Roslyn Sprowell 1

Dr. Melanie J. Norton

LIS 416 Fall 2014

Technology Integrated
Instruction Unit
(Audio Visual)

Introduction:
This lesson is suited for 5th graders enrolled in an English or Reading class geared toward the
average learner. The students will be able to gain knowledge of the subject matter and integrating
technology to facilitate experiences involving creativity and innovative thinking.

Analyze Learners
General Characteristics

5th graders students (10-12 years old)

Students are culturally diverse
Socioeconomic backgrounds
No students with learning disabilities

Entry Competencies:

Students have received prior instructions and examples of common types of figurative
language such as simile, metaphor, personification and Onomatopoeia.
Learning Styles: The student prefers to work in groups and learn better in cooperative
team settings. Some students do not test well and rubrics given ahead of time will allow
them to know what is expected of them.

State Objectives

Given handouts of three different poems, written by three different authors, students will
underline various types of figurative language using a different colored marker for evenly
type of figurative language identified at least five times in each poem.
Students will combine their findings with their group mate.
Students will input collective data into a computer using Microsoft Excel
Students will create digital chart demonstrations the quantity and variety of figurative
language found in each of the three different poems.

Roslyn Sprowell 2
Dr. Melanie J. Norton
LIS 416 Fall 2014
Students will present their chart and compare the variety and frequency of each authors
use of figurative language.

Select Methods, Media, and Materials

Handouts of three different poems by three different authors, one for each student.
Markers in a variety of colors.
Two computers with Microsoft Excel.
Multi-Media projector with connector cable.

Utilize Media and Materials

Students will need each poem individually.

Students will use the variety of markers to organize and mark the types of figurative
language.
Using the computer the students will input their data onto a spreadsheet.
Using a computer and multi-media projector, students will present their findings.

Require Learner Participation

50 minutes: Each group will have between eight and ten minutes to present their findings. Each
student will have a chance to speak. Students will present their charts to their classmates using a
multimedia overhead projector. They will tell their classmates the types of figurative language
that was found and discuss how each author used figurative language in each poem. They will at
some point discuss the types of figurative language that was used exclusively by one author and
not others.

Evaluate and Revise

Students will be assessed using the rubric below. In order to enhance student performance
and ease of use, the lesson will be revised accordingly after it has been taught.

Rubric Format
Skills
Identifying
figurative language

Excellent

Fair

5-4

3-2

Student underlines at
least 5 types of
figurative language in
each poem.

Student underlines at
least 3 types of
figurative language in
each poem.

Developing
1-0
Student underlines
less than 3 types of
figurative language in
each poem.

Group Dynamics

Creation of Digital
Spreadsheet

Student Presentation

Roslyn Sprowell 3
Dr. Melanie J. Norton
LIS 416 Fall 2014
Student displayed
Student worked
Student did not or
leadership and worked cooperatively in the
seldom work
cooperatively in the
group. Providing
cooperatively in the
group. Providing
some insight of the
group. Providing few
many insights for the
outcome of the final
to no insight for the
outcome of the final
product.
outcome of the final
product.
product.
Student is able to
Student has some data Student data is
accurately put data
misplaced into the
misrepresented and
into the spreadsheet
spreadsheet and little
assistance with data
without assistance.
assistance is
input is necessary
necessary.
most of the time.
Student can be heard
and understood from
anywhere in the
classroom. Content of
the presentation is
organized and clear.

Student can be heard

and understood from
only the middle of the
classroom. Content of
the presentation is
semi-organized and
somewhat understood.

Student can be heard

and understood from
only the front of the
classroom. Content of
presentation is
unorganized and not
understandable.