EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Name: Ms.

Merceron Date April 23, 2012 Standards: ISTE Standards: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 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 d. Exhibit leadership for digital citizenship

Reading Standards for Informational Text: Grades 9-10 Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). 2. Determine a central idea of a text and analyze 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 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance to advance that point of view or purpose. Writing Standards Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Speaking and Listening Standards: 9-10 Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives; summarize points of agreement and connections in light of the evidence and reasoning presented.

e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. Language Standards: 9-10 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Lesson Objective(s): Students will be able to Define the term: figurative language. Produce clear and coherent writing displaying their understanding of figurative language through examples of figurative language Introduce the Learning Activity: 1. Describe how you will communicate the lesson objective to the students. How will you tell them what they will learn in this lesson? I will tell the students that todays objective is to learn about figurative language and how it is used in the reading material they will be using. I will check for understanding of the directions by asking students questions about the learning objectives. I will use technology to have the students 2. Describe how you will provide a motivator. How will you get students interested in this lesson? I will get students interested in this lesson by making sure it is interactive. I will have them working in pairs, too. Then they will be able to play a few games where they get to enjoy what they are learning. Provide Information:

Definitions of terminology will be given to students by me orally, and also on a website where they will be able to see exactly what they are being taught. Explanations will also be given through the use of technology and orally. Provide Practice: Students will have to first identify what figurative language is after having heard and read the definition. Students will play a game where they identify different types of figurative language. Students will write out sentences with their own use of figurative language based upon the lesson. Students will discuss the use of figurative language in these texts, what they portray, and how effective they are. Provide Knowledge of Results: 1. At the end of the lesson students will have to verbally describe what figurative language means and how it can be used. They will also have to point it out in texts. Then they will write their own sentences using figurative language. 2. I will grade their exit slips and return them the following day. Review the Activity: 1. At the end of the lesson, students will have to do an exit slip assignment where they write the definition of figurative language, in their own words, and an example they come up with. Method of Assessment: 1. Based on students ability to define and identify the use of figurative language, I will be able to assess whether or not they have gained an understanding of the lesson.

Lesson Activities
Bell ringer: Play two quick games: Fling the Teacher & Drag and Drop Metaphors Introduction: Lesson on Figurative Language Check for Understanding Activity: Students will pair into groups and write two sentences using one of the given forms of figurative language. Students will identify what forms of figurative language are used (and how they help convey a message) in the following poem: Affirmation by Assata Shakur Exit slip: Write either a poem or a few sentences using some of the different forms of figurative language learned today. Homework Read Girl by Jamaica Kincaid and identify the use of figurative language and the message the poem conveys. Also, articulate how the figurative language is used and whether or not it is effective.