Education 5170 Education Technology I Lesson Plan Integrating Technology Name: Michelle Bonanno________ Standards: Common Core ELA

Standards: CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. ISTE NETS Student Standards: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities Lesson Objectives: 1) Students will review the components/elements of a story: setting, characters, rising actions, climax, falling action, resolution, and conflict. 2) Students will apply the vocabulary words above to the short story, The Lottery by Shirley Jackson. 3) Students will summarize the elements within the text by creating a story cube that highlights parts of the story that coincides with the above vocabulary words. 4) Students will interpret the text by creating illustrations that coincide with sections of the text. Lesson Introduction/Activity: Begin the lesson by letting the students know that we will be taking the vocabulary words we learned about the elements of the story and applying it to a story to help further their understanding of what is in a plot. To begin, the teacher will instruct the students to review the elements of a story by playing a Rags to Riches vocabulary link by going to http://www.quia.com/rr/982703.html on the teachers website in the resources sections. Date: 11/19/13___

The students will play the game once to review the meanings of plot, setting, characters, rising actions, climax, falling action, resolution, conflict, and theme. The students will play the game once. They will play the game for two minutes. The students will shout-out how much money they won in their Rags-to-Riches game. The teacher will then instruct the students to the resources section of the class website again, this time to instruct them to read The Lottery by Shirley Jackson at http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf While they read the teacher will ask the students to write down the parts of the story that represent plot, setting, characters, rising actions, climax, falling action, resolution, conflict, and theme. They will read the short story for five minutes. After they are finished reading the story, the teacher will instruct the students back to her resources page to follow the link http://www.readwritethink.org/classroomresources/student-interactives/cube-creator-30850.html The students will use the notes they took while reading a story to create a story cube that will better help their understanding of the plot of the story. Note: Instruct the students that instead of writing their favorite part of their story, they will recall a part of the story in which they were confused or shocked Allow them to work on their story cubes for five minutes. The students will print out two copies of their story cube, one to be folded for their use and one to be handed into the teacher. The teacher will then instruct them back to the resources page to the link http://www.readwritethink.org/classroom-resources/student-interactives/doodle-splash30022.html?tab=5#tabs The students will take the confusing or shocking part of the story that they wrote in their story cube and illustrate it using the Doodle Splash. Along with that, the students will write an explanation of their doodle, and why their doodle is significant. Note: Instruct the students that instead of re-summarizing the text in the first box, write why they were shocked or confused about the scene they are doodling. Also, instruct the students that when they write about the significance of their doodle to relate their doodle back to the main conflict or theme they wrote about in their story cube. This activity should take five minutes. As with the story cube, instruct students to print out two copies of their doodle, one for them and one for you. Once they have printed out their individual doodles, the teacher will split the class into groups of five. The students will discuss their individual doodles with their group, allowing for other group members to voice their reactions to the different scenes as well and begin connecting their text-self connections to the themes within the story. This activity should take about ten minutes.

The students will discuss as a class some possible issues/themes/conflicts they found through their doodles and the teacher will list them on the board. The students, still in their groups, will then be instructed to use the story cubes they created and the Doodle Splash online activity to make coinciding illustrations with each part of the plot. With each illustration, the student will not only describe what is going on in their illustration, but relate the illustration to one or more of the themes listed on the board. They must have at least five doodles, but there is no limit to how many they can create. However, all doodles must have a description and relation to a theme. This will be a fifteen minute activity. The students will print out two copies of all their group doodles, keeping one copy with them and the teacher will collect the other. This will be the end of the first day of instruction. The students will present their doodle stories to the class, along with why they related to the themes on the board, the following day in class. While they present, the students viewing the presentation will record one doodle/theme relation they agree with and one that they do not agree with. This will be there peer review for the lesson and they will give them to the teacher when the presentation is done. This will take the entire forty-five minute class period.

Provide Information: The students will be provided review of the vocabulary words plot, setting, characters, rising actions, climax, falling action, resolution, conflict, and theme while completing the introductory review game of Rags-to-Riches The teacher will provide directions of what they students will do while reading, so that they are completing the task of applying elements in a plot to a story before doing so with the online interactive activity. The students will be provided the link to Shirley Jacksons The Lottery to read: http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf The students will be given the links to both activities that they will complete with the story, which have explicit, step-by-step directions for completion.

Provide Practice: The students will practice their understanding of the vocabulary words through their individual participation in the Rags-to-Riches online game. The students will practice their understanding of elements of a story and apply them to a story individually through the creation of their online story cube. The students will practice their interpretation and creation of a theme within a story individually through the creation of their online Doodles, drawing a part in the text and noting the significance in that drawing in relation to a bigger theme within the text.

The students will further practice their interpretation of the text and finding a theme in the text in groups by creating a doodle story of The Lottery and pointing out the significance of their doodles to bigger themes within the story

Review of the Activity: I will have the student review the importance of the activities by peer reviewing their classmates presentations. Through their peer reviews the students will re-establish not only the elements of the story, but how those elements create a theme or central idea in the text. The peer reviews will also let them learn of other important examples in the story that establish a central theme within the story.

Methods of Assessment: I will use the students telling of their score on the Rags-to-Riches game to assess whether or not they have a solid grasp on the vocabulary words prior to applying them to a story. I will collect a copy of my students story cubes to assess how well they apply the elements of a story to an actual story. I will correct anything they might have wrong on the story cubes and hand them back so that they have the correct application of the vocabulary words. I will collect the individual doodles of the students to assess if they are able to interpret the text through a connection they make to a central idea or theme within the story. On the copy of they give me, I will provide written feedback on what I thought of the scene they drew and what theme I drew it to, be it the same or a different one. I will also walk around during their presentation of their individual doodles to do a quick check of understanding of whether or not the students can interpret a text rather than just summarize it. I will collect the group doodle stories as well as grade the students presentations on a rubrics, grading them on whether or not they provided an accurate plot sequence and if they applied the pieces of their plot to bigger connections to the theme of the story.