Integrated Lesson
Description of the proposed learning activity: The class is learning about three different literary works and how they all collectively connect. The first is a short story by Kate Chopin, called “The Story of an Hour,” which the student will have read for class already. The class will summarize the story as a warm up. This will be done on their individual laptops. They will also be asked to find any photographs that they find helpful for the readings. For example, picture of the author often helps readers remember some of the background information. Next, in groups will go through guided reading questions. This can be done in groups or as a class. Then, we will be reading a poem by Langston Hues, entitled Dream Deferred. For this, we will be showing a Nike Commercial that dubs the poem in the background. Next, we will be listening to a song by Tracy Chapman, entitled, Fast Car. Students will have time for open discussion and questions. Last we will be creating our own Diamante poem as a class. A program on the Internet enables us to go through each individual step of the poem with the class. That will complete our lesson on expression and the many forms it comes in.
learning objectives: The purpose of this lesson is to introduce a small variety of literatures that show different forms of expression, while showing the connectivity between the works as a whole. The learning activities are geared to support individuality as well as the arts. The class also supports a cross connection of other subjects. For example, learning about Langston Hues involves history, while Tracy Chapman’s song touches on music, arts, and poetry. The activities in this class will involve students in collaborative learning. They must work in groups to complete the guided reading questions, then work all together for the diamante poem exercise. The use of technology is evident throughout the period, integrating technology as a main asset of learning in this lesson.
Specific curriculum objectives:
English Standard:
B. Writing as a Product (resulting in a formal product or publication)
3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
This standard is important to this lesson plan as the lesson applies complex concepts that go beyond literal meaning of work. This lesson also applies to different types of works that the students will need to recognize and conceptualize.
3.2.12.B.3 Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
This standard is also important for the lesson. The students will be asked to write in order to show what they have learned and that they can apply the concept of literature as a means of expression.
Technology Standard:
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.
8.1.4.A.2 Create a document with text formatting and graphics using a word processing program.
This will be used when the students are free writing as well as a project for their final assessment.
8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.
Students will use graphing skills on the computer to better understand the differences and similarities between each reading.
Technology to be used in this activity: In this lesson, we will be using technology in many forms. The students in this particular school have access to laptops in each classroom and for each individual. We will be using the laptop to free write about the homework reading. This free write will become a starting point to their essay at the end of the section. Next, we will be viewing a video that I will have posted on my blog. This video will show a commercial from Nike, that uses the Dreams Deferred poem as a narrative. We will consider the effect of technology as a commercially based media function as well of the connectivity with poetry. Lastly, we will be using an internet based function to create our own poem. Students will navigate through the web site to create this diamante poem step-by-step. Through these uses of technology, the students will be reestablishing their knowledge of computer and technology skills that they can use in college or work.
Activity timeline/procedures: In a school with block scheduling, the lesson should take no longer then one to two full class periods. I am setting up the lesson plan for one class but I am leaving room for two, as it is important to be flexible as a teacher. Students will be asked to free write about the reading on word processor. In these free writes, students are encouraged to write about any aspect of the story that intrigued them. This free write will be used as a building block for an essay we will create later in the section. Next, an overhead will show a guided reading question as we go through each question as a class. Some of the more in depth questions will be discussed with a partner.
We will then move on to the poem, Dreams Deferred. For this, students will be asked to make a Venn diagram on their computers to illustrate the differences between the two pieces as well as the similarities. This will also be an additional tool for them to hold on to for their essay.
The students will use an Internet website to guild them through a diamante poem. Here they will be exploring different English vocabulary while using an Internet based tool.
We will also be listening to a song by Tracy Chapman, called Fast Car. This song will be posted on my blog by use of an MP3 for students to listen to at home if need be. The song will wrap up our discussion by openly talking about how this song can be related to the poem and story. It will also provide an example for their homework, as they will have to bring in a song for next class that either related to them on a personal level or related to the story or poem from class.
Assessment Criteria: I will be assessing students on the amount of participation they contribute during class. Participation is expected to be intelligent and articulate. As I mentioned earlier, at the end of the session, we will be writing an essay on a work that the students have read. This will give me feedback as to their understanding of the literatures as a whole. I will also leave room for the students to make a rough draft so I have time to give feedback for then to correct errors.
