Lesson Plan Analysis Map
Session One:
I am using the
SmartBoard and its projector, as well as a computer and the American Library Associate Website to lecture
students about banned/challenged books to help students’ process data. I will use the SmartBoard pen to
write down students’ responses to banned/challenged books to
accomplish the initiation and participation in a range of collaborate
discussions.
Next, I separate
the class into four smaller groups to work on defining terms such as censorship, banned, challenged, and controversial. Using the computer, the
groups record their responses into a teacher-made, group specific GoogleDoc Spreadsheet; while students discuss the prompt, they work on
producing clear and coherent writing that is appropriate to the task as well as
using prior knowledge to generate new ideas. As students finish, I project their documents from the online class discussion board to
the SmartBoard screen, again using the computer and projector, thus having
students use technology to produce and publish shared writing products,
completing online interaction and collaboration with peers. Lastly, a large
group discussion based on the projected materials helps students accomplish
the initiation and participation in a range of collaborate discussions
(formative assessment).
For the
formative homework assessment, students have to use computers and the
internet to access their blogs to creating a blog post inventing a banned/challenged book title and justify why they chose the title. Students use
technology to produce and publish individual writing products while also
applying existing knowledge to generate new ideas.
Session Two:
Beginning with
the distribution of hard copy (age and subject appropriate) challenged books
and direct instruction, I separate the class into two
groups to read two different challenged books; while students are reading, they are able to determine a theme or central idea of a text and analyze its
development. Students then use computers to find a group specific GoogleDoc Spread Sheet set up as a T-Chart (diagnostic assessment): on one side, they enter
controversial quotes and on the other, they explain why they are
controversial to determine the meaning of words and phrases as they are used in
the text. As students finish their group work, they complete online
interaction and collaboration with peers and communicating information
effectively.
The formative homework assessment is a blog post. Using computers, the internet and their spreadsheets
from class, students pick one quote from their GoogleDoc Spread Sheet and use wordle.net to determine the
meaning of words and phrases. The blog post requires technology to produce individual writing
products the students apply existing knowledge to generate new ideas and create
original works as a means of personal expression.
Session Three:
I use the
SmartBoard, its projector and the persuasive paper rubric (formative assessment)
handout to help explain the day’s activities to students, which will open
into a large class discussion to answer questions. The two large groups split into two smaller groups, each
taking a position: supporting or opposing the banning of the challenged book to
be presented the next day for an in-class debate (performance task); students
will use their computers, the internet, Google, and four provided, reliable websites to
conduct a short research project and gather relevant
information from multiple digital sources. To be effective they
must collect, analyze, evaluate, and synthesize information while processing
data and reporting results to collaborate with peers to identify solutions.
Students then use the Persuasion Map (diagnostic assessment) to map out
their arguments to write informative texts, introduce a topic, develop the
topic with well-chosen facts, use precise language and domain-specific vocabulary
to manage the complexity of the topic and provide a concluding statement or
section that supports the information or explanation presented.
Session Four:
I use the
SmartBoard, its projector and a computer to project any digital media students brought in for their debates, which must have applications integrated
effectively with multiple processes and diverse perspective with multiple
sources of information. As students begin their debate (performance task),
using their Persuasion Map (diagnostic assessment) and hard copy books from the day before, students present information, findings, and supporting evidence clearly, concisely,
and logically and make
strategic use of digital media in presentations to enhance reasoning. After the
debate, I use the technique of question and answer to allow for other
students to participate and practice adapting speech to a variety of contexts
and tasks.
The final summative assessment is an essay. Using a computer and the internet, students
swap their Persuasion Map (diagnostic assessment) with a student on the other team to write a
two to three page essay from that opposing side (due the following week). As
students use these technologies to write their paper, they write arguments
to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant, sufficient evidence as they analyze, evaluate, and
synthesize information to process data.
In relation to the debate performance task, the
essay is a summative assessment because it measures the students' ability to
evaluate literature from both sides of the argument, once verbally and once in
writing.
