Infusing+Technology+Into+Read180+Program+(Jewel,+Janice+&+Katie)

=Project Members: = =Jewel Bryant = =Janice Strasser-King = =Katie Winafeld =

= ﻿﻿ Infusing Technology into READ 180 = //READ 180 // is an intensive reading intervention program that focuses on assisting students whose literacy, vocabulary, and comprehension skills are below proficient level. The program is comprised of instructional software, leveled readers, and coordinating lessons. Because the students in the program often lack motivation and confidence when dealing with text, we are proposing that if we implement technology into the lessons then the students will be more likely to not only show more interest in the lessons but that they will also process and retain more information. Additionally, because the program is so scripted and rudimentary, it is our belief that the students will appreciate the challenge and the relevance of the technology infusion. It is our assumption that the students are more proficient and comfortable with technology than with texts, therefore, in giving them the opportunity to work with a learning tool that they are more proficient with, they will have the confidence to perform and the motivation to excel.
 * Introduction **

**Topic **

Our unit is taken from Read 180. This third unit stems from a study of literature and is titled Long Journey to Justice. The primary focus of the unit is injustice, particularly the injustice of apartheid in South Africa with a sub focus on "blood diamonds". The unit is grounded with a short story titled //Diamond Land//, a story about a teenage boy who struggles to provide for his family and his future bride after his family's cows, their main resource, die of disease. Ayize, the main character, leaves his village in hopes of working in the diamond mines as a means of earning money to purchase new cows. The story takes place during apartheid and in reading it; students will examine the injustice of apartheid. In conjunction to this short story, students will also read a nonfiction text: //Nelson Mandela: In His Own Words--//the inaugural speech given on May 10, 1994 by Nelson Mandela, the President of South Africa. In it, students will hear his poignant response to apartheid. Although apartheid is somewhat a thing of the past, injustice is not. The topic of injustice is most relevant and appropriate particularly for this group of high school students. Many of them frequently voice their frustrations with the injustice they feel at not being honors students and at the unjust treatment they feel they receive as a result. They also express their frustrations with their family’s financial status and often feel that it is unjust that their standard of living is not at par with some of their peers. We hope to help them broaden their perspective by showing them through these selected texts that injustice is a global issue. Through examination of the texts, we hope to guide the students in identifying theme as well as tone. Through socratic discussion, students will be able to make connections to the texts. Through the assignments, students will have the opportunity to recall, summaries, and synthesize what they’ve learned. They will also be able to mimic the writing techniques that they observed in the texts, such as the creation of tone, symbolism, imagery and the effect and precision of diction. They will use various forms of technology to create inspired products that present their understanding of the topic and the techniques studied as well as express their personal connections and perspectives. In creating these products, students will utilize the writing process as well as develop their writing skills. Lastly, students will review proper ethical use of images,texts, and audio.

**Standards**

Common Core State Standards for English Language Arts grades 9-10:
 * Common Core : **

** Reading-Literature :**

**Key Ideas and Details** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">**Craft and Structure** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; margin: 0in 0in 0pt;">**Writing:**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">**Production and Distribution of Writing**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

**AASL:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin-left: 0.5in; text-indent: -0.25in;">1. Inquire, think critically, and gain knowledge. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin-left: 0.5in; text-indent: -0.25in;">2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin-left: 0.5in; text-indent: -0.25in;">3. Share knowledge and participate ethically and productively as members of our democratic society. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin-left: 0.5in; text-indent: -0.25in;">4. Pursue personal and aesthetic growth.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**3.1.5** Connect learning to community issues. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**4.1.2** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: 0in 0in 5pt;">Read widely and fluently to make connections with self, the world, and previous reading. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: 0in 0in 5pt 26pt; text-indent: -26pt;">**4.1.3** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: 0in 0in 5pt;">Respond to literature and creative expressions of ideas in various formats and genres. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: 0in 0in 5pt 26pt; text-indent: -26pt;">**4.1.5** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: 0in 0in 5pt;">Connect ideas to own interests and previous <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: 0in 0in 5pt;">knowledge and experience. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**4.1.8** Use creative and artistic formats to express personal learning. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; margin: auto 0in;">**1.2.3** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Demonstrate creativity by using multiple resources and formats. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**2.2.4** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Demonstrate personal productivity by completing products to express learning. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**3.2.1** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**1.3.3** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Respect copyright/ intellectual property rights of creators and producers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**2.3.1** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Connect understanding to the real world. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**2.4.3** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Recognize new knowledge and understanding. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**Skills** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**Dispositions in Action** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**Responsibilities** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**Self-Assessment Strategies** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**2.1.6** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 18pt;">**The Setting and Context**

<span style="color: black; font-family: 'Calibri','sans-serif';">Frederick High School is located in the heart of Frederick, MD. Its 1300 students are incredibly diverse, with a 55% minority, 33% FARMS, and 8% special education population that is also highly transient. Even with such diversity, FHS boasts a strong community consisting of faculty, parents, alumni, and locals with enduring traditions, something which most schools cannot claim. <span style="color: black; font-family: 'Calibri','sans-serif';">However, as the oldest school in the county, and yet to be renovated since the 70s and 80s, FHS falls short of a true technological atmosphere. Whole computer labs are disabled when computers cannot be fixed or replaced fast enough; most teachers are lucky to have a data projector and a document camera; professional development on newly available technologies or web programs are barely offered because the network cannot handle the activity. Developing technology integrated lessons can be a challenge!

<span style="color: black; font-family: 'Calibri','sans-serif';">One particular group that could greatly benefit from technology integrted lessons is Ms. Winafeld's 10th grade Read180 class. Thankfully, because this is a reading intervention class, the class size is fairly small and often there are always enough working computers to facilitate such lessons. These twelve students have been targeted for reading intervention assistance and placed in the year-long, co-taught class with the hopes of increasing their reading and writing skills. Their reading abilities range from 350 (1st grade)-1000 (9th grade) on the Scholastic Reading Inventory (SRI), a reading assessment test. While the SRI isn’t the be-all end-all indicator of reading ability, it is relatively accurate. Most of the students are also combating learning disabilities, emotional disabilities, behavioral problems, home instability, and other gaps in their overall general education; nine of the twelve students have Individualized Education Plans (IEP)s, two have Behavior Improvement Plans (BIP)s, all of them are FARMS. Their technological abilities also vary. Some of the students have technologies, such as computers, cell phones, video game consoles, etc., while others have never even owned a cell phone. However, these students do use their public resources, and most have visited the public library to make use of their computers and Internet.

<span style="color: black; font-family: 'Calibri','sans-serif';">The [|Read180 program]itself is designed by Scholastic. It is scripted and must be followed as specified. There are ten units, each of a different topic and containing cross-curricular information, such as science, technology, and art. Each unit contains specific vocabulary and focuses on different reading, writing, and grammar skills. The units begin with an anchor video, to establish background information, and vocabulary. Students then read two-four selections related to the unit. These selections usually contain a mix of fiction and non-fiction pieces. Because there are ten units, our goal is to complete one unit per month of the school year, giving us about fifteen days. Each class day begins with twenty minutes of whole group, direct instruction, followed by three twenty-minute rotations, and ending with ten minutes of wrap-up. The three rotations are small group, where students and a teacher continue the discussion on a more individualized level, computers, where students work on Scholastic’s software program that develops their reading, spelling, and vocabulary ability, and independent reading, where students choose novels to practice their individual reading concerns. We have a Read180 classroom that contains five large tables, six computers with an individual network, and shelves of Read180 approved novels ranging from first to eleventh grade reading levels; a special education teacher runs the Read180 program and co-teaches with the ninth and tenth grade Read180 teachers on Read180 days.

<span style="color: black; font-family: 'Calibri','sans-serif';">The first challenge associated with Read180 is that the learning goals and indicators associated with Read180 are completely different, and from an earlier curriculum, than the tenth grade curriculum set by Frederick County Schools (which is focused around American Literature). Trying to make connections between the two is incredibly difficult, but the county has suggested making the Read180 topics the focus of the course, and therefore connecting any literature in the English classroom to those goals.

<span style="color: black; font-family: 'Calibri','sans-serif';">Another challenge, and sometimes blessing, to the program is the scheduling. FCPS high school classes are divided by four ninety minute blocks a day, and the year is divided into two semesters. A normal tenth grade English class would only run for a semester, or four months. However, the Read180 program allows for a year-long class, still ninety minutes each, with these students, which can be incredibly beneficial. Teachers are better able to develop relationships with this cohort, and the students have an entire year to prepare for their tenth grade HSA. However, because we have four Read180 sections each year, two ninth and two tenth, but only one Read180 lab and only one Read180 special education co-teacher, the program cannot be run daily. Instead, throughout the year, students spend one day in English class and the next in Read180. This gives an opportunity for both classes to have equal time in the Read180 lab. One section of ninth grade and one section of tenth grade are offered first and third block, and they rotate every other day in the lab. This creates a completely disjointed program. One day students are working with the Read180 software and the next they are learning the tenth grade curriculum. This means two different sets of novels, vocabulary, grammar, and writing activities every other day. It’s confusing enough as a teacher trying to plan for both curriculums and have it make sense, let alone being a student who already has learning issues and trying to keep track of it all!

<span style="color: black; font-family: 'Calibri','sans-serif';">Integrating different types of technology will give these students a sense of ownership and independence in an atmosphere that causes most of them to feel babied and unintelligent. The scaffolding that the technology can provide will increase their critical thinking and organizational skills, as well as their computer literacy skills since many of these students do not have any technology available to them at home.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">The Materials and Technology Tools You will Need **

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson 1 ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will watch this background video before reading the selections in the text about apartheid in South Africa. The video focuses specifically on the treatment of the natives, their experiences with blood diamonds, and Nelson Mandela's effect on the country. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will access example videos on our class Diigo account and analyze the tone of each selection. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will choose images, video, and music to create their own short video about their feelings on apartheid. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will use these websites to find photos for their videos. <span style="color: black; font-family: mceinline; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Studnets will access the FCPS databases to find addional multimedia for their videos.
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Freedom for South Africa Video Story **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Read180 Diigo Account **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Microsoft MovieMaker **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Snapfish, Shutterfly, FreeDigitalPhotos **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">School Databases **

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson 2 ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will read the inagural speech, use the speech as a basis for the discussion of symbolism, and then create their own poster combining symbolism and tone. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">In order to create a symbol and a limited text communication of their feelings of apartheid, students will need computers. The built in microphones are necessary <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">for the next project that students will be completing. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will be using Microsoft Powerpoint as one way of creating a symbol for apartheid. Students may also use powerpoint to create their poster. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students will be using Microsoft Publisher as one way of creating a symbol for apartheid. Students may also use publisher to create their poster. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Students may use Glogster to create their poster.
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Nelson Mandela: Inagural Speech - May 10, 1994 **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Individual computers with built-in microphones (12) **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Microsoft Powerpoint **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Microsoft Publisher **
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Glogster **

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson 3 **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**Individual computers with built-in microphones (12)**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">In order to write their poem using MSWord and to create and present their project using PhotoStory, students will need computers with built in microphones to <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">record their narration into Photostory. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">Students will need to write there poem or prose with the assistance of MSWord features like Spell check and Grammar check. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">The third lesson focuses on using images to support and evoke a tone and to convey a message in an original poem or prose. Students will have the option of using <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">photographs or images that they have taken or created or using non copyrighted images that they locate on the web or in print. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">Students will use this great concept mapping tool to create their outlines for their writing piece. This tool makes it easy for students to edit and manipulate their <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">outline. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">Students will present their original poem or prose using Photostory <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in;">In order to showcase their photostory presentation to their peers, a screen and projector will be needed.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**Microsoft Word**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**Digital cameras with USB cords (12)**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**Inspiration**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**Microsoft PhotoStory**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**LCD Projector and Screen**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">The Implementation & Assignments **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">We will spend four weeks on this unit. Because of the challenges that our students face, it is necessary to go at a slower pace. Students need ample time to process and retain information. We want to be sensitive to their learning issues as well as their emotional needs. Rushing through lessons will only frustrate and discourage the students. We want these students to feel capable and self assurred that they have enough time to master the skills that we will be teaching. Also, because for most students, the school is the only place where they have access to a computer, we want to give the students the opportunity to show forth their best work. At the end of their lessons, students work will be placed (with student permission) on the school's website to share with their learning community as well as their family and community at large.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Pre-requisite for lesson: teacher training (45 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;">1. Introduce the topic with selected texts (two 90 minute class periods) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;">2. Expand knowledge (one 90 minute class period) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;">3. Retell information learned (four 90 minute class periods)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;">Teacher can determine when and how to be trained (face-to-face or via YouTube)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Discuss theme and technique
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Assess reading and vocabulary comprehension
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Watch and discuss video
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Lesson one
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Review pictures and decide on tone
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Watch anchor video and analyze tone
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Choose three videos to analyze for tone
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Create a video using Microsoft MovieMaker that fulfills a specific tone

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;">4. Summarize theme and key concepts (two 90 minute class periods) <span style="line-height: normal; margin: 0in 0in 10pt 1.25in; tabstops: list 1.25in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Read non fiction text from Nelson Mandela <span style="line-height: normal; margin: 0in 0in 10pt 1.25in; tabstops: list 1.25in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss symbolism in relationship to Nelson Mandela as a symbol of freedom, justice and equality to the country of South Africa <span style="line-height: normal; margin: 0in 0in 10pt 1.25in; tabstops: list 1.25in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create a symbol using Microsoft Powerpoint or Publisher
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Lesson two

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;">5. Bridge texts with personal experiences (six 90 minute class periods) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use Inspiration to create concept map of injustice · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Inspired by concept map, use inspiration to create an outline of reading response · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Write reading response (poem/prose) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use rubric to assess writing · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Collect/take images to create PhotoStory · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Prepare and present PhotoStory · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use rubric to assess presentation
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list 1.0in;">Lesson three


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">The Lessons **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Throughout the reading of the short story, students will identify story elements, answer comprehension questions, decode and define vocabulary words, as well as write brief constructed reading responses. Examining the speech will give us the opportunity to identify and review literary elements such as repetition and theme. With both the story and the speech, we will determine writing techniques that the author used to create tone. We will analyze how story elements, diction, repetition lend themselves to the development of tone, theme, and symbolism. We approximate that this will take about a two class periods to accomplish. Following the readings and discussions, students will assess their comprehension of the vocabulary words found within the texts as well as their overall comprehension of the texts. Review and assessment of vocabulary and key comprehension concept will take up one 90 minutes class period. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">In summary, the students will first extend their understanding of apartheid by watching a film that accompanies the text. They will then retell what they have learned in an informative video of their own. Following that, the students will summarize and synthesize what they’ve learned by creating a symbolic poster that summarizes the key concepts, theme, and tone of the text. Lastly, the students will apply what they have learned about tone and the theme in an original poem that relates their own experience or perspective. Rubrics will be used to assess the students’ comprehension of the topic, composition of an original response, and the presentation used to convey their ideas and understanding.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson 1 **

Winafeld Lesson Indicator: <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will utilize the reading process (preview, preread, initial reading, reflection, revised reading, communication of a response) to respond to non-print texts. LA.E10.10.01a <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will examine meaning by determining how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose. LA.E10.10.02 <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will analyze how the elements or aspects of a literary work reveal an author’s, editor’s, artist’s, director’s, or producer’s purpose. LA.E10.10.02a <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will apply before-, during-, and after-reading strategies when responding to non-print text, e.g., film, speakers, theatre, performance, audio text, and interactive media. LA.E10.10.01 <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will utilize the reading process (preview, preread, initial reading, reflection, revised reading, communication of a response) to respond to non-print texts. LA.E10.10.01a <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will examine meaning by determining how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose. LA.E10.10.02 <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will analyze how the elements or aspects of a literary work reveal an author’s, editor’s, artist’s, director’s, or producer’s purpose. LA.E10.10.02a <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">· The student will explain how devices such as staging, lighting, blocking, special effects, or other techniques unique to a non-print medium are used to create meaning and evoke response. LA.E10.10.07

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Objective: <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">SWBAT: 1. Identify tone in a non-print text (specifically a video) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">2. Explain the effect the producer wanted to create for his viewers based on tone <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">3. Create a video that presents a specific tone and explain what effect it should have created for the viewer <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Assessment: <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: left; text-indent: -0.25in;"><span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">1. Tone matching activity (informal classwork grade; 25 points) <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: left; text-indent: -0.25in;"><span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">2. Anchor video’s tone identification and explanation with support (informal classwork grade; 25 points) <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: left; text-indent: -0.25in;"><span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">3. Final video reflecting a specific tone and purpose (formal summative grade; 50 points) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Scoring Tool: <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Rubric for final video product (50 points): <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Warm-Up (Day One): Students, who sit at tables of three, will be given five pictures and fifteen cards each with a different tone words on them. As a group, they need to decide the appropriate tone for each picture and write a short explanation of why they felt that fit best. Pictures may have multiple tones associated with them, but the students are only required to choose one for each. As a group, we will discuss possible tones, reasons why those particular tones would fit, and what the photographer’s purpose would be. Each group will receive 25 classwork points (5 for each photograph).
 * || <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">F (5 and below) || <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">D (6 points) || <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">C (7 points) || <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">B (8 points) || <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">A (9-10 points) ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">Content || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Information was unrelated or nonexistent || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Included less than minimum information  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Included minimum information for project  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Included additional related information to topic  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Included additional, well-designed information to topic  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">Music || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Music is not included || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Music does not relate to topic or reflect appropriate tone  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Music reflects tone  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Music reflects tone, is slightly varied, and has minimum break in flow  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Music reflects tone, is varied, and has a consistent flow  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">Transitions || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Transitions do not occur because material is unfinished || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Transitions are heavily choppy and do not always fit the content  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Transitions are slightly chopping, but appropriate to the content  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Transitions are smooth and appropriate to the content  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Transitions are smooth, numerous, and appropriate to the content  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">Length || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Below 35 seconds || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">36-41 seconds  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">42-47 seconds  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">48-53 seconds  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">54-65 seconds  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt;">Color scheme || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Color choice does not fit the tone || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Some colors are appropriate to the tone  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">All colors are appropriate to the tone  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">All colors are appropriate to the tone, and contrasts can be seen through the colors  || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">All colors are appropriate to the tone, contrasts are seen through the colors, and the music, content, and colors are connect  ||


 * <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt;">**Tone Word** || <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt;">**Definition** ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Accusatory || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Charging of wrong doing  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Apathetic || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Indifferent because you are tired or do not care  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Callous || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Unfeeling, insensitive to others  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Derisive || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Ridiculing, mocking  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Forthright || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Directly honest without hesitation  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Gloomy || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Darkness, sadness, rejection  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Haughty || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Proud and vain to the point of arrogance  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Indignant || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Marked by anger aroused by injustice  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Matter-of-fact || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Accepting of conditions without an emotional response  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Morose || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Surly and sullen  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Objective || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">An unbiased view; leaving personal opinions aside  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Optimistic || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Hopeful, cheerful  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Reflective || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Illustrating innermost thoughts and emotions  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Reverent || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Treating a subject with honor and respect  ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Solemn || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; text-align: left;">Tending toward sad reflection  ||

<span style="display: block; font-family: 'Arial Narrow','sans-serif'; font-weight: normal; text-align: left;">Pictures: <span style="display: block; font-family: 'Arial Narrow','sans-serif'; font-weight: normal; text-align: left;"><span style="font-family: 'Arial Narrow','sans-serif'; font-weight: normal;"> Picture One Picture Two Picture Three Picture Four Picture Five

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt;">Direct Instruction (Day One): //(see it)//

<span style="display: block; font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt; text-align: left;">At the beginning of each unit, we watch an anchor video that is associated with the unit’s readings. As we watch the video, I will point out and write down details about the lighting techniques, musical choice, color significance and shift, and choice of words by the narrator and director. After finishing the video, we will review our notes and decide what tone would match the video and why. Together we will compose a paragraph explaining the tone, what details in the video led to our conclusion, and how that tone could reveal the director’s purpose for creating the video. At this poitn in the semester, students have already had experience discussing tone, so this activity will serve as a refresher. Because they are able to work as a group, students will participate more and feel more comfortable bouncing ideas off one another. Also, the point of writing the paragraph together serves twofold; they see my expections for both content and writing conventions.

<span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt;">Guided Practice (Day One): //(do it with help)//

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt; text-align: left;">During their computer time, students will work in pairs to identify tone in three different videos about apartheid. They will write short explanations for each of their findings, explaining how and why they came to that conclusion. Then, they will identify the director’s purpose. They will access these videos from our class Diigo account. (20 points) Again, since they are not quite comfortable with the material, I've lessened the number of students working together, but I have also given them a chance to bounce ideas off one another. This will slowly make them more independent. Most of the videos they are watching, taken from TeacherTube, are students made, so they will also see examples of their final products.

<span style="display: block; font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt; text-align: left;">Independent Practice (Days 2-4): //(do it themselves)// <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt; text-align: left;">For a final project (in the English classroom), students will use Microsoft MovieMaker to create their own videos about apartheid. They will need to choose photos, video, music, and textual content that reflect a specific tone and purpose. We will spend three days in the English classroom, 45 minutes a day, to create these videos. (50 points) I choose MovieMaker because the students either have taken in the past semester or are currently taking a technology course in which they have used MovieMaker. They are all comfortable with the technology and will have a chance to play around with it this second time. We will review fair use laws wtih the librarian at the beginning of the project so that students know where they can find photos and/or video, how much music they can add to their video, which databases are the most useful, and how to cite any materials that need to be cited. She will be available for help while the students are in the lab finding materials and creating their videos.

<span style="display: block; font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt; text-align: left;">Closure: <span style="display: block; font-family: 'Times New Roman',Times,serif; font-weight: normal; margin: 0in 0in 0pt; text-align: left;">Students will share and discuss their videos with the class. We will conclude by discussing the importance of tone in a selection, and the effect that tone can have on the viewer. Students can upload their videos to our class Diigo account or submit them to TeacherTube if they would like. This gives students a chance to practice their oral presentation skills and constructive criticism skills. We generally have great class discussions together.

<span style="display: block; font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt; text-align: left;">Homework: The first night, after Read180 class, students will need to create a rough sketch of their ideas. Then, for the next two nights, students will be responsible for finding pictures, videos, etc. for their project.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson 2 **


 * Indicators: (FCPS Curriculum) **
 * The student will explain how devices such as staging, lighting, blocking, special effects or other techniques unique to a non-print medium are used to create meaning and evoke response. LA.E10.10.07 **
 * The student will analyze how graphics influence meaning on a non-print text. LA.E10.10.07B **

Students will be able to identify symbols in a text and convey symbolism as well as tone in a self created work.
 * Objective: **

Technology cart (laptop, document camera, data projector) Student computers (12) Microsoft Powerpoint/Publisher Glogster Nelson Mandela Inaugural Speech
 * Materials: **

Students will view a "perspective poster" about the word "tolerance".
 * Activator: **

[]

The teacher will review the topic of symbolism in text. The students will be told to look for symbolism as they read and reread the speech. The teacher and the students will read the inaugural speech together. The students will read the speech to themselves silently, then together with the teacher the students will reread the speech. Once students have read the text, the teacher will ask questions about why Nelson Mandela might be seen as a symbol of freedom to the people of South Africa.
 * Direct Instruction: **

During the second half of the period, the teacher will discuss perspective posters. Perspective can change the meaning of words, phrases and even ideas. The students will be charged with creating a poster that shows there perspective about one of the three ideas that their symbol represents. They will use the same idea that they used to create their symbol.

Students will use Powerpoint or Publisher to create their own symbol in response to apartheid. The symbol can stand for freedom, justice or equality. Once students have created their symbol, they will create a perspective poster. Their poster will have to give the same tone as the symbol they created (freedom, justice, equality)
 * Independent Practice: **

Students will share their perspective posters and complete peer evaluations. Students will also give their input about the rubric that they will be graded on.
 * Closure: **

Peer evaluations and teacher rubric with student input.
 * Assessment: **

<span style="border-bottom: windowtext 1pt solid; border-left: windowtext 1pt solid; border-right: windowtext 1pt solid; border-top: windowtext 1pt solid; display: block; mso-border-alt: solid windowtext .5pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"><span style="line-height: normal; margin: 0in 0in 0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">[] || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Objective ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Materials ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Activator ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Direct Instruction ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Independent Practice ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Closure ** || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Assessment/ **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Scoring Tool ** || <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">to non-print text **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.02 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will examine meaning by determining how the speaker, organization, <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">sentence structure, word choice, tone, rhythm, and imagery reveal an author's <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">purpose. **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.03a **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">Evaluate elements of a literary work to determine how these elements create <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">theme **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.03b **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">Analyze language choices to help explain the connection between a text and its <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">themes. **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.07 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will explain how devices such as <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">graphics, language, and other techniques unique to a non-print medium are <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">used to create meaning and evoke response. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will be able to:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|Lesson 3] **
 * |||||||||||||||| <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Lesson 3 ** ||
 * || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Indicator **
 * **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Day 1 ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.01 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will apply before-, during-, and after-reading strategies when responding

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">identify and list good writing and presentation techniques || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Photostory presentation

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Projector and screen

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Computer linked to projector || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will view a Photostory on injustice || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Class will evaluate the presentation : <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">how organization, <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">sentence structure, word choice, tone, rhythm, and imagery reveal the author's <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">purpose and how these elements and the author’s language also create theme.

<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The class will also evaluate how devices such as <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">graphics, color, sound, and timing are <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">used to create meaning and evoke a tone. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will create a rubric for presentation effectiveness || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will share and justify their rubric. The class will decide on the most valid criterion and a class rubric will be created || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Check student rubrics for comprehensiveness ||
 * **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Day 2 ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.20.07 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will compose to express personal ideas, using prose and/or poetic forms. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The student will be able to:

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">construct an outline of a writing piece with good organizational structure || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Projector and screen

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Computer linked to projector

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Inspiration

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">12 individual computers || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The class will discuss injustice drawing from the texts and the presentation || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The class will create a web of the types of injustice we encounter in various settings using Inspiration || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will select an incidence of injustice to write about—personal or witnessed and create an outline for their rough draft using Inspiration || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will share their outlines with the a classmate || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Use a rubric to check the completeness and organization of the outline || <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">presentations and edit texts for effective and appropriate use of language and <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">conventions, such as capitalization, punctuation, spelling, and pronunciation || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The student will be able to:
 * **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Day 3 ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.20.07 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will compose to express personal ideas, using prose and/or poetic forms. **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;"> LA.E10.20.03 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will use suitable traditional and electronic resources to refine

<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">compose a poem or prose with a central theme of injustice that <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">adheres to the <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">appropriate use of language and <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Conventions || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">12 individual computers

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">MSWord

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">12 copies of student anthology containing a poem and prose || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The class will read a poem and prose || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The class will discuss the difference between poetry and prose || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will select a format (poetry or prose) and write their rough draft using MSWord. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will peer conference and edit their drafts || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Check drafts for <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">appropriate use of language and <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Conventions as well as organization. || <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">presentations and edit texts for effective and appropriate use of language and <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">conventions, such as capitalization, punctuation, spelling, and pronunciation **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LAE10.40.03 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will alter the tone of his or her text by revising its diction. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The student will be able to:
 * **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Day 4 ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.20.03 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will use suitable traditional and electronic resources to refine

<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">compose a poem or prose with a central theme of injustice that <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">adheres to the <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">appropriate use of language and <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Conventions || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">12 individual computers

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">MSWord

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">12 copies of student anthology containing a poem and prose || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The class will reexamine the poem and prose for evidence of how diction affects tone || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">-The class will review how to use a thesaurus in print as well as the one that MSWord provides. <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">-The class will brainstorm a list of words that evoke tone || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will self revise and peer revise their rough drafts. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will share their revised drafts with a classmate. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Check drafts for altered diction and tone. || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">5*& 6 ** <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">(Friday) <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students can take pictures over the weekend || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.07 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will explain how devices such as <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">graphics, language, and other techniques unique to a non-print medium are <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">used to create meaning and evoke response. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will be able to: <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">determine and select or take images, select music, adjust timing, and narrate in a way that best supports their theme and elicits a response from the reader. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">12 individual computers w/ microphones
 * **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Day **

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Digital cameras || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Copyright true or false informal assessment || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Discuss [|copyright] laws <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Discuss power of images <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Brainstorm types of powerful images || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Day 5 <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will take photographs or locate them from the internet <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Day 6 <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will upload and arrange images, adjust timing, record narration, select background music || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will peer check their presentations || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Check for productivity || <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">graphics, language, and other techniques unique to a non-print medium are <span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">used to create meaning and evoke response. || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will be able to: <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">*Identify good presentation skills <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">*Assess effectiveness of Photostory presentation <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">* exemplify good presentation skills || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Photostory presentation
 * **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">Day 7 ** || **<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt;">LA.E10.10.07 **<span style="font-family: 'TimesNewRoman','serif'; font-size: 10pt;">The student will explain how devices such as

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Projector and screen

<span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 13.95pt; text-indent: -13.5pt;">Computer linked to projector || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will watch and critic teacher’s presentation || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Class will discuss pros and cons of presentation and the teacher will guide students in identifying good presentation characteristics and creating a rubric || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will present their Photostory and will discuss the techniques they employed || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Class will assess techniques the saw during presentations || <span style="font-family: 'TimesNewRoman,Bold','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;"> ||

=﻿References=

<span style="color: black; font: 11px/16px 'Lucida Sans'; margin: 0px 0px 13px;">[|Yerrick, R., Ross, D., & Molebash, P. (2004). Promoting equity with video: In the curriculum, science.][|Learning & Learning with Technology][|,][|31][|(4), 16-19.]

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 1.5em; margin: 1.2em 0px; text-decoration: none;">Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning.//**Educational Psychologist**//, //**38**//(1), 43-52.