Social and Familial Relationships; English Unit Plan

Monica Hayes

Unit: Social and Familial Relationships

Grade: 9

Novels: Monster (ACA) and Flowers for Algernon (ACCL)

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 1 Date: 9/23/14

Objectives	Lesson Essential Questions
Draw conclusions about social/familial relationships based on the resolutions to the conflicts in the story	RL How do I interpret and analyze a text?
Which items are incorporated into this lesson?
Common Core State Standards
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Literacy Strategies (CCT Domain 2)
Close reading Using text examples to support conclusions
SBA Targets/Claims Addressed
ELA/Literacy Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and  informational texts.       Target:Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.
https://webmaker.org/literacy Connecting: Participating on the web Sharing: Students post in the Google Group Collaborating: Students respond to others in the group, furthering the discussion

Lesson Development -activities and transitions (CCT Domain 1): Review HW and pass out Chromebooks while explaining we will be discussing our story via online discussion. Show Google mail tutorial. http://screencast.com/t/MP8tyYvM7 This models how to log in, send email, and start group discussion about characters from novel. I will model how to create an appropriate response. Students will attempt logging in. They will attempt to respond to “First Post” in the discussion group. Finally, students will respond to post about characters from story using examples from the text.

Instructional Strategies (CCT Domain 2 & 3): Modeling Guided practice Independent practice

Modifications and Differentiation (CCT Domain 2): Students who do not have their internet permission slip handed in can not use Chromebooks. Therefore, they will complete the assignment using written response. Once they hand in their permission slip, they may add their answer to the group discussion. Students who are not grasping the objectives will get my assistance via Google comments. I will also walk around to direct students. I will email students the tutorial so they can re-teach themselves.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): Student emails and responses will show me they understood the lesson. Responses to the character question must meet the rubric expectation.

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 2 Date: 9/23/14

Objectives	Lesson Essential Questions
Students will collaboratively respond and discuss the the idea of teens being tried as adults by analyzing non fiction sources using marking the text strategy.	RL How do I interpret and analyze a text? Should teens be tried as adults?
Which items are incorporated into this lesson?
Common Core State Standards
SL  How do I effectively prepare for and participate in a collaborative discussion?
Literacy Strategies (CCT Domain 2)
Utilize Marking the Text to encourage close reading and analysis of material Design experiences for students in which they will create effective oral, written, and multimedia responses to texts that include personal and analytical response.
SBA Targets/Claims Addressed
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
https://webmaker.org/literacy Exploring Navigation: Accessing the web using the common features of web browsers Using hyperlinks to access a range of resources on the web Search: using key words and and search operators to make searches more effective Collaborating: Choosing an appropriate tool for collaboration

Lesson Development -activities and transitions (CCT Domain 1): Anticipation: Review Philosophical Chairs format with students and Ask, “Should teens be tried as Adults?” This is an issue students deal with in this unit of study. Students will complete a reading of three articles and answer, “In the story, Monster, Steve Harmon is being tried as an adult. He is being charged with murder. Read the following articles and answer the prompt, “Should teens be tried as adults?” using information from all sources. “Advocates Push for Change to Keep Teens Out of Adult Court System” “Should Children be Tried as Adults” “New London Teen to be Tried as an Adult for Home Invasion” Listen to “Advocates Push for Change to Keep Teens Out of Adult Court System” from Ebscohost on Smartboard. Take notes on main idea, your opinion, and connections to Monster. Modeling and Guided Practice: Read first few paragraphs aloud and mark the text of “Should Children be Tried as Adults” using Smartboard and Chromebooks. Using Chromebooks, search title in the iCONN database located on the BCHS Media Literacy site. Click on “iCONN middle school resources” and search “Should Children be Tried as Adults?” and read article. Take notes for: text structure main idea connections to Monster Support for your opinion Students work with Google partners for remainder of article. Add your notes to a Google Doc and share material with each other. Write in different color fonts to determine collaboration was evident. Independent practice: Students read “New London Teen to be Tried as an Adult for Home Invasion.” Mark the text for: text structure main idea connections to Monster support for your opinion When students complete marking the text, they will share notes. You may type notes into your Google Doc or you may upload a picture of your article that has been “marked”.

Instructional Strategies (CCT Domain 2 & 3): collaborative inquiry Modeling Guided practice Independent practice

Modifications and Differentiation (CCT Domain 2): Students who do not have their internet permission slip handed in can not use Chromebooks. Therefore, they will complete the assignment using written response and paper copy of articles. Once they hand in their permission slip, they may add their answer to the group document. Articles can be read aloud to students who have trouble reading and/or reading for speed/comprehension. Students can plug in headphones to listen to article.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): Responses to the question must meet the rubric expectation. Teens Tried as Adults Philosophical Chairs Response Rubric: 50: Student response incorporates a well-supported opinion using facts from all sources. Sources are marked appropriately.  Responses are well thought out and show collaboration of both students. Answers reference texts multiple times to support points being made. Questions are raised to further the discussion. 40: Student responses are mostly supported using facts from sources. May not use all sources. Marking the text strategy was used, but obvious support was not marked. Responses are mostly well thought out and respectful. Student references texts 2-3 times during discussion to support points being made. Collaboration may have been one-sided. Does not raise questions to further discussion or questions raised are not very thought-provoking. 35: Student responses are supported but not very well. Sources are missing from answer. Marking the text strategy is not used effectively. Responses in discussion are not thought out and/or collaboration is one-sided. Does not reference texts or repeats what others already said. Does not raise questions to further discussion. 30: Student does not meet the requirements of assignment enough to pass. Response is minimal or incomplete. Mark the text was minimal, not effective, and/or incomplete. No text references or very weak references that possibly do not support opinion. No collaboration is evident. Does not participate in discussion.

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 3 Date: 10/14/14

Objectives	Lesson Essential Questions
Students will respond to a question after gathering relevant information from multiple sources that have been evaluated using “Assessing the Credibility of Website Information” worksheet.	How do writers create well-developed narratives about real or imagined experiences or events? Should teens be tried as adults?
Which items are incorporated into this lesson?
Common Core State Standards
Draw evidence from literary or informational texts to support analysis, reflection, and research.  W.9-10.9
Literacy Strategies (CCT Domain 2)
graphic organizers reading for information
SBA Targets/Claims Addressed
ELA/Literacy Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target 9. CENTRAL IDEAS: Summarize central ideas, topics/subtopics, key events, or procedures using supporting ideas and relevant details.
https://webmaker.org/literacy Navigation: Accessing the web using the common features of web browsers Web Mechanics: Managing information from various sources on the web. Credibility: Making judgments based on technical and design characteristics to assess the credibility of information Comparing information from a number of sources to judge the trustworthiness of content

Lesson Development -activities and transitions (CCT Domain 1): Anticipation: Review some main points from discussion about teens being tried as adults and explain we are going to research this idea further. Hand out directions (attached). Modeling and Guided Practice: Read directions with students. Hand out  website assessment worksheet (attached) and model a credible and non credible site. This will be review as we have done this before. Hand out Chromebooks and students will begin assessing websites. Students may work in partners for this part of the assignment. When completed, students hand in to me and I check for validity. One source in non credible. I will be looking for students to have that answer before they can begin their research. Independently, students complete tasks 2 and 3, (see attached directions).

Instructional Strategies (CCT Domain 2 & 3): Modeling Guided practice Independent practice

Modifications and Differentiation (CCT Domain 2): Certain articles can be read aloud to students who have trouble reading and/or reading for speed/comprehension. Students can plug in headphones to listen to article. I will partner up SPED students to complete website worksheet Graphic organizer SPED students will be required to use 2 sources instead of 3 as I am assessing whether they can decide on validity of sites and use to support answer. Two is acceptable.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): website assessment worksheet written response using rubric to grade

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 4 Date: 10/28/14

Objectives	Lesson Essential Questions
Students will access Storify and create a story personifying a theme or character from the novel.	How do I communicate effectively?
Which items are incorporated into this lesson?
Common Core State Standards
RL 3  Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other  characters, and advance the plot or develop the theme.
Literacy Strategies (CCT Domain 2)
creating structures for sharing information
SBA Targets/Claims Addressed
ELA/Literacy Claim #2: Students can produce effective and well-grounded writing for a range of purposes and audiences Target 1a: Write brief texts.
https://webmaker.org/literacy Building: Composing a web page Connecting: Sharing a resource using an appropriate tool and format for the audience Search: Locating or finding desired information within search results

Lesson Development -activities and transitions (CCT Domain 1): Anticipation: Show Storify I created on life as a freshman. https://storify.com/MissHayes520/all-things-freshman Modeling: Part of the modeling is built in to the story as there is a tutorial on how to use Storify! So I will show that to the students and point out basic actions I want them to complete. Students will: insert pictures, GIFs, and video into their story. They will also narrate each medium inserted to describe their theme or character. I will show students how to search, write, delete and publish their stories. Guided Practice: Students will create their own story describing themselves in 3-5 slides and narratives. Independent practice: Students will create their story personifying the theme or character of the story in no less than 5 slides.

Instructional Strategies (CCT Domain 2 & 3): Modeling Guided practice Independent practice

Modifications and Differentiation (CCT Domain 2): Students can access the the tutorial as much as needed to answer questions SPED students will create a Storify of themselves using 1 picture, 1 GIF, and 1 video so I can assess their searching skills first. SPED expectations will contain 1 of each (picture, GIF, and video in their Storify and narrated sentence about what they chose.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): Storify link will be sent to me via email Storify will be shared with class

Final Reflection 7718

Monica Hayes

ED 7720

Unit: Socialand Familial Relationships

After reflecting on this technology-heavy unit and thinking about issues brought up during our face to face meeting, I was left with this question; Did the focus of online reading comprehension and assignments positively impact my students' understanding?

I think I have found that while students' grades may not necessarily reflect an overwhelming "Yes!" I believe that it did positively impact student learning.

Here's what I found:

1. Students were exposed to numerous opportunities to read online. Whether it was being read to them, as in one of the lessons, or if they were reading independently, students had multiple opportunities to read online.

2. Students were provided with many chances to express themselves online. Google groups and online research gave students a platform to share thoughts, ideas, and insights into what they learned while reading both fiction and nonfiction materials throughout the unit. They dove into researching whether or not teens should be tried as adults via online research, while others voiced opinions about character from the novel Monster, in the Google group. They also used 21-century research skills and practiced answering Smarter-Balanced-like questions.

3. Students were given opportunities to collaborate online. Using Storify provided students another avenue to be engaged and express themselves, while also learning collaboratively. Students shared stories about themselves using this platform and eventually expressed appropriate teems for Monster using social media outlets in Storify.

I feel as if I gave students numerous opportunities to express themselves and learn using 21-century skills. Understanding I teach freshman, I found that expecting students to perfect these skills in the fall is not a proper expectation. I have found the more I use these technology tools and expose students to these opportunities, they are becoming more successful. So, while students at this point are not as successful as I want them to be, I have faith that these skills are being developed and it has given me confidence to continue creating online reading comprehension opportunities for students.

Using technology is benefitting my students' ability to communicate and collaborate. Students who are absent are starting to email me for assignments! Many email me assignments and share documents. I know this is a result of the teachings' of this unit's lessons. I think also I was too hung up on the idea that students were gettig used to Chromebooks. I've realized that is a familiarity issue. Once students are used to continually using these devices, those issues will decrease!

In my original reflection I was not confident the technology truly made a difference, yet our discussion in class posed this question to me and I went back to school these past coupe weeks and thought specifically about this question. The answers came at me from many directions!

As my original reflection states, I still believe evaluating sources and continuing to use technology will be a focus moving forward. This extended inquiry has only re-affirmed my belief that those statements are true!

Module 5: Avatar

Ah, the Avatar. I have avoided you for many months, yet you've finally found me!

I'm not much of an avatar/comic/animation fan so this is challenging for me to get into. This aversion was heightened when I clicked on the Rinmaru site and it started singing to me. I immediately "X-ed" out of that site. Then I chose Bitstrips and created something that looked generally like me and then I hit a button and it vanished into the world of avatars. So, I created another one.

This is "Monica"! I know, lack of creativity. She looks so serious! Maybe I should lighten up? I decided to make her represent me as much as possible but now I think she is too serious. I am definitely NOT a serious person! My thoughts are that I was frustrated I had to start over and took it out on my avatar. However, she is comfortable and I like to be comfy! I would absolutely use this in my hub. I would have to figure out how to do that but she totally represents me and I like that I can have something represent me!  I wouldn't use a symbol or anything but I would change it from time to time. I think I could make another one and have her be more teacher-like. I would make one that was happier looking, for sure.

MOOC 4 Online Content Construction Lesson: Storify

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 9 Date: 10/28/14

Objectives	Lesson Essential Questions
Students will access Storify and create a story personifying a theme or character from the novel.	How do I communicate effectively?
Which items are incorporated into this lesson?
Common Core State Standards
RL 3  Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other  characters, and advance the plot or develop the theme.
Literacy Strategies (CCT Domain 2)
creating structures for sharing information
SBA Targets/Claims Addressed
ELA/Literacy Claim #2: Students can produce effective and well-grounded writing for a range of purposes and audiences Target 1a: Write brief texts.
https://webmaker.org/literacy Building: Composing a web page Connecting: Sharing a resource using an appropriate tool and format for the audience Search: Locating or finding desired information within search results

Lesson Development -activities and transitions (CCT Domain 1): Anticipation: Show Storify I created on life as a freshman. https://storify.com/MissHayes520/all-things-freshman Modeling: Part of the modeling is built in to the story as there is a tutorial on how to use Storify! So I will show that to the students and point out basic actions I want them to complete. Students will: insert pictures, GIFs, and video into their story. They will also narrate each medium inserted to describe their theme or character. I will show students how to search, write, delete and publish their stories. Guided Practice: Students will create their own story describing themselves in 3-5 slides and narratives. Independent practice: Students will create their story personifying the theme or character of the story in no less than 5 slides.

Instructional Strategies (CCT Domain 2 & 3): Modeling Guided practice Independent practice

Modifications and Differentiation (CCT Domain 2): Students can access the the tutorial as much as needed to answer questions SPED students will create a Storify of themselves using 1 picture, 1 GIF, and 1 video so I can assess their searching skills first. SPED expectations will contain 1 of each (picture, GIF, and video in their Storify and narrated sentence about what they chose.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): Storify link will be sent to me via email Storify will be shared with class