Timothy+Mount

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
** A Standards-Based Approach  ** =  Daily Lesson GAME Plan Template   =

 || Related Lessons: Problem Based Learning: // Julius Caesar  //  ||  ||
 * Lesson Title: On-Line Collaboration Lesson
 * Grade Level: 10 || Unit: Shakespeare’s // Julius Caesar //
 * ** GOALS  **  ||

**Content Standards:** ** 1. **“Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes” (Cennamo, Ross & Ertmer, 2009, p. 191). ** 2. **“Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose” (Cennamo, Ross & Ertmer, 2009, p. 191). ** 3. **“Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge” (Cennamo, Ross & Ertmer, 2009, p. 191). ** 4. **“Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities” (Cennamo, Ross & Ertmer, 2009, p. 191).  <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> o <span style="font-family: 'Arial','sans-serif';"> Creativity and innovation o <span style="font-family: 'Arial','sans-serif';"> Communication and collaboration o <span style="font-family: 'Arial','sans-serif';"> Research and information fluency  || <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> o <span style="font-family: 'Arial','sans-serif';"> Critical thinking, problem-solving, & decision-making o <span style="font-family: 'Arial','sans-serif';"> Digital citizenship o <span style="font-family: 'Arial','sans-serif';"> Technology operations and concepts ||
 * ** <span style="font-family: 'Arial','sans-serif';">ISTE NETS-S **

** <span style="font-family: 'Arial','sans-serif';">Instructional objective(s): **<span style="font-family: 'Arial','sans-serif';">Students are analyzing the political maneuverings and interactions between the politicians and the people in Shakespeare’s // Julius Caesar //. They are comparing these with contemporary politics. For this stage of the project students will collaborate on-line to work toward completing the project. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">

** <span style="font-family: 'Arial','sans-serif';">Before-class preparation: **<span style="font-family: 'Arial','sans-serif';">Students have been separated into groups and started the project. I will need to set-up a wiki-space for the class to use to complete this portion of the project and secure use of the computer lab. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> || <span style="font-family: 'Arial','sans-serif';"> || <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">5 – 10 minutes <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">10 minutes <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">20 – 30 minutes || <span style="font-family: 'Arial','sans-serif';">Students will brainstorm and write down a list of ways on-line collaboration or social networking can help them during their group project. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Discuss student ideas. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Show a sample wiki page via a Smartboard and demonstrate using it. Student volunteers will be used to perform some of the functions (such as writing a post on a discussion page). <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Students will log into the class wiki-space and create a page for their group. They will begin postings on the page to help guide their project. This will include a breakdown of the topics they are researching as well as a list of resources. Students will be instructed not to speak, but to use the discussion page to collaborate on this project. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> || <span style="font-family: 'Arial','sans-serif';">Notebooks. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Computer lab with internet access and a Smartboard. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Computer lab with internet access and a Smartboard. ||
 * ** ACTION<span style="font-family: 'Arial','sans-serif';">   **  ||
 * <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">During class
 * <span style="font-family: 'Arial','sans-serif';">Time || <span style="font-family: 'Arial','sans-serif';">Instructional Activities  || <span style="font-family: 'Arial','sans-serif';">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif';">5 -- 10 minutes

<span style="font-family: 'Arial','sans-serif';">Notes: Students will use this wiki space to facilitate their group’s Problem Based Learning activity. They will be instructed to update the website on a weekly basis. || **  MONITOR  ** <span style="font-family: 'Arial','sans-serif';">Ongoing assessment(s): The wiki-space will be checked on a weekly basis, and students will be instructed that I will be checking the history section on the wiki to see who is keeping up to date with the work. <span style="font-family: 'Arial','sans-serif';">Accommodations and extensions: Students who do not have access to the technology at home will be able to use my classroom computer before or after school, or during lunch. Extensions will be allowed in case of technical difficulties. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Backup plan: If the technical aspects of this part of the assignment do not work out, or it seems like it is bogging the process of completing the Problem Based Learning project down, then this part of the project can be made optional to the students, or used as a place to post the final product they complete.


 * ** EVALUATE AND EXTEND  **  ||

<span style="font-family: 'Arial','sans-serif';">Lesson reflections and notes: Cennamo, Ross & Ertmer (2009) note that “technology also promotes collaboration and communication among students and between you and your students, for example, when using web-based tools, such as a discussion board or a wiki for supporting classwork” (p. 193). Being able to monitor and ensure that all students are participating and contributing actively to a group project is often very difficult. Technology creates a way for students to collaborate more effectively, and provides the teacher a means to monitor that collaboration, as well as to more effectively assist students throughout the process. This should prove to be extremely helpful to the students while they are working to complete the project. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">

Problem Based Learning Lesson Plan <span style="font-family: 'Arial','sans-serif';">**Content Standards:** **<span style="font-family: 'Arial','sans-serif';">1. **<span style="font-family: 'Arial','sans-serif';">“Students read a wide range of print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, class and contemporary works” (Cennamo, Ross & Ertmer, 2009, p. 191). **<span style="font-family: 'Arial','sans-serif';">2. **<span style="font-family: 'Arial','sans-serif';">“Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose” (Cennamo, Ross & Ertmer, 2009, p. 191). **<span style="font-family: 'Arial','sans-serif';">3. **<span style="font-family: 'Arial','sans-serif';">“Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge” (Cennamo, Ross & Ertmer, 2009, p. 191).
 * <span style="font-family: 'Arial','sans-serif';">Lesson Title: Problem Based Learning: Politics and Democracy || <span style="font-family: 'Arial','sans-serif';">Related Lessons: Shakespeare’s //Julius Caesar//  ||
 * <span style="font-family: 'Arial','sans-serif';">Grade Level: 10 || <span style="font-family: 'Arial','sans-serif';">Unit: //Julius Caesar//  ||
 * ** GOALS ** ||


 * **<span style="font-family: 'Arial','sans-serif';">ISTE NETS-S **

o <span style="font-family: 'Arial','sans-serif';"> Creativity and innovation o <span style="font-family: 'Arial','sans-serif';"> Communication and collaboration o <span style="font-family: 'Arial','sans-serif';"> Research and information fluency ||  o <span style="font-family: 'Arial','sans-serif';"> Critical thinking, problem-solving, & decision-making o <span style="font-family: 'Arial','sans-serif';"> Digital citizenship o <span style="font-family: 'Arial','sans-serif';"> Technology operations and concepts || **<span style="font-family: 'Arial','sans-serif';">Instructional objective(s): **<span style="font-family: 'Arial','sans-serif';">Students will write a paper analyzing the political machinations in Shakespeare’s //Julius Caesar//, focusing on how Caesar, Brutus and Antony communicate with the citizens. This will be compared with contemporary politics, with students discussing the ways politicians communicate with, and often manipulate, voters; as well as discussing the various ways the voices of the people can be heard by politicians.


 * ** ACTION ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Before-class preparation: **<span style="font-family: 'Arial','sans-serif';">Students will have read the play, both on their own and in-class, taken quizzes and tests, completed discussion questions, and taken notes. We will have created a chart showing the ways Caesar, Brutus and Antony have interacted with the citizens. ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">During class 1 ||
 * <span style="font-family: 'Arial','sans-serif';">Time || <span style="font-family: 'Arial','sans-serif';">Instructional Activities  || <span style="font-family: 'Arial','sans-serif';">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif';">10-15 minutes

<span style="font-family: 'Arial','sans-serif';">10-15 minutes <span style="font-family: 'Arial','sans-serif';">10-15 minutes

<span style="font-family: 'Arial','sans-serif';">10-15 minutes

<span style="font-family: 'Arial','sans-serif';">50 minutes || <span style="font-family: 'Arial','sans-serif';">In small groups students will discuss the ways politicians get their message to the people.

<span style="font-family: 'Arial','sans-serif';">The class will discuss and create a master list.

<span style="font-family: 'Arial','sans-serif';">In small groups students will discuss the ways individuals or groups of citizens can get their message heard by politicians.

<span style="font-family: 'Arial','sans-serif';">The class will discuss and create a master list.

<span style="font-family: 'Arial','sans-serif';">During Class 2

<span style="font-family: 'Arial','sans-serif';">In small groups students will use the internet to research the contemporary political process, and the word-processor or graphic organizer software to take notes. || Notebooks, chalkboard.

<span style="font-family: 'Arial','sans-serif';">Computer lab with Smartboard and internet access || <span style="font-family: 'Arial','sans-serif';">Notes: During Class 1 is a “posthole” project to prepare the students for the longer assignment. Ertmer & Simons (2006) describe postholes as “short problems used to introduce students to the problem-based method, including how to work productively in small groups” (p. 43). This should make the project run more smoothly. The During Class 2 activity will allow me to monitor for comprehension, as well as assist and guide students.

|| ** MONITOR ** <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0in 0in 10pt;">Accommodations and extensions: An in-class support teacher is available to assist students with special needs. Accomodations can be made by providing templates and guided learning. If the students struggle to find the information, then specific web-sites or articles can be provided to the student.
 * <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0in 0in 10pt; tab-stops: 166.5pt; tabstops: 166.5pt;">Ongoing assessment(s): Some of the work will be done in class, which allows me to monitor and guide their progress. There will also be several check-points during the work where notes or graphic organizers will be graded. Students will also reflect on their learning and write about the process.

<span style="display: block; font-family: 'Arial','sans-serif'; line-height: 150%; margin: 0in 0in 10pt;">Backup plan: If the technology is unavailable, students can perform the research at home, at the library, or before school, after school or during lunch in my room. If the project proves too difficult or extensive, then it can be divided more. For example, one group would research political advertisements, another debates, another the internet as a political tool, etc. || ** EVALUATE AND EXTEND ** || <span style="font-family: 'Arial','sans-serif';">Lesson reflections and notes: The students will be evaluated following the suggestion of Cennamo, Ross & Ertmer (2009), which is through participation in their group, class discussions, notes and graphic organizers, as well as the final product. This lesson has a potential real-world impact to make students a better citizen of a democracy, to better understand our political process and be better prepared and more interested to take part in it. <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0in 0in 10pt; text-align: center;">References Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning. Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.