sets, which your lesson has the potential to connect with other content areas. Jessica Torok

Erin, I like the fact that you are incorporating a tried and true graphic in a digital way. The Schoology page sounds really interesting and a fun way to incorporate the facts you want the students to learn while creating an online discussion and sharpening their technology skills. I bet the students enjoy using this site as well as the Smart Board. Jean Smith