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

Name Alaina Storck Date 12/15/2011

Standards:

ISTE Standards:
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means oI personal or group expression.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:

a. advocate and practice saIe, legal, and responsible use oI inIormation and technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility Ior liIelong learning.
d. exhibit leadership Ior digital citizenship.

Common Core ELA Standards:
ELA RL 9-10. 4. Determine the meaning oI words and phrases as they are used in the text, including
Iigurative and connotative meanings; analyze the cumulative impact oI speciIic word choices on
meaning and tone (e.g., how the language evokes a sense oI time and place; how it sets a Iormal or
inIormal tone).
ELA RL 9-10. 11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and
ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and
situations.
a. SelI-select text to respond and develop innovative perspectives


ELA W 9-10. 6. &se technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage oI technology`s capacity to link to other inIormation and to
display inIormation Ilexibly and dynamically

ELA W 9-10 11. Create literary texts that demonstrate knowledge and understanding oI a wide variety
oI texts oI recognized literary merit.
d. Create poetry, stories, plays, and other literary Iorms (e.g. videos, art work).



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Lesson Objective(s):

1. Students will demonstrate creative thinking to develop a digital poem through the use oI
technology (PowerPoint and Edmodo).
2. Students will understand and demonstrate responsible, saIe, and legal use oI inIormation and
technology.
3. Students will apply their understanding oI imagery and intertextuality to enhance a selI-selected
poem.
4. Student will make connections Irom their selI-selected text to other texts and personal events to
develop innovative perspectives.
5. Students will share these connections through their digital poem using technology.
6. Students will evaluate digital poetry oI their peers as a part oI a virtual community.


Introduce the Learning Activity:
A. I will communicate the lesson objectives to students by writing an agenda on the board that
outlines the activities to take place. I will also write the lesson objectives within the agenda
so that students will understand what they will be expected to accomplish.
B. As a motivator, I will begin by asking students to think oI a time when they were reading
something or listening to a song and it reminded them oI an image, text or song that they
had encountered previously.

Provide Information:
A. e will then discuss the idea oI imagery and intertextuality. Imagery is the name given to
the elements in a poem that spark oII the senses. Despite "image" being a synonym Ior
"picture", images need not be only visual; any oI the Iive senses (sight, hearing, touch,
taste, smell) can respond to what a poet writes. Intertextuality reIers to the way in which
texts gain meaning through their reIerencing or evocation oI other texts.
B. I will then show them examples oI the three literary devices in the poem 'Loneliness. I
will show them these examples without the hyperlinks Iirst. I will ask iI the imagery and
intertextuality oI the text encourages the reader to make connections.
C. I will then show them the poem with my hyperlinks that show my own personal
connections made in conjunction with the literary devices.

Provide Practice:
A. As a class, we will then take the poem 'Apples by Laura Lee and add images, audio and
links to other texts to enhance imagery and intertextuality and provide personal meaning.
During this time we will discuss the importance oI respecting copyright laws. I will provide
students with links to images and audio that are accessible under the Creative Commons. I
will make it clear to students that using images that are protected by copy right will result in
a Iailure Ior the assignment.
B. &sing the assignment sheet, students will use one oI the acceptable poetry archives to Iind a
poem they wish to hyperlink. They will then use the provided links oI material available
under the Creative Commons to Iind Iive to seven links that add images, audio, and links to
texts to make personal and textual connections. They will use PowerPoint to add these
hyperlinks, as well as play with text, color, and layout. hen they are complete, they will
upload their poem to the Edmodo account and then comment on two classmates` poems,
providing positive Ieedback and/or constructive criticism.

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C. AIter the class period is over, the teacher will take the poem slides and create a 'Ilipbook
PowerPoint compilation oI the class`s poems. The next class period we will view the
Ilipbook and discuss what we learned.

Provide Knowledge of Results:
A. During the activity, I will circulate around the room to answer questions, keep students on
task, and provide verbal Ieedback. I will also provide verbal Ieedback during the
presentation oI the Ilipbook the next class period.
B. I will comment on every student`s poem on Edmodo to highlight good practices and/or
suggest improvements.

Review the Activity:
A. AIter the reveal oI the Ilipbook, the class will discuss what we learned and how it can be
applied to reading other Iorms oI literature and/or other Iorms oI technology.

Method of Assessment:
A. I will evaluate the students` work through the rationale provided on their assignment
worksheet to see why they chose particular links, as well as the provided checklist to ensure
that they met all oI the assignment requirements.
B. Students will also Iill out a selI-assessment oI their poem.






























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Assessment:

Digital Poetry Check List:

1. Student chose an appropriate poem Ior the assignment Irom the provided archives. (2pts)
2. Student correctly linked Iive to seven images, texts, and/or audio to the selected poem. (5pts)
3. Student demonstrated an understanding oI imagery and intertextuality through their link
choices. (5pts)
4. Student chose links that meet the requirements: at least one link showing imagery and at least
one connecting to another text. (5pts)
5. Student only linked content available through the Creative Commons. (2pts)
6. Student successIully and creatively created a PowerPoint slide with their Digital Poem and
uploaded it to Edmodo. (5pts)
7. Student commented constructively on two peers` poems. (2pts)
8. Student completed the assignment sheet Iully. (2pts)
9. Student completed the selI-assessment Iully. (2pts)


/30 points