Current+Social+Issues+in+Great+Expectations-+Problem-Based+Lesson+Plan

Application 5: Unit Plan Assignment: Problem-Based Learning Jean A. Smith Walden University Dr. Marie Larcara EDUC-6713D-1: Integrating Technology Across the Content Areas October 9, 2011 Application 5: Unit Plan Assignment: Problem-Based Learning Daily Lesson GAME Plan Lesson Title: Finding the Social Relevance in //Great Expectations// Today Grade Level: High School Seniors/ Advanced Placement (AP) English Literature and Composition class. Related Lessons: Reading Comprehension, Research Writing; Online Search Goals: Ohio Academic Content Standards: Reading 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 5. Analyze variations of universal themes in literary texts (ODE, 2004). Ohio Academic Content Standards: Research 1. Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics (ODE, 2004). Ohio Academic Content Standards: Writing 1. Compose open-ended questions for research, assigned or personal interest, modify questions as necessary during inquiry and investigation to narrow the focus or extend investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g. school library catalogs, online databases), electronic sources and Internet-based resources. 7. Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented (ODE, 2004). I chose this particular problem-based assignment because my students have a hard time relating the world of Dickens to current issues. These are topics that have issues on our local ballot in the upcoming November general election. I felt this would be a good way for students to research the issues as well as relate them to the classic we just completed.

ISTE NETS *1. Creativity and innovation *2. Communication and Collaboration *3. Information and Research Fluency *4. Critical thinking problem solving and decision-making 5. Digital Citizenship *6. Technology operations and concepts (Cennamo, Ross, & Ertmer, 2009 ISTE-NETS) Action Before class preparation: Student will have completed reading the novel //Great Expectations// (Dickens, 2001) as well as completed AP based study questions and assessments. During Class Time Instructional Activities Materials and Sources 15-20 Minutes Brainstorming social issues that are relevant Novel, questions, to our state and community. Notes

20-40 Minutes Students will divide themselves into groups based on the social issue they want to investigate. They will discuss and assign jobs to group members.

2 class periods/ Students will meet in the school library/ Computer, word and homework lab to research topics online and print processing, power- resources. point, scanners.

1 class period With the information gathered, students will and homework develop a 3-5minute power-point presentation to present to the class. 1 class period Student groups will present their power-point Computer, projector to the class. Monitor Since they are all seniors in an advanced college-level class I will act as troubleshooter and coach throughout this process. I will book time in the library/lab as well as circulate while the students are working so that I can answer questions and address concerns. Accommodations In this particular class none of the students are on an Individual Education Plan (IEP) or English as a Second Language (ESL), therefore no special accommodations are needed. However, there were these situations present in the classroom I would work closely with the Special Education and Computer Teachers in order to insure that the needs of these students were met. Evaluation Students will be given a multi-media project rubric so that they are fully aware of the expectations of the assignment. I will assess them and based on the criteria in the rubric. I will also conduct a class discussion to get their feedback on the assignment and its relevance to them. References Cennamo, K., Ross, J., Ertmer, P., (2009) //Technology integration for meaningful classroom use.// Mason. OH: Cengage Learning. Dickens, C. (2001) //Great Expectations.// Mineola, NY: Dover Publications, Inc. Ohio Department of Education (ODE) (2004) Ohio Academic Content Standards. Columbus,OH: Ohio Department of Education.

Jean,

I thought that it would be difficult to find problems that will fit Language Arts standards. Your lesson proves otherwise. It also proves the power of collaboration. I know first-hand how stress and time constraints can “kill” a teacher’s ability to design engaging and authentic learning experiences. However, the benefits of being able to work with other teachers, especially experienced teachers, are immeasurable.

Thanks Erika

Hello Jean,

I would love to use this with my classes. I like how you give them choices in their topics and allow them to collaborate. I think this group effort will help students see the social issues from different perspectives and allow them to address the problems in innovative ways. What do you expect them to present after their research? Will it be an informative presentation, or do you want them to develop a plan to solve the problem as well? It might be fun to have them even attempt to solve it and report back to the class what they did and how it was received.

Brandon

Jean, I loved this novel when I was in high school. I think your lesson will provide students with that vital text-to-real-world connection. I agree with Brandon that it would be even better to add the solution component to the project. As adults, we all know the importance in both identifying the problem and especially in solving it. In trying to create a generation of creative thinking problem-solvers, we should try to incorporate these types of scenarios in our own curriculum. Let us know how it turns out.

Katy

Application 6: Online Collaboration Lesson Jean A. Smith Walden University Dr. Marie Larcara EDUC-6713D-1: Integrating Technology Across the Content Areas October 16, 2010 Application 6: Social Networking/Online Collaboration Lesson Writing and publishing are changing rapidly as technology becomes more and more available. In order to introduce students to blogging and online collaboration, I have designed an assignment were they can couple a creative writing response to a digital age medium and received feedback from their peers. Daily Lesson: GAME Plan (Cennamo, Ross & Ertmer, 2009) Lesson Title: Exploration of Alternate Points of View for //Great Expectations// by Charles Dickens Grade Level: High School Seniors/ Advanced Placement (AP) English Literature and Composition. Related Lessons: Writing Skills; Online Publishing; Digital Citizenship; Characterization; Reliable Narrator. Goals: Ohio Department of Education (ODE) Ohio Academic Content Standards: Writing Prewriting: 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading). 5. Use organizational strategies (e.g., notes and outlines) to plan writing. Drafting, Revising and Editing: 6. Organizing writing and create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 7. Use a variety of sentence structures and lengths (e.g., simple, compound, and complex sentences; parallel or repetitive sentence structure). 8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel sentence structures. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and techniques to convey personal style and voice. 10. Use available technology to compose text. 11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. 12. Add and delete examples and details to better elaborate on a stated central idea…or enhance plot, setting in narrative texts. 13. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. 14. Use resources and reference materials (e.g., dictionaries, thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang. Mechanics: 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation. 3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). Publishing: 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for purpose, which could include such techniques as electronic sources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings and graphs) to enhance the final product. (ODE, 2004) ISTE-NETS: *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 Action: This will be another activity that could be used after students read and complete objective assessment over the novel //Great Expectations// (Dickens, 2001). We will also conduct as class discussion regarding Pip’s point of view in the novel. Time Instructional Activities Materials 40 minutes Students will choose one of three Novel 1 of 3 scenes from the novel: Reader Christmas at the Forge (Ch. 4) Response Journal Mrs. Joe’s Funeral (Ch. 35) Magwitch’s escape and capture (Ch.54-55) Students will choose a character other than Pip and write the scene from his or her point of view. Students will be able to begin writing in class and finish it for homework.

3 class periods Students will first create their own blog spot on Computers, Wordpress and will then upload/type their scene scene written, into their blog. They will then subscribe to each Wordpress others’ blogs through Google Reader. Google During the second and third class period, students will choose two scenes to read: one from the same scene they wrote about and one from the other scenes. Students will make comments and /corrections on each of the scenes they choose. 1 class period Students will then read responses of peers and revise/ Comment completing the dialogue. Monitor: As before, I will act as a trouble shooter throughout this lesson plan. I will book the library/computer lab so that students will have access to a computer. I will make myself available for questions and issues that arise with the assignment. Accommodations: Currently, none of the students in this class are on an IEP so no special arrangements will be made at this time. However, in the future, I will work with the Special Education teacher to aid students ensuring that the needs are met. If there is a problem with Internet access, we will use the class time and I will have the students treat this as a dialogue journal exercise and we will post the entries when the Internet becomes available. Evaluation: I will subscribe the blogs as well and monitor initial entries and comments/responses. I will also comment and grades will be given privately based on a rubric distributed to the students prior to beginning this activity.

I have enjoyed the blogging experience that I have participated in during this class. I am hoping that my students will begin to understand that blogging and other online social networks and collaboration sites can be used for educational purposes and not just for social communication. References Cennamo, K., Ross, J., Ertmer, P., (2009) //Technology integration for meaningful classroom use.// Mason. OH: Cengage Learning. Dickens, C. (2001) //Great Expectations.// Mineola, NY: Dover Publications, Inc. Ohio Department of Education (ODE) (2004) Ohio Academic Content Standards. Columbus,OH: Ohio Department of Education.

Hello Jean,

These activities provide a fun way for students to not only publish their writing but also to interact. One thing that is especially neat about it is that it is somewhat modeled on the way Dickens wrote Great Expectations. Students could complete their writing and then wait for responses from their classmates and make adjustments based on their feedback.

Brandon

Hi Jean,

I am new to teaching English/Language Arts. Your lessons and discussion posts have helped me a terrific deal. I am sure that your students appreciate the opportunities you give them to incorporate technology into your curriculum to support their diverse learning needs.

Thanks. Erika

Jean,

I think a really neat idea is to have students blog as if they really are that particular character, and they can reflect on certain experiences from the novel. In this way, they would still need to have a thorough understanding of the events from that character's point of view, but they also will have to reflect on those events within the context of other events. In this way, they would gain a deeper understanding of the character's experience.

Katy Application 7: Digital Storytelling Unit Plan Jean A. Smith Walden University Dr. Marie Larcara EDUC-6713D-1: Integrating Technology Across the Content Areas October 23, 2011 Application 7: Digital Storytelling Unit Plan Daily Lesson: GAME Plan (Cenamo, Ross & Ertmer, 2009) Lesson Title: Alternative Points of View in //Great Expectations// through Digital Storytelling Grade Level: High School Seniors/Advanced Placement (AP) English Literature and Composition. Related Lessons: Writing Skills, Reading Skills, Power Point, iMovie Goals Ohio Academic Content Standards Writing: 1. Generate writing ideas through discussions with others and from printed material (ODE, 2004). 4. Determine the purpose and audience and plan strategies (e.g. adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience (ODE, 2004). 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective (ODE, 2004). e. use appropriate visual materials and available technology to enhance presentation (ODE, 2004). Reading: 1. Compare and contrast motivations and reactions of literary characters, using specific examples of characters’ thoughts, words and actions (ODE, 2004). 3. Explain how voice and narrator affect the characterization, plot and credibility (ODE, 2004). ISTE NETS: *1. Creativity and Innovation *2.Communcation and Collaboration 3. Research and Information Fluency 4. Critical Thinking Problem Solving *5. Digital Citizenship *6. Technology Operations and Concepts Action: This lesson piggybacks the previous online collaboration activity. Students will choose a scene that was written from a different character’s perspective, form groups and video tape the scene. Time Instructional Activities Materials and Sources 1 class period Students will review blogs and responses, divide into novel, computer, groups of 4-5 based on the scene in which they want blogs, pen, paper to bring to life. The scene should be between 8-10 minutes. rubric

2-3 class They will plan and assign roles/ responsibilities. They will periods write a script, develop a storyboard, tape, edit and produce the video.

3-4 class Students will film, edit and produce their scene. Once it is com- Periods plete, it will be presented in class as well as uploaded to Teacher- Home- Tube. Work. 1-2 class Students will present and critique each other’s videos. Rubric, Comment Sheet

Monitor: My job will be to book time in the library/computer lab as well as troubleshoot critique and assess students as they work to ensure that all group members are participating. I will also assign the final grade for the project. Accommodations: If I had students in this class that were on an IEP or ESL I would make the necessary adjustments required. Evaluation: This evaluation will be three-tiered. First students within each group will “grade” each other, offering comments, etc. using the rubric for multimedia projects as well as a comment sheet as their guide. Second, the class as a whole will critique and evaluate each video using a comment sheet. Third, I will combine the above grades/ratings and include my comments as well as a final grade.

Reflection: I implemented the first lesson plan in series. Students chose social issues from //Great Expectations// (Dickens, 2001) and related them to issues currently on the ballot in our county. I had 4 groups of students and the social issues chosen were Ageism, Illiteracy, Domestic Violence and Privatization of Prisons in Ohio. The students spent two and half class periods in the library/computer lab. They consulted not only the internet, but also contacted individuals associated with each of the local agencies and incorporated their findings. Each student in the group had to participate in the presentation and they were assessed with a multimedia rubric. This was a very successful lesson plan; however, this was one instance when enthusiasm proved to be a little problematic. I had told the students early on that their issues needed to reflect issues in the county and that they were to relate those issues back to the novel. They became so caught up in the issues and the facts they were learning that none of them related it directly back to the novel. When I asked them how it related back they were all able to tell me. I did not deduct points for this error because I felt that since all the groups missed this element, perhaps I was not clear enough. Since they were able to produce the information when asked I considered the requirement fulfilled. In the future, I will be sure that I make this requirement clear. Students had a positive reaction to this assignment. They were not aware of the Council on Aging in our community or all of the services that our battered women’s shelter, Turning Point, had to offer. I was very impressed how well organized and committed the students were to the project. They quickly assigned responsibilities and roles and moved directly into collecting information. Their biggest frustration was being road blocked by the Internet filter. They did not dwell on this and quickly moved on stating they would look it up at home. I was also pleased that they began to see that Dickens still has relevance in our society today. When we talked about the project afterward, one student mentioned that it was hard to believe that the same issues Dickens wrote about are still not solved today. That is exactly the connection I had hoped the students would make with this lesson. They enjoyed the process and asked if they could do more projects like this one. I think these comments and the outcome of this lesson speak well of being able to incorporate the new literacies into the current curriculum and standards. The problem based lesson gives students a chance to practice authentic writing it’…honors the personal elements of being a purposeful writer-choice, audience… [and] responsibility…” (Thomas, p.104). By adding the element of technology in the classroom we are showing students that we as teachers recognize its usefulness in educational and real world tasks. References Cennamo, K., Ross, J., Ertmer, P. (2009) //Technology integration for meaningful classroom use.// Mason, OH: Cengage Learning. Dickens, C. (2001) //Great expectations.// Mineola, NY: Dover Publications. Ohio Academic Content Standards (2004) Ohio Department of Education (ODE) Columbus, OH: Author. Thomas, P.L., (September, 2011) “Revisiting LaBrant’s ‘Writing is More than Structure” (//English Journal, May 1957). English Journal.// 101.1 pp. 103-104.