Technology Infused Lesson Plan

LESSON PLAN: EMMA PETERSON

PLANNING

Date: 3/4/2020

Class and Grade Level: High School 9^th Grade Honors

Title/Subject of Lesson: Evolution of Silence and the Development of Voice

Lesson planned for __80__ minutes

State (or Common) Core Curriculum Standard(s):	Learning Target(s):	Assessment(s):
-       CCR-R 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. -        CCR-R 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. -        CCR-R 6: Assess how point of view or purpose shapes the content and style of a text. -       CCR-W 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	-        Students will gain a new or fresh perspective on silence and voice. -        Students will empathize with the protagonist, Melinda, and with their fellow classmates. -        Students will know how to effectively use a design application to alter a photo and interact with text. -        Students will gain a better idea of a theme they want to explore, as well as a final project they will create.	-        At the end of each activity, ask questions to check for understanding and their opinion on the activity. -        Connect everything we do back to the novel and ask students how they understand this relation and the theme of silence and speaking by using a thumbs up/thumbs down system. -        Have an exit ticket of student writing down 2 characters and then with each character, 2 traits or situations they empathize with and why.

Concept(s) to Be Taught:

We have finished reading Speak as a class and we are discussing the evolution of silence and voice. Students will learn concepts such as the appropriateness and validity of silence and voice, as well as connecting with the text and fellow classmates. This lesson will also focus on empathizing with several characters from the novel. At the end of the lesson, students will be able to make specific connections between themselves and characters and empathize because of these connections. They will also be able to navigate a photo editing application and create their own piece of art with that application.

Rationale:

This lesson is integral to both understanding the text and understanding their lives. This lesson and these learning targets help students find their voice and know when to use it. They matter because they will help students analyze Melinda’s character development and gain an opinion on what they think a major theme of the novel is and their opinion on that theme. This lesson is also important in teaching students that their voice is important, and teaching them the importance of both silence and speaking.

Materials Needed:

I need students to prepare beforehand to participate in this lesson. They will need to have read Speak and understand the plot and major characters. Also, during the previous class period, I assigned them homework. The homework was to go home and take a picture of some of their favorite pages from the novel, with instructions to choose 2-3 pages, specifically ones with words that stood out to the student, as well as bookmarking up to 5 other pages that had interesting words/phrases.

For this class period, students were told to bring their copy of the novel, their phone with the pictures of the pages (or have emailed it to themselves to use on a school Chromebook). If students forget to do their homework, the entire class will be provided with the same page for an activity so they can participate. They can also use one of the classroom copies to take a picture of a page for the in-class assignment.

During the lesson, I will need the whiteboard, markers, and students will need a sheet of paper and something to write with. They will also need a computer or smart phone to design their blackout poetry. I will also need large sheets of paper (like a giant sticky note) and markers for students for a small group activity. I will also have one sheet of paper from the text (page 24 in my copy—attached below) that the entire class will make their first blackout poem on.

Learning Strategies to Be Used:

We will use discussion to further investigate the evolution of silence and voice. The discussion will be used to share the opinions of students and how they view the use of language, particularly in the case of blackout poetry. Small groups (2-3) will perform an activity with further discussion focusing on the difference between living in silence and living with a voice. There’s also an activity that contains a graphic organizer for students to write down situations where they are silent and where they speak.

Differentiation and Accommodations:

In order to accommodate other students, I will allow ELLs to use their native language for their blackout poetry, and to read the novel Speak in their native language. For varied needs, such as social anxiety, I provided accommodations so students can work in small groups, and they don’t need to present in front of the entire class. For students with dyslexia, I will allow them additional time (one extra class period) to complete the blackout poem, and also allow them to work on it at home if they wish. For students with speech impediments, this lesson does not require everyone to speak, so instead I will be using thumbs up/thumbs down for understanding and assessment. For other accommodations, I will work with students individually to complete their blackout poetry assignments, such as printing out copies for them and providing chrome books for students to create their poems.

PERFORMING

Announcements:

Since we have finished the novel, we are going to be discussing it as a whole, so feel free to reference any portion of the book in our discussion. For your homework, you should have brought some pictures of different pages from the novel, as well as a copy of the novel. We will be moving around in class today, so don’t get anything out until I instruct you to do so.

Continuation from Previous Lesson:

Last time our lesson was on silence and how silence manifests in different forms of the text Speak. We examined the actual novel, the graphic novel, and the film version. Today, we are going to discuss the effects of silence and see how it evolves into voice. We are also going to be discussing how these lessons incorporate into our final project.

Lesson Presentation:

Welcome the class: “Last time our lesson was on silence and how silence manifests in different forms of the text Speak. We examined the actual novel, the graphic novel, and the film version. Today, we are going to discuss the effects of silence and see how it evolves into voice. We are also going to be discussing how these lessons incorporate into our final project.

Since we have finished the novel, we are going to be discussing it as a whole, so feel free to reference any portion of the book in our discussion. For your homework, you should have brought some pictures of different pages from the novel, as well as a copy of the novel. We will be moving around in class today, so don’t get anything out until I instruct you to do so.” (2-3 minutes)

“We’re going to start class with an activity. You’ll need to partner up with your desk mate, and get out a piece of paper and something to write with. Turn one of your desks so that your back faces the wall. You should be able to still see each other because you will need to see your partner. Decide which one of you will give instructions and which one will draw.”

As they do this, pull up the easy sketch I made (while keeping the board blank) and make sure everyone has a partner or is in a group. “I’m going to draw something on the board, and the person facing the board has 3 minutes to act out what I’m drawing. You can gesture, draw in the air, or mime, but you cannot make any noise whatsoever. No talking, no clapping your hands, and you can only use your body, there are no props allowed. As we do this activity, I want you to consider how characters are silenced in the novel and why. Ask yourself if they are silent because of another person, situation, or due to their own choices. Does anyone have any questions? Give me a thumb up if you understand and you’re ready, give me a thumb down if you need more time.” Answer/address any questions, then start a timer and turn the screen on so they can see the picture (attached below).

At the end of the 3 minutes make everyone stop drawing and have them compare their drawings with the one on the board. Ask them some questions such as:

“How did you feel doing this activity in silence? How do we see silence in the novel Speak? How do you think silence limited the characters in the novel, both in terms of giving silence and only receiving silence? What did not using your voice force you to do that you normally wouldn’t if you were able to speak? How did you feel not being able to speak? If you were the one drawing, how did you feel when your partner only used actions to describe the picture?”

Have them keep their same roles of instructing/drawing and tell them to get back in their seats. Make the screen blank again and pull up the second drawing (attached below) for the students to copy. “Okay, so flip your paper over, and I’m going to draw something else on the board, and this time, you can tell your partner what’s on the board. Remember, you want the picture to be as accurate as possible in terms of shape, size, position on the page, etc. You’ll have the same amount of time, 3 minutes, to explain and draw the picture. Any questions? Give me a thumb up when you’re ready.”

Turn the screen on so they can see the second picture, and listen to the instructions the students are giving. At the end of the 3 minutes, quiet everyone down and have them turn their desks back to normal so everyone is facing the front of the room. Continue it with some follow-up questions such as:

“How did you feel about this activity? Did you prefer the silent round or the round where you could talk? Why? How do you think this relates to the novel Speak? How does Melinda use her voice? How does she use her silence? What other characters are silenced? Why are they silenced? Is it due to their own choices, or is it due to other circumstances? How are they silenced?” (20-25 minutes)

Wrap up the discussion by saying “okay, thank you for your comments and thoughts, do you remember what our homework from last time was? The pictures and bookmarking a few pages? Will you get out your pictures, whether they’re on your phone or getting a Chromebook, and your copy of Speak?” As they are getting things out, pull up your examples of blackout poetry.

“Can anyone tell me what this is?” If no one responds, say “this is blackout poetry. The reason I assigned this homework is because I wanted you to first notice which words stood out to you personally. These are the blackout poems I created using Instagram to edit pages from Speak.” Show them my examples and read them out loud, as well as explaining why I chose the words I did, and the imagery I used. Before class, I will have created one as if from Melinda’s point of view with the word "tree" in mind, as well as explaining that I created this for/as Melinda (these examples are below).

“For the rest of class, we are going to be working on blackout poems. First, I am going to divide you into groups of about 4-5 (start grouping them together and walk around the room as you explain further and hand out the page from Speak that the entire class will be working on) and we are going to create a blackout poem together. Everyone has the same page, but I want you to create a poem as if you are a certain character. The first group will be creating this poem as if they are Melinda, the second group Heather, the third group Melinda’s parents, the fourth group the Marthas, and the fifth group will be Mr. Freeman, and the last group will be the other teachers at Merryweather. Try to put yourself in their shoes, discuss with your group what words you want to choose, and then we will share them with the class. You have about 5 minutes to create your poem and then discuss with your group.”

Give them 5 minutes, and bring the class back together once they seem to be done and discussing other subjects. Have each group read their poem out loud and give a brief 1-2 minute explanation of their poem.

“Now that you have created one in a group, I want you to begin creating some by yourself. You have a lot of creative liberty when it comes to designing your page, what words you choose, and the message you want to convey through your poem, but you must use a photo editing app to design your poem. I have 3 different apps, Instagram, Sketchbook, and the iPhone photo feature that aren’t super intricate, but we’ll briefly go over Instagram and the iPhone photo feature so you can know how to use it to create blackout poetry. If you have questions at any point, raise your hand, but I also will be posting these videos to the class website for you to review if you’d like. Sketchbook is a little more intricate, so I will also link a video from YouTube that I found that shows you how to use it.”

Instagram and iPhone photo feature instructions: show these videos while explaining in class what I am doing in the videos (attached below)

“Think about how written word influences silence. Does written word count as silence or as speaking? How? And think about how literally blacking out some words forces us to be silent, but it also allows us to focus on individual words. The reason I had you take pictures of the pages was so you could brainstorm. After you are done creating your poems, you will need to email me at least 2 of your favorite pieces and I will upload them to the class blog. Next class we will take a look at some of them and discuss how they change the meaning of the text, what language is emphasized, and the importance of individual words. Be thinking about this, as well as what “theme” you’re trying to present in your poem as you get started. Are there any questions?”

If for some reason there are technical difficulties or the student do not have pictures, I will let them take pictures from my copy of the book, and we will have classroom Chrome books for them to use. Other technical difficulties will result in them creating the blackout poetry by hand without technology, but they will still need to upload 1-2 of their favorite pieces to our classroom blog where we will have an “online art gallery” of our blackout poems. Their homework for next time will be to look at the class gallery and choose 2 poems they liked and will share with their deskmate.

5 minutes before class ends, hand out their exit ticket and remind them of what they need to write and reflect on our classroom activities to gain some inspiration and help.  (50-60 minutes)

A)    Preparing for Learning:

I plan on preparing them by starting off with some managerial items so they can ease into class before jumping into an activity that will grab their attention and focus onto the subject at hand. I also had them do some homework so that they are prepared, and also intrigued on why we are using photo editing apps for in an English class.

B) Directing the Learning:

The lesson involves several activities, modeling and examples, directions, guided practice, independent practice, as well as discussions. The homework was designed to be a part of the flipped portion of my lesson, introducing the students to technology but giving them guidance during class to apply this flipped learning to aspects of the book and their own interpretation of it.

C)    Reinforcing the Learning:

The discussions after each activity will help me assess the students’ understanding and what they believe about silence and voice, especially the evolution of it throughout the class and throughout the novel. These discussions will also reinforce the concepts that we have been discussing. The next class period we will be further discussing the blackout poems and this will also help check for understanding as we look at the gallery of poems.

ATAWT: “Activity to Avoid Wasted Time”

If I feel like the blackout poetry is winding down and the students are getting restless, I will bring them together and have them get into groups of 3-4 and have them share their poems and explain why they made the artistic choices they did. I’ll start them off by asking them to discuss why they chose certain words, what images they chose to overlay the page, and how they felt about covering up the majority of the page and how that changed the meaning.

If I have more time, or the technology completely doesn’t work and we need to postpone, I will do this activity:

Tell them “get into group of 4-5 (then group them and have one student hand out giant sticky notes and another hand out markers as you give out instructions) and draw a line down the middle. On one side, write down situations where you feel like silence is appropriate, like maybe during a funeral or church, and on the other, write down situations where you think speaking or using your voice is appropriate, like at a sporting event or with friends. Remember that people use silence and speaking differently, so listen to your classmates’ opinions and ask for clarification if you don’t understand. For example, someone might say that silence is appropriate when your friend is talking, but I like to say things like “Yeah, okay, huh, etc.” to show that I’m actively listening and paying attention to what my friend is saying. I’m going to give you about 5-7 minutes to do this activity and then we’ll come back together as a class and discuss. Give me a thumb up if you understand, a sideways thumb if you need more clarification, and a thumb down if you’re totally lost.” Answer any questions they may have, and then have them get started.

Have them draw a line down the middle of the page in order to split the two sides (silence and speaking) and have them discuss among themselves if they have differing opinions. Bring the class back together and compile a cumulative list on the board and ask the students to further reflect on this idea of silence and speaking as they contemplate on what themes from the novel interest them. Ask for their attention up front once it seems the students are wrapping up and starting to lose attention. Ask questions about what they wrote, such as:

“What did you write for the silent portion? Why are those situations ones where you would be silent? What would happen if you used your voice? What did you write for the speaking portion? Why are those situations ones where you would speak? What would happen if you were silent? Did you find situations that seemed to be appropriate in both columns? Which column did you personally find yourself more comfortable with, or what kinds of situations do you tend to be in? How do we see these situations play out in Speak? When does Melinda stay silent when you think she should speak up? Or when does she speak up that you think she should stay silent? How do other characters use silence and voice? What are the ramifications or consequences of speaking up and of being silent?” (20 minutes)

REFLECTING

Ask myself:

·       How successful was this lesson?

·       What worked and why?

·       What didn’t work as well as I’d hoped and why?

·       What areas did I wish I planned for more time, or less time?

·       What activities needed more participation and how could I have facilitated this?

·       What do I want to modify for the next lesson?

·       How did using technology for the drawing rather than drawing it on the board help me be more present?

·       How does using photo editing apps help create more authentic blackout poetry and allow for more creativity?

https://www.youtube.com/watch?v=Rf1u6zMQWkU

Edits: I tried to make things more clear and tie them back to the novel sooner and more clearly. I paid close attention to all of the edits that everyone suggested when I was revising my lesson plan. I tried to incorporate more instruction in the sense that I gave better assessments, showed examples, and had more opportunities to check for understanding. I also created an exit ticket to ensure that the students knew what they were supposed to know by the end of the day. I erased an activity because I wanted to more fully delve into blackout poetry, which could have been a lesson on its own, but I think my first activity provided a fun and low expectation environment to begin this discussion. I also tried to incorporate more technology into my lesson to show myself and my students how it can make things easier and more efficient.