Juan Soriano

11/28/15

Vega

EDU 5170
Tech Integrated Lesson Plan
Standards: Common core

Key Ideas and details:

CCSS.ELA-LITERACY.RL.9-10.2: 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.
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4: 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 (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5: 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.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.A: Engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C: Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D: Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E: Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.5: 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. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.6: 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.
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10: 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.
Standards: ISTE NETS for Students
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression.

5. Digital citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Demonstrate personal responsibility for lifelong learning

6. Technology operations and concepts: Students demonstrate a sound understanding of

technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

Lesson plan outline time frame

Read I Wandered Lonely as a Cloud and discuss The Flowers using reader response theory: ten
minutes. Students will read the poem I Wandered Lonely as a Cloud and discuss the assigned
reading The Flowers. Here, I introduce the main point of our digital lesson, which is how to use
imagery and write descriptively.
Introduce picture book project and give students the options between picture themes to work
with: five minutes. Students will attempt to write using imagery just like the authors did in an
attempt to improve their descriptive writing.
Work on the picture book project: twenty-five minutes. The students will spend the rest of the
period interacting with storybird to create their picture books to practice creative and descriptive
writing.

Objectives
Tenth grades students will be able to understand the basics of reader response literary criticism
theory; read and analyze works of literature; write using descriptive words; and create a
picturebook short story, collection of narrative vignettes, or poetry collection incorporating
imagery.
This lesson will be in the third day of a weeklong unit on nature and literature. Using the
previous days homework assignment (reading Alice Walkers The Flowers) as a way to
springboard into the days assignment, I will give the students a brief overview of my plans for
the day. Ill write out an agenda on the board to prepare students for the days activities. Ill also
be walking around the room to see if any students do not understand what is going on, stopping
and offering them more individualized help.
I want to begin by briefly discussing what the students feel about their skills of
description. I will use this to spark a brief discussion about the importance of showing vs telling
in writing. Using the energy from the discussion, we will talk about how the previous days
homework reading, The Flowers, uses descriptive imagery. I believe that starting with a
discussion will heighten the students attention for the story because they will want to see how
their opinions were proven or disproven. This initial discussion will also be a tool I use to inspire
the students to become involved in their storybook or poem collection piece. Then, we will read
the poem I Wandered Lonely as a Cloud to see how imagery works in poetry. Using these two
points to get their attention, we will analyze the poem using reader response theory.
I plan on providing the students with one reading ahead of time and one in class. The
short story The Flowers will be assigned as homework, and the poem I Wandered Lonely as a
Cloud will be read in class by the students. The images the students use for their picture books
will all be pulled from google images and will be shared on a google doc with the class, but will
be selected by the students as they will be used to tell the stories or poems the students will write.
I will give them a brief overview of reader response theory in class and will provide them with
storybird accounts.
The discussions on the readings and technology based exercises we will do will give
students ample opportunities to practice the exact tasks in the lesson plan. Our discussions will
allow them to analyze the literary works and further their understanding of reader response
theory. The creation of the picture book will engulf the other tasks. First, the students will choose
pictures of nature or industrial settings from the docs online
(https://drive.google.com/a/plattsburgh.edu/folderview?
id=0B5p4jY335ZeOQnQ0WWtLN2xaWnc&usp=sharing). Then, they will write out their stories
or poems in Microsoft Word which incorporate or describe the images along with two or three
sentences to explain why they chose the pictures and format of storytelling they did. Finally, the
students will bring it all together using storybird to create a six to eight-page picture book.
Students are encouraged to go up to ten pages for extra credit points. The creation of the picture
book will allow students to not only write creatively, it will also encourage them to think more
artistically.

The students will have the option to work with their peers in choosing their pictures.
Class discussions have to done at the group level, but as this lesson focuses on creative writing,
most of the exercises will be done individually. Students who are done making their own books
can read their peers work and give feedback.
As I walk around the room, I plan to provide students with verbal feedback as they
progress through their picture books. Ill walk around the room, briefly looking into the books
that the students are producing. I will then give support or directions as needed. When students
submit their picture books the next day, we will have a faux book launch for every students book
where I will give more positive feedback. This will also encourage their peers to give feedback,
which will give the students more than just my perspective on their work.
My written feedback will also be at their book launches. The students will have to submit
their written scripts and their books before our book launch presentations. There, I will give them
their scripts back with feedback. At the end of their presentations, I will give them back the
rubric of their books and presentations. This detailed feedback will acknowledge the areas
students excelled in for this project and also give them some tips to improve their descriptive
writing skills.
To summarize the important points in the lesson, I plan on having a brief discussion with
students on descriptive writing that refers back to the literature weve read for todays lesson. Ill
start by giving students a brief statement on what it is and then ask them to contribute with their
own experiences writing creatively. Then, Ill ask students to fill out a brief exit slip on what they
learned about descriptive writing and how they feel their skills of descriptive writing improved.
If they do not feel it improved, they can write about why they feel it didnt and what they feel I
could have done to help them improve.
For assessment, I plan on giving students a rubric for how I will grade their picture
books. This rubric will take into account the attention to detail in their books, how much they
wrote, how they relate their image to their text, and how they edited their work. I also will revise
their work for submitted word documents to see if they could explain their choices in pictures
and their connection to the text.