Technofy a Traditional Lesson

For my technofied lesson, I chose to work with a unit on Personal Narratives.  I thought that this lesson would pair nicely with the digital stories.  Combined, these two units would make an engaging end of the year project for my Junior English classes. Below, find the details of my technofied lesson:

Technofy a Traditional Lesson

I. Traditional Lesson Plan – Writing a Personal Narrative

As a high school English teacher, I am currently preparing to teach a unit on writing personal narratives.  This seemed like the ideal lesson to “technofy.”  A traditional personal narrative unit is as follows:

Lesson Plan for Writing a Personal Narrative

Developed by John R. Williamson (jrwilliam@ft-thomas.k12.ky.us)

Highlands High School - Ft. Thomas, Kentucky

Kentucky Standards

            Academic Expectations

1.2           Students make sense of a variety of materials they read.

1.10        Students organize information through development and use of classification rules and systems.

1.11        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Program of Studies

Writing

·       Continue to develop personal and literary writing

·       Tailor use of language and conventions for a variety of audiences, purposes, and situations

·       Critique own and others’ work based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness

Core Content for Assessment

Characteristics of personal writing may include:

·       Development of ideas based on personal experience

·       Sensory details

·       Writer’s thoughts and feelings

·       First person point-of-view

·       Dialogue where appropriate

Essential Question

How do writers engage their readers by sharing personal experiences?

Objective

Students will be able to write a personal narrative.

Skills

·       Use prewriting strategies and graphic organizers to develop and focus ideas

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

 Activities

Day 1

Objectives

·       Use prewriting strategies and graphic organizers to develop and focus ideas

1.      Distribute 11x17 (or larger) paper and colored markers to every student.  Ask each student to draw a line that represents his or her life.  The line can be in any shape but the entire line should in some way represent the rise and fall of events in the student’s life (e.g., high points, low points, points of frustration, points of happiness).  Then, ask students to graphically (through pictures or symbols) represent five important events on that lifeline. 

2.      Each student will partner with someone and choose one of the graphically identified events to share with his or her partner.  The “listener” must remain silent but jot down at least three questions to ask the “story teller.”  Then, the roles reverse.

3.     Now, working alone, each student is to think carefully about the single event.  Have students focus in on the event.  Go back in the mind’s time and capture all the sensory details.  Who is there?  What is being said?  Where are you?  What smells are present?  What can you touch?  Is there something you can’t see?  Etc.  Students jot down on their graphic organizer all the images from their momentary voyage.

Day 2

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

·       Establish a specific tone suitable to the purpose

1.     Read orally to the class the children’s book, First Day Jitters.  After the reading, ask students what techniques the writer used that stood out (e.g., verbs, surprise ending).  Discuss with students how this writer made effective use of verbs and foreshadowing to achieve some special effect.  Discuss whether or not writers know the ending first.

2.     Have students use an outline or other graphic organizer to sequence the events in their own narratives.  They should also identify their main idea and supporting details.  

Day 3

Objectives

·       Use prewriting strategies and graphic organizers to develop and focus ideas

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

  

1.     Ask student to review the images they created in their pre-writing notes.  What emotions and feelings do they have as storytellers?  What is their personal attitude toward the subject and what words will they use to get their attitude across to the reader?

2.     Begin writing personal narratives.

Day 4

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

             

1.     Allow students time in class to work on their narratives.  Begin conferencing with students to assist individual students with focus and development.

2.     Distribute a ½ sheet of transparency film and an overhead marker to each student.  Ask him or her to write either the first three sentences of his/her narrative or the entire opening paragraph on the sheet.  Collect these for tomorrow’s lesson.

Day 5

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

1.     Randomly select 5-10 of the sample leads/introductions.  Display individually on the overhead and lead a gentle class discussion about the effectiveness of the opening.  Is the lead enticing?  What devices has the writer used to engage the reader?  What is the tone?  How do you know?  Where does the story seem to be going?  

2.     Next, assign students to groups of three.  Have each student read his or her paper aloud to the other two students.  The group should then conduct a similar discussion on each paper.  This activity may go into Day 6; however, each group should respond to very specific questions about each paper as to aid with individual revision.

Day 6

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

·       Establish a specific tone suitable to the purpose

  

1.     Allow groups to continue discussing individual papers, hold individual conferences, or allow students to work independently to complete their drafts.

2.     Finish personal narratives.

II. Integration of Technology

Original Lesson

Technofied Lesson

Kentucky Standards             Academic Expectations 1.2           Students make sense of a variety of materials they read. 1.10        Students organize information through development and use of classification rules and systems. 1.11        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Program of Studies Writing ·       Continue to develop personal and literary writing ·       Tailor use of language and conventions for a variety of audiences, purposes, and situations ·       Critique own and others’ work based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness Core Content for Assessment Characteristics of personal writing may include: ·       Development of ideas based on personal experience ·       Sensory details ·       Writer’s thoughts and feelings ·       First person point-of-view ·       Dialogue where appropriate Essential Question How do writers engage their readers by sharing personal experiences? Objective Students will be able to write a personal narrative. Skills ·       Use prewriting strategies and graphic organizers to develop and focus ideas ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs Activities Day 1 Objectives ·       Use prewriting strategies and graphic organizers to develop and focus ideas 1.     Distribute 11x17 (or larger) paper and colored markers to every student.  Ask each student to draw a line that represents his or her life.  The line can be in any shape but the entire line should in some way represent the rise and fall of events in the student’s life (e.g., high points, low points, points of frustration, points of happiness).  Then, ask students to graphically (through pictures or symbols) represent five important events on that lifeline.  2.     Each student will partner with someone and choose one of the graphically identified events to share with his or her partner.  The “listener” must remain silent but jot down at least three questions to ask the “story teller.”  Then, the roles reverse. 3.     Now, working alone, each student is to think carefully about the single event.  Have students focus in on the event.  Go back in the mind’s time and capture all the sensory details.  Who is there?  What is being said?  Where are you?  What smells are present?  What can you touch?  Is there something you can’t see?  Etc.  Students jot down on their graphic organizer all the images from their momentary voyage. Day 2 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs ·       Establish a specific tone suitable to the purpose 1.     Read orally to the class the children’s book, First Day Jitters.  After the reading, ask students what techniques the writer used that stood out (e.g., verbs, surprise ending).  Discuss with students how this writer made effective use of verbs and foreshadowing to achieve some special effect.  Discuss whether or not writers know the ending first. 2.     Have students use an outline or other graphic organizer to sequence the events in their own narratives.  They should also identify their main idea and supporting details.   Day 3 Objectives ·  Use prewriting strategies and graphic organizers to develop and focus ideas ·  Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending    1.     Ask student to review the images they created in their pre-writing notes.  What emotions and feelings do they have as storytellers?  What is their personal attitude toward the subject and what words will they use to get their attitude across to the reader? 2.     Begin writing personal narratives. Day 4 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs               1.     Allow students time in class to work on their narratives.  Begin conferencing with students to assist individual students with focus and development. 2.     Distribute a ½ sheet of transparency film and an overhead marker to each student.  Ask him or her to write either the first three sentences of his/her narrative or the entire opening paragraph on the sheet.  Collect these for tomorrow’s lesson. Day 5 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs 1.     Randomly select 5-10 of the sample leads/introductions.  Display individually on the overhead and lead a gentle class discussion about the effectiveness of the opening.  Is the lead enticing?  What devices has the writer used to engage the reader?  What is the tone?  How do you know?  Where does the story seem to be going?   2.     Next, assign students to groups of three.  Have each student read his or her paper aloud to the other two students.  The group should then conduct a similar discussion on each paper.  This activity may go into Day 6; however, each group should respond to very specific questions about each paper as to aid with individual revision. Day 6 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs ·       Establish a specific tone suitable to the purpose    1.     Allow groups to continue discussing individual papers, hold individual conferences, or allow students to work independently to complete their drafts. 2.     Finish personal narratives.

Kentucky Standards             Academic Expectations 1.2           Students make sense of a variety of materials they read. 1.10        Students organize information through development and use of classification rules and systems. 1.11        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Program of Studies Writing ·       Continue to develop personal and literary writing ·       Tailor use of language and conventions for a variety of audiences, purposes, and situations ·       Critique own and others’ work based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness Core Content for Assessment Characteristics of personal writing may include: ·       Development of ideas based on personal experience ·       Sensory details ·       Writer’s thoughts and feelings ·       First person point-of-view ·       Dialogue where appropriate Essential Question How do writers engage their readers by sharing personal experiences? Objective Students will be able to write a personal narrative. Skills ·       Use prewriting strategies and graphic organizers to develop and focus ideas ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs ·       Use technology to aid in the pre-writing process ·       Use technology to increase productivity ·       Use technology as a means of collaboration Activities Day 1 Objectives ·       Develop a blog to share the writing process ·       Use prewriting strategies and web 2.0 tools to develop and focus ideas 1.     Each student will create a blog as an online portfolio to display the process of creating a digital-supported personal narrative. 2.     Students will create a personal timeline of their life using one of the following web 2.0 tools: ·       TimeRime ·       TimeToast 3.     On their personal timeline, students should way represent key moments in their lives (e.g., high points, low points, points of frustration, points of happiness).  These moments need to be graphically (through pictures or symbols) represented.  A minimum of 5 key moments is required. This timeline should be uploaded/linked to the blogs. 4.     Students should then be directed to visit 2 classmate’s blogs (selected by the teacher).  They need to leave a comment on each blog that asks at least 3 questions of the “storyteller.” 5.     Now, working alone, each student is to think carefully about the single event.  Have students focus in on the event.  Go back in the mind’s time and capture all the sensory details.  Who is there?  What is being said?  Where are you?  What smells are present?  What can you touch?  Is there something you can’t see?  Etc.  Students jot down on their graphic organizer all the images from their momentary voyage. Day 2 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs ·       Establish a specific tone suitable to the purpose 1.     Read orally to the class the children’s book, First Day Jitters or The True Story of the Three Little Pigs.  After the reading, ask students what techniques the writer used that stood out (e.g., verbs, surprise ending).  Discuss with students how this writer made effective use of verbs and foreshadowing to achieve some special effect.  Discuss whether or not writers know the ending first. 2.     Students should identify their main idea and supporting details. 3.     Have students use web 2.0 tools to organize their sequence of events.  Try: ·       Bubbl.us ·       Storybird ·       Mind Meister  ·       Cacoo  ·       Wise Mapping  Day 3 Objectives ·  Use prewriting strategies and graphic organizers to develop and focus ideas ·  Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending    1.     Ask student to review the images they created in their pre-writing notes.  What emotions and feelings do they have as storytellers?  What is their personal attitude toward the subject and what words will they use to get their attitude across to the reader? 2.     Begin writing personal narratives using Google Docs. Day 4 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs               1.     Allow students time in class to work on their narratives.  Begin conferencing with students to assist individual students with focus and development. 2.     Ask each student to share the first three sentences of his/her narrative on a Google Doc created by the teacher and shared with all the students in the class. Day 5 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs 1.     Randomly select 5-10 of the sample leads/introductions.  Display individually Interwrite Board and lead a gentle class discussion about the effectiveness of the opening.  Is the lead enticing?  What devices has the writer used to engage the reader?  What is the tone?  How do you know?  Where does the story seem to be going? Edit as you go.  2.     Next, assign students to groups of three.  Have each student share his or her paper with the other two students.  The group should then conduct a discussion using the chat feature on Google Docs while editing each of the narratives.  This activity may go into Day 6, but care should be taken to ensure that editing time is being used wisely.  Day 6 Objectives ·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending ·       Use precise, descriptive, active verbs ·       Establish a specific tone suitable to the purpose    1.     Allow groups to continue discussing individual papers, hold individual conferences, or allow students to work independently to complete their drafts. 2.     Finish personal narratives.

III. Technofied Lesson

Kentucky Standards

            Academic Expectations

1.2           Students make sense of a variety of materials they read.

1.10        Students organize information through development and use of classification rules and systems.

1.11        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Program of Studies

Writing

·       Continue to develop personal and literary writing

·       Tailor use of language and conventions for a variety of audiences, purposes, and situations

·       Critique own and others’ work based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness

Core Content for Assessment

Characteristics of personal writing may include:

·       Development of ideas based on personal experience

·       Sensory details

·       Writer’s thoughts and feelings

·       First person point-of-view

·       Dialogue where appropriate

Essential Question

How do writers engage their readers by sharing personal experiences?

Objective

Students will be able to write a personal narrative.

Skills

·       Use prewriting strategies and graphic organizers to develop and focus ideas

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

·       Use technology to aid in the pre-writing process

·       Use technology to increase productivity

·       Use technology as a means of collaboration

Activities

Day 1

Objectives

·       Develop a blog to share the writing process

·       Use prewriting strategies and web 2.0 tools to develop and focus ideas

1.     Each student will create a blog as an online portfolio to display the process of creating a digital-supported personal narrative.

2.     Students will create a personal timeline of their life using one of the following web 2.0 tools:

§  TimeRime

§  TimeToast

3.     On their personal timeline, students should way represent key moments in their lives (e.g., high points, low points, points of frustration, points of happiness).  These moments need to be graphically (through pictures or symbols) represented.  A minimum of 5 key moments is required. This timeline should be uploaded/linked to the blogs.

4.     Students should then be directed to visit 2 classmate’s blogs (selected by the teacher).  They need to leave a comment on each blog that asks at least 3 questions of the “storyteller.”

5.     Now, working alone, each student is to think carefully about the single event.  Have students focus in on the event.  Go back in the mind’s time and capture all the sensory details.  Who is there?  What is being said?  Where are you?  What smells are present?  What can you touch?  Is there something you can’t see?  Etc.  Students jot down on their graphic organizer all the images from their momentary voyage.

Day 2

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

·       Establish a specific tone suitable to the purpose

1.     Read orally to the class the children’s book, First Day Jitters or The True Story of the Three Little Pigs.  After the reading, ask students what techniques the writer used that stood out (e.g., verbs, surprise ending).  Discuss with students how this writer made effective use of verbs and foreshadowing to achieve some special effect.  Discuss whether or not writers know the ending first.

2.     Students should identify their main idea and supporting details.

3.     Have students use web 2.0 tools to organize their sequence of events.  Try:

·       Bubbl.us

·       Storybird

·       Mind Meister 

·       Cacoo 

·       Wise Mapping 

Day 3

Objectives

·  Use prewriting strategies and graphic organizers to develop and focus ideas

·  Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

  

1.     Ask student to review the images they created in their pre-writing notes.  What emotions and feelings do they have as storytellers?  What is their personal attitude toward the subject and what words will they use to get their attitude across to the reader?

2.     Begin writing personal narratives using Google Docs.

Day 4

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

             

1.     Allow students time in class to work on their narratives.  Begin conferencing with students to assist individual students with focus and development.

2.     Ask each student to share the first three sentences of his/her narrative on a Google Doc created by the teacher and shared with all the students in the class.

Day 5

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

1.     Randomly select 5-10 of the sample leads/introductions.  Display individually Interwrite Board and lead a gentle class discussion about the effectiveness of the opening.  Is the lead enticing?  What devices has the writer used to engage the reader?  What is the tone?  How do you know?  Where does the story seem to be going? Edit as you go. 

2.     Next, assign students to groups of three.  Have each student share his or her paper with the other two students.  The group should then conduct a discussion using the chat feature on Google Docs while editing each of the narratives.  This activity may go into Day 6, but care should be taken to ensure that editing time is being used wisely. 

Day 6

Objectives

·       Develop organizational skills: Chronological order, flashback, foreshadowing, surprise ending

·       Use precise, descriptive, active verbs

·       Establish a specific tone suitable to the purpose

  

1.     Allow groups to continue discussing individual papers, hold individual conferences, or allow students to work independently to complete their drafts.

2.     Finish personal narratives.

IV. Explanation of Revision

Technology enhances this lesson about writing personal narratives in several ways: first, it engages students; second, it uses technology as a more efficient means of collaboration; third, it requires skills necessary for 21^st century learning.  To engage students, I have integrated a number of web 2.0 tools that are designed to help with the brainstorming and storytelling process including timelines, brainstorming webs, etc.  Rather than using the traditional pen and paper as collaboration tools, students will use blogs and Google Docs.  This is a more efficient means of collaboration because it enables students to collaborate asynchronously and over distance – they need not be in the same time and same place.  Finally, the integration of technology requires that students use 21^st century skills: they must write for a larger audience, research and present information, and develop the expertise to use the technology required.  In all, this revision truly enhances the lesson and asks students to engage with the content on a higher level.   

V.  Presentation

For my presentation, I chose to make a Podcast using Garageband.  Check it out for the highlights of my lesson:

VI. Resources

Byrne, R. (2010). Nine tools for collaboratively creating mind maps.  Retrieved from http://www.freetech4teachers.com/2010/03/nine-tools-for-collaboratively-creating.html

Williamson, J. (n.d.). Lesson plan for writing a personal narrative.  Retrieved from http://www.kcte.org/lesson-plans/narrative/index.html