The
students will come to class and I will give them a brief explanation of the
poem “Ozymandias.” In the show Breaking
Bad, there is an episode with the same name, and a YouTube video of Bryan Cranston
(the main character in Breaking Bad)
reading the poem as a preview to the episode. We will watch this video and talk
about what the video made us think the poem will be about. I chose this video
because I think a lot of students will relate to it. Many students watch Breaking Bad, and if they do not they
have probably heard about it. However, in case they have not, we will watch
different clips of the episode that parallel to the poem. This will simply be
an introduction to the lesson, so the students can come up with their thoughts
on the poem.
After
the introduction, we will move onto the content. The students will read the
poem silently, and after we will discuss it as a class. The students will ask
any questions they have. We will mainly talk about how the poem still has
themes that relate to our culture today. The poem talks about a man whose grave
has a quote he once said, and even though he died many years ago, his legend
still remains. To build off of that, I will use the computer to look up
different famous and legendary people, and the students will write down what they
remember these people by. Some examples would include Steve Jobs, Paul Walker,
Nelson Mandela, Brittany Murphy and James Gandolfini. If the students do not
know someone, I will explain who they are; if they were an actor or actress, I will
show the students clips of their more famous work. This will be interesting to
them because they are all relevant people in their lives, whether they realize
it or not. At the end of day one, I will assign students with their groups for
the project the next day.
At the
beginning of day two, the students will sit with their groups I had assigned
the day before. We will talk about the project they are going to do in class
that day. They will be picking one of the people we talked about in class the
day before, or making up a character. They will have the class period to create
a storyboard for their character. They will have certain criteria they have to
meet, such as creating a backstory for their person, and describing what the
person will be remembered by. This will be a very exciting way for the students
to come up with a characterization, but also relate it to the poem we read. It
will also be good for them to use this technology; mainly because it is fun,
but also to get them more used to using it and becoming more comfortable with
being assessed on their ability to do so.
On the
third day, the students will present their story boards. I will assess them on
their ability to present effectively but I will also be making sure they
accurately used the technology, and were proficient in doing so. Students will
also be assessing their classmates and will give each other feedback when they
are all done. This promotes constructive peer feedback, and will help the
students become better and more comfortable with talking to each other.
Overall,
this lesson implements different technologies, and will help students learn
romantic poetry using the different technologies. These are all fun and
interesting ways for the students to learn. Because they are different, they
will not even realize they are learning! These activities will help the
students with technology practices, peer feedback, creating websites and comic
strips, and becoming overall better learners. Overall, this semester has helped
me implement these lessons and become more comfortable with integrating technology
into my classroom. This three-day lesson is just one example of that.
Kaitlyn,
ReplyDeleteYour matrix is a good start. However, it's missing the assessments(!) How will you know that students have achieved the standards in the first column without assessing them? Also, the media literacy cycle is a progressive sequence (access, analyze, evaluate, produce and communicate—in that order). I'm not sure how a student can produce or communicate something using media technology without first analyzing and evaluating information. Additionally, your NETS-S standards in rows 7 and 9 do not align with the strategies and technologies in the other two column.
Keep in mind that it's not the technology that makes a lesson engaging—it's the pedagogy. I hope that has come across in the assigned readings this semester. I am curious why you would select a lesson plan that was "dry" and "dull" to begin with. To me, that indicates a problem with the pedagogy, not the need for technology. Please do not fall into the "bells and whistles" trap of technology.
I wish each sentence in your narrative read like a series of equations that represented each row in your matrix (technology + strategy=achievement of standard). I think your matrix is too condensed. It should probably be more like 10-12 rows to really represent each technology and strategy that it supports. Instead, the narrative above focuses mainly on the CONTENT of your lesson, and that doesn't entirely address the alignment issue, which was the central goal of this final project.
In moving forward, I encourage you to be more explicit about your pedagogy. Instead of saying that student will ask questions, as a teacher you need to account for how YOU will elicit questions from students (posing questions yourself? If so, say that). Also, how will students learning to storyboard? (you demonstrating? If so, say that). Notice in your 4th paragraph above, you as the teacher are essentially invisible. How would another know what strategies to employ just by reading that? And identifying your strategies and the specific ways technology supports those strategies is key.