Author:
Jennifer Jones
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
High School
Tags:
  • ESUCC
  • NE Blended
  • Nebraska Department of Education
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    Digital Age Skills: ELA, Grade 11

    Digital Age Skills: ELA, Grade 11

    Overview

    This resource was created by Mary Gregoski in collaboration with Jennifer Jones as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 11th Grade ELA.

     

    Lesson Plan

    Participant Name: Mary Gregoski

    Coach Name: Jennifer Jones

    Student Grade Level: 11

    Content Area: English

     

    Explore:

    List Content Area Standard (Link to NDE Standards):

    LA 12.1.6.c  Analyze the function and critique the effects of the author‘s use of literary

                        devices (e.g., allusion, symbolism, metaphor, personification, epiphany,

                        oxymoron, dialect, tone, mood).

    LA 12.1.6.d  Summarize, analyze, and synthesize the themes and main ideas between

                        multiple literary and informational works (print, digital, and/or other media).

    LA 12.1.6.o   Demonstrate an understanding of complex text by using textual evidence to

                         support analysis, reflection, and research via multiple mediums (e.g., writing,

                         artistic representation, video, other media).

    LA 12.1.6.p  Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

                        production of a play or recorded novel or poetry), evaluating how each version

                        interprets the source text.

     

    List Digital Age Skill (Link to ISTE Standards):

    Empowered Learner

    1a Students articulate and set personal learning goals, develop strategies leveraging  

         technology to achieve them and reflect on the learning process itself to improve learning      

         outcomes.

    Creative Communicator

    6a Students choose the appropriate platforms and tools for meeting the desired objectives

          of their creation or communication.

    6b Students create original works or responsibly repurpose or remix digital resources into

          new creations.

    6c Students communicate complex ideas clearly and effectively by creating or using a

          variety of digital objects such as visualizations, models or simulations.

    6d Students publish or present content that customizes the message and medium for their

          intended audiences.

     

    Brief Description of what Students might do to show mastery of both Content & Digital Skills:

    1. Students will view/listen to several audio recordings of Edgar Allan Poe’s “The Raven.” Students will analyze how the writer of the poem creates a mood for readers using a given list of words to reflect the mood.
    2. Students will flesh out the elements of allegory for the short story “The Masque of the Red Death” and how these elements lend themselves to the mood.  
    3. Students will paraphrase and summarize excerpts of “The Fall of the House of Usher” and select examples of literary elements that directly impact the mood.
    4. Students will connect all three pieces of literature into one digital creation that compares how the moods of each were developed to produce fear.

     

    Investigate (Link to Toolkit):

    Compare / Contrast 2 Tools students could use to accomplish the goal:

    Criteria (Link)Canva Easel.ly
    Relevance44
    Customization43
    Usability34

     

    Which Tool have you selected? Why?

    I will most likely select Canva. Even though it may have a lower score on usability, I feel like students can manipulate the “canvas” more to make it their own. I also noticed that Canva offers a “Design School.” I am thinking that I could assign students to view one of these options so that they do some of their own learning to make the design fit their needs. I have some students who struggle with creation. If I see that Canva is just not working for them, I will show them Easel.ly so they can accomplish the task with success.

     

    Investigate (Link to Toolkit):

    Compare / Contrast 2 Tools students could use to accomplish the goal:

    Criteria (Link)AdobeSparkBiteable
    Relevance44
    Customization43
    Usability34

     

    Which Tool have you selected? Why?

    I have selected to show my advanced students Adobe Spark. I have several students who love to create videos. If they haven’t yet been introduced to Adobe Spark, they will love the advanced options it offers. For students who love to make videos but have them short and simple (like TikToks), I will show them Biteable. This type of application is where I would work, so it offers just the right amount of customization to those of us who like to create but not be so in-depth with the details of the video.

     

    Implement:

    Description: What will students do?

    Students will read three pieces of text by Edgar Allan Poe: “The Masque of the Red Death,” “The Raven,” and “The Fall of the House of Usher.” The overarching idea of these three pieces is FEAR. Students will analyze the pieces for mood using a variety of elements to determine which types of mood lead the reader to fear. Students will receive the choice to create an infographic or video to link the three pieces of literature by the mood revealed in specific excerpts of each text.

     

    Rubric Assessment: How will you grade student work? (Include link to rubric)

    Rubrics located below.

     

     

    Recommendations: What went well / What would you do differently?

    I taught most of this lesson online during COVID-19. It was difficult to motivate students to read the texts and interact with the text. Creating videos and infographics is a lot more productive when students can interact with each other and feed off of each others’ ideas. I look forward to teaching this unit next year when I will hopefully be with my students to guide them.

     

     

     


     

    Name______________________________________     Period___________     Date________________

    Rubric for Infographic

    Task Description: Students will analyze the three pieces of text by Edgar Allan Poe for mood using a variety of elements to determine which types of mood lead the reader to fear. Students will receive the choice to create an infographic or video to link the three pieces of literature by the mood revealed in specific excerpts they select of each text.  Include the following information:·          Excerpt (direct quote) from text·          Cite the text·          Include the title from which the excerpt was taken·          Label excerpt with mood·          Briefly explain which specific words lead you to select the mood·          Make connections between three piecesInfographic:Canva        Easel.ly 
    Criteria ExceptionalAdmirableMarginalUnacceptable
    Content50%Appropriate details support main idea Accurate and detailed informationInformation adequately supports purpose of visualMost details support main ideaAccurate information for almost all subject matterInformation is mostly adequate and supportive of visual’s purposeFew details support main ideaLacking accurate informationInadequate information is not clearly supportive of visual’s purposeNo details to support main idea Information is not accurateInformation does not support the visual’s purpose
    Focus20%Topic and title clear and easily identifiedMain idea is clearly appropriate to topicAll illustrations complement purpose of visualTopic and title are mostly clear and easily identifiedMain idea is appropriate to topicMost illustrations complement purpose of visualTopic and title difficult to identifyMain idea not clearly statedFew illustrations complement purpose of visualTopic and title are not clearly identified No main idea Illustrations do notcomplement purpose of visual

     

    Visual Appeal20% Outstanding use of color, design, and spaceOriginal and creative designOverall design is pleasing and harmoniousAdequate use of color, design, and space Design is adequateOverall design is mostly pleasing and harmoniousInappropriate use of color, design, and space Design lacks creativityLack of harmonious design in presentation Little attempt to use color, design and space appropriatelyDesign is dull Project has sloppy appearance
    Mechanics10%¨Free of grammatical errorsWords are legible and pertinent to topicMostly free of grammatical errorsMost words are legible and pertinent to topicFrequent grammatical errorsPresentation is illegible and confusingToo frequent grammatical errorsDistractive elements make illustration ineffective

     

    Assignment Score ______________

     

    Career Opportunities in Education and Training Copyright © Texas Education Agency, 2015. All rights reserved.

     

     

    Student’s Name: _____________________________

     

    RUBRIC Video

     

     ExceedsMeetsMeets MostIn ProgressNeeds Review
      Inclusion of ElementsAll project elements are included and indicate a clear effort put forth.     10 pointsAll project elements are included but they have some errors in them or omissions, such as page numbers for quotes. 8 pointsMost project elements are included and/or they have several errors or omissions.    6 pointsOnly some project elements are included and/or they have many errors or omissions.   4 pointsOnly one or no project elements are included.      0 points
     Personal ResponseProject indicates a thorough understanding of the text using excerpts and explanations and connections.    10 pointsProject indicates an understanding of the text.      8 pointsProject indicates a partial understanding of the text; information may be too general or simplistic. 6 pointsProject indicates a very limited understanding of the text; project may exhibit some flaws.  4 pointsProject is inaccurate, confused,  and/or irrelevant.     0 points
      AppearanceThe project was neat, clear, and shows a lot of brainstorming and effort went into it. Keeps the audience engaged.  5 pointsThe project is not as neat as it could be, but the information is organized.   4 pointsThe project lacks neatness and looks like there was a little effort; the information isn’t organized well. 3 pointsThe project is sloppy and disorganized. The audience is disengaged.     2 pointsThe project is extremely sloppy and disorganized or large sections are missing.  0 points
    Spelling and MechanicsAll spelling, grammar, and mechanics of writing are accurate if included.   5 pointsMost spelling, grammar, and mechanics of writing are accurate.   4 pointsSome spelling, grammar, and mechanics of writing are accurate.   3 pointsFew spelling, grammar, and mechanics of writing are accurate.   2 pointSpelling, grammar, and mechanics of writing show widespread errors and little effort. 0 points