ENGLISH LANGUAGE ARTS LESSON:INTEGRATING TECHNOLOGY (MEDIA LITERACY)

Lesson Author(s): Emma Kelly

Model: http://chrisgoesintothewild1.tumblr.com/Password: wild

Lesson Focus:What is the focus of the lesson? What grade level am I aiming for?

The focus of the lesson is to apply the role Christopher McCandless has in Jon Krakauer’s Into the Wild to today’s society and apply today’s technological culture to the ethical and moral debates of the informational text. The focus is also to incorporate an informational or nonfiction text in the course.

This lesson will be for grade 12 because of mature themes of independence and survival that can be applied to the students lives after high school. This lesson would be the first project of the first unit in order to bring together the students through technological means.

Rationale, Common Core State and ISTE Standards:Why am I teaching this lesson? Which standards apply?I am teaching this lesson in order to motivate the students to better understand the emotions of a relatable character, Christopher McCandless, and to see how his experience would be different if he used the technology from today’s society.

Common Core Standards:RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.10 By the end of grade 12 read and comprehends literary nonfiction at the high end of the grades 11-CCR-text complexity band independently and proficiently.W.11-12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

ISTE Standards:5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Advocate and practice safe, legal, and responsible use of information and technology

Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

Demonstrate personal responsibility for lifelong learning Exhibit leadership for digital citizenship

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

Understand and use technology systems Select and use applications effectively and productively Troubleshoot systems and applications Transfer current knowledge to learning of new technologies

Objectives: What, specifically, should the student be able to do, understand as a result of the teaching? (Bloom verbs)Students will

Modify Krakauer’s description of McCandless into their own words with applied emotion from various chapters in the informational text.

Construct a view of McCandless that would otherwise be impossible through methods of today’s technological society (i.e. Facebook, Tumblr, Blogger, etc.)

Write continuously throughout the unit to illustrate comprehension of assigned reading

Justify the actions of McCandless through the point of view of McCandless using evidence from Krakauer’s book to support stance

Prior Knowledge:What prior knowledge do my students need in order to be successful with the focus of this lesson?

Students will need prior knowledge of Facebook, Blogger, or Tumblr in order to be successful.

Students must continue to read the book in order to triumphantly answer questions provided.

Materials, Resources and Technology:Materials and resources (textbook, magic markers, etc.)

Into the Wild by Jon Krakauer Notebooks, pens, etc. to brainstorm ideas for Facebook, Blogger, or Tumblr

Technology Resources needed for this lesson: Computer

Projector to share Facebook, Blogger, Tumblr with class

Web Addresses needed for this lesson: (Web site name followed by the complete web address

YouTube (http://www.youtube.com/watch?v=Q8pyNHz6Pr0) Facebook (www.facebook.com)

or Blogger (www.blogger.google.com)

or Tumblr (www.tumblr.com)

Instructional Procedures (Anticipatory Set/Hook):How will you open the lesson to motivate the students? How will you relate this lesson to previous learning and to real life experiences, to explain the importance of the learning to the students? (requires student involvement).

I will show Jim Asaro’s YouTube video “Social Media Revolution 2013” and ask the students to actively listen and take notes: write down any statistic that stands out. Social media is a concept that almost every teenager is familiar with: the class will open up into a discussion about the role that technology has on today’s society. The discussion will also include an assumption of what the student’s lives would be like with social media as the central idea.

Techniques and Activities:List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures, identify a variety of classroom teaching strategies (methods). Student-centered activities are included as well as guided practice of the learning. (Use language like teacher models, inputs…students explore).

1. Show the YouTube video “Social Media Revolution 2013” 2. Class discussion about social networking in today’s society as well as social

network as its own culture.3. Introduce Into the Wild by Jon Krakauer: have the students read the first two

chapters for the next class.4. Introduce the Blogging for Christopher McCandless Project by giving an example

of Christopher McCandless’ Tumblr.5. In a computer lab, each student will design their pick of a social networking site

and begin to design their page with Christopher McCandless in mind. The teacher will collect each student’s Facebook, Blogger, and Tumblr email and password as to make sure appropriate mature quality is being portrayed.

6. While reading the informational text, the students will answer one question a chapter that is provided on the handout I give them. The book will be broken up into sections with two or three chapters in each section. The sections will contain 2-3 questions that the students must answer in the voice of Christopher

McCandless on their Facebook, Blogger, or Tumblr. 7. Each post must be at least 100 words: pictures are not necessary but may help to

prove a point. The students may use class discussion on the chapters to write their blog post but their thoughts must be original. Another option for students to write about is why Krakauer chose the epigraph for that specific chapter: how does it apply to the chapter you just read?

8. After students write about chapters 6 and 7, there will be an individual conference with the teacher. The teacher will comment on the individual Facebook, Blogger, or Tumblr site and note to the student ways to improve the writing. The main focus will be on the writing aspect because the other qualities of the blog will be distinctive to each student.

9. When the unit is coming to a close, each student will read a post from a specific chapter chosen randomly by the teacher.

Lesson Closure:How will the lesson come to a close? The content should be summarized and related to future lessons.After the book has been read, each student will read a portion of his or her blog from a specific chapter. The students will witness the change between an informational text about Christopher McCandless and how Krakauer portrayed him. There will be a noticeable difference and interest that is witnessed by the students who read about McCandless, and how McCandless’ family and friends viewed him.

Assessment/Evaluation: How will you measure the student's success using formative means? Put an x beside the appropriate mode of evaluation. Add any specific criteria you will evaluate with i.e., if you are marking a journal, are you looking for insight, expression, etc.

Anecdotal notes ___X__ Journal ____X__

Work Samples _____ Self-assessment ______(i.e., quick write, group chart)

Peer-assessment ______Checklist _____

Oral Questioning _____

Interview/Conference __x__

Other: Blog posts and creative feature of blogs

Student Products: What artifacts or products will result from this lesson either independently or by its inclusion in a unit? (Newsletter, essay, poem, diagram).

The student will have left the unit with a written blog, Facebook page, or Tumblr page in the voice of Christopher McCandless.