Running Head: Drama Class Online Research Project 1

Running head: Drama Class Online Research Project
SLMS Collaborative Lesson: Drama Class Online Research Project

LaRae E. Thornton SMLS, Jason Martin Drama Teacher
Practicum FRIT 7734
Georgia Southern University, 2016
SLMS Partner Lesson

Part 1: Identification of Learning Problem
General Audience
The primary audience consists of students in grades 9-12 (ages 14-18). These students
are taking Drama 1 at Wayne County High School. There is a wide range of Lexile reading
levels in this class, also there are two gifted students and two special education students in this
classroom.
Problem Identification
Wayne County High School is a Title 1 school which identifies the school as having a
high at risk population. Many students do not have access to technology at home. WCHS
students often find research difficult. This is because they do not know proper search techniques
nor do they realize what actions represent plagiarism. The drama teacher at my school said that
the largest problem he has with student projects is the fact that they copy paste information into a
document, and use someone elses work as their own.
To help students with this the Drama teacher and the media specialist have worked to
develop a collaborative lesson that will be completed over the course of two class periods for a
total of three hours. This lesson will include proper search techniques, fair use, and plagiarism
rules. Also students will learn to use an online infographic tool, Magic Piktochart to display
their research project.
Instructional Goals
Students will use goggle to perform research.

Students will properly search for images that are labeled for reuse.
Students will create a research project that is free of plagiarism.
Students will use a new presentation tool: Magic Piktochart to create a display of knowledge
that uses technology and creativity.
Part 2: Introduction
The young adult learners that make up this class consist of high school Drama 1 students
from a rural Title 1 school. Through observations and interviews with the drama teacher along
with SLDS online research information has been obtained about this particular group of students.
The gender dynamic of this group is 36% male and 64% female. The ethic break down is 68%
Caucasian, 31% Black, and 1%Asian/pacific islander. This group has two gifted students and
two special education students. According to research the average high school students average
range of Lexile scores are from 855L to 1210L. Four students have Lexile scores that are below
the average range. Students will be grouped by Lexile scores into groups of 2. (High/Medium
or Medium/Low will be the Lexile grouping dynamic.) The high and medium students can help
the low scoring students when they are having difficulty. Also online e-readers can read material
to students with reading difficulties.
Entry Skills
Prerequisite skills and knowledge:
All students have a Gmail account and can use google chrome.
All students are in Drama 1.
All students are capable of sending and receiving email with attachments.
All have used google in the past.
All have some typing skills.
Prior Knowledge
All learners are in high school, and have taken or are currently enrolled in a high school
English course. Some have created online materials to display research. All have performed
some type of online research. However, none of the students have ever used Magic Piktochart.
Common errors made by novice learners:
Learners do not know how to do a proper google search.

Learners do not know how to find images that are labeled for reuse.
Learners are unclear about fair use and copyright law.
Learners do not know how to cite sources.
Potential Misconceptions:
Students use copyrighted material without permission.

Students do not cite resources properly.
Students think they must type in every word in the Google search bar to find
information.
Attitude toward Content and Academic Motivation

Most of these students are interested in this elective course because they signed up to take
Drama as one of their elective courses. Many are members of the Drama Club and have
participated in One Act Play competition or in the Spring Production. They enjoy the course and
learning new material. However, Shakespeare plays are often difficult for high school students
to understand, so more exposure and research will help these students gain a basis of knowledge
to build these skills of understanding this type of literature.
Educational Ability Levels
There are many levels of ability in this classroom. Grouping will be heterogeneous based
on Lexile Reading scores. There are two students with special education labels. On student has
difficulty with reading comprehension, the other student has short term and long term memory
issues. There are also two students who are labeled as gifted. Based on Lexile scores there are
ten with High (L> 1210), eight with Average (1209>L>856), and four with Low (L<855). Most
students are comfortable working with technology and the internet.
General Learning Preferences
Based on the wide range and types of students it is hard to determine their general
learning preference. After discussion with the teacher and research it was determined that for
this project students would benefit from working with a partner. This group of students has been
driven by the learning focused school methodology. They prefer to work with someone else so
that they have someone to verify if they are doing the right thing for an assignment.
Attitude toward Content and Academic Motivation
This class seems to be the typical high school class. Some love learning, enjoy drama,
and excel in the course, however you also have students that excel in this course but struggle in
regular academic courses. There are also the students who do not want to be at school period
and their success in this class is questionable. These are the students who could be passing the
class but do not do the assignments required by the teacher. This course has a wide range of
abilities and attitudes towards school. Also there is a wide range of motivation levels.
Group Characteristics
Members of the Drama 1 class are:
Creative
Energized
Grades 9-12
Enjoy acting
Part 3: Task Analysis

The following have been reviewed: instructional problem goals to solve the problem and
the learner analysis findings. Knowing the problem, students lack to skills to do proper research
and do not possess the knowledge of copyright, fair use, and plagiarism has helped the classroom
teacher and the SLMS to develop a lesson plan that will take into account this groups diverse
needs and develop a learning environment where they will be successful.
The topic analysis will start with the fact that students need to know how to do proper
research, cite sources, and identify items that fall under fair use law. The second part will be to
perform the research on the Shakespeare project. The third portion will be the development of a
display of knowledge using a Web 2.0 tool, Magic Piktochart.
Topic Analysis
1.0. Conduct proper research
1.1. Define plagiarism
1.1.1. Deliberate
1.1.1.1. Copy exactly from books or articles
1.1.1.2. Copy/pasting from webpages and online sources and calling it yours
1.1.1.3. Using someones work and calling it your own
1.1.2. Accidental
1.1.2.1. Making someone elses idea your own
1.1.2.2. Not citing correctly or when to do so
1.1.2.3. Trouble identifying common knowledge
1.2. Finding images that are labeled for reuse
1.2.1. Google Search
1.2.1.1. Images
1.2.1.2. Search
1.2.1.3. Usage rights
1.2.1.4. Labeled for reuse, non-commercial reuse, or reuse with modifications
1.3. Citing sources
1.3.1. Online: provide a link to the source and give credit to the source of information
1.3.2. Not online: MLA work cited
2.0. Identify viable academic websites
2.1 Investigate the author
2.1.1. Name of author is listed
2.1.2. Verify educational credits
2.1.3. Has the author been published in a scholarly journal, book, or university press
2.1.4. Verify employment by a research institution, university, school, or organization
2.2 Observe the URL
2.2.1. Look for endings like .edu, .gov, and .org
2.3. Look for works cited
2.3.1. Check and see if cited material comes from scholarly journals or valid sites
2.4. Validate information
2.4.1. Investigate and see if other sites contain the same or similar information
3.0. Create a proper online display of information
3.1. Design
3.1.1. Background
3.1.2. Colors
3.1.3. Layout
3.1.4. Fonts-easy to read
What major categories are addressed by the SME?
In this analysis I am the Instructional Designer and Subject Matter Expert for conducting
proper research and producing a product on a Web 2.0 tool. The Drama teacher is the Subject
Matter expert for the material being researched in this assignment: Shakespeare. I chose this
instructional design method based on the fact that often in an educational setting it is required to
combine these two roles of ID and SME, (Morrison, et.al. 75). The drama teacher will serve as
the expert on the material being researched. I have worked collaboratively with the drama
teacher to create this lesson.
Part 4: Instructional Objectives
Terminal Objective 1: Apply proper research techniques
Enabling Objectives:
A. Search effectively
B. Select proper resources for Shakespeare project

C. Use appropriate images
D. Document and cite resources properly
Terminal Objective 2: Create a proper display using Magic Piktochart
Enabling Objectives:
A. Design is uses proper color and font
B. Plan and arrange a proper layout of information
Classification of Instructional Objectives

Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Recall
Application
1A, 1B, 1C, 1D

2A, 2B
Relationship between Instructional Objectives, ISTE Teacher Standards, & AASL

Standards for the 21st Century Learner
Instructional Objectives
2A
2B
1A
1B
1C
1D
ISTE Teacher Standards/AASL Standards for the 21st Century

Learner
2) Design and develop digital age learning experiences and
assessments. Teachers design, develop, and evaluate authentic
learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning
in context and to develop the knowledge, skills, and attitudes
identified in the standards.
a) Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote student
learning and creativity
b) Develop technology-enriched learning environments that
enable all students to pursue their individual curiosities and
become active participants in setting their own education
goals, and assessing their own progress
1) Inquire, think critically, and gain knowledge.
2) Draw conclusions, make informed decisions, apply knowledge to
new situations, and create new knowledge.
4) Promote and model digital citizenship and responsibility.
Teachers understand local and global societal issues and
responsibilities in an evolving digital culture and exhibit legal
and ethical behavior in their professional practices.
a) Advocate, model, and teach safe, legal, and ethical use of
digital information and technology, including respect for
copyright, intellectual property, and the appropriate
documentation of sources
b) Address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate
digital tools and resources
3) Share knowledge and participate ethically and productively as
members of our democratic society.
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Part 5: Development of Assessments

Instructional Strategies
Lesson 1:
The learner will produce

an end product that used
proper research
techniques, display of
material, and proper
citation.
Lesson 2:
The learner will produce
an end product that
contains the required
information about the
Shakespeare play
assigned and it will be a
proper online display
using a web 2.0 tool:
Magic Piktochart.
Goals
Avoid plagiarism
Find proper
academic sites
Find images that are
labeled for fair use
Objectives
Objective 1: Apply
proper research
techniques
1A. Search effectively
1B. Select proper
resources for
Shakespeare project
1C. Use appropriate
images
1D. Document and cite
resources properly
Create an online display

(infographic) of the
assigned Shakespeare
play using a web 2.0
tool, Magic Piktochart.
Objective 2: Create a
proper display using
Magic Piktochart
2A. Design is uses
proper color and font
2B. Plan and arrange a
proper layout of
information
UDL
Assessment
Learners will be
Learners will use
provided with
kahoot.it to take a
multiple examples
pre-evaluation of
using different media
what they know
formats.
about research using
Learners will work
google, citation, and
in small groups to
fair use.
promote teamwork.
Learners will be
Learners are
assessed with a
provided with
survey at the end of
assignment
the lesson.
requirements and
due dates.
Learners will be
Learners will
provided with
produce a
multiple examples
Shakespeare
using different media
infographic where
formats.
there is evidence of
Learners will work
proper research,
in small groups to
citation, and
promote teamwork.
appropriate use of
Learners are
images is evident.
provided with
assignment
requirements and
due dates.
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Assessments 1/3:
Pre-Assessment Kahoot.it Questions/Post-Assessment Google Form
1. Identify the best description of information literacy.
a. Ability to read
b. Ability to use a computer
c. Ability to guess based on reading
d. Ability to find reliable information
2. Which of the following would be the best way to find a reliable journal article on a topic?
a. Flip through magazines in the media center
b. Web Search
c. Card Catalog
d. Online library periodical database
3. What are peer-reviewed journal articles?
a. Articles that your peers have read and said were good
b. Articles that are selected because they are on your reading level
c. Articles that are rated as good in a book review
d. Articles written by academic scholars
4. What is true about a scholarly journal article?
a. Article is often peer reviewed
b. Article is often published by an educational organization
c. Article has documentation such as footnotes and citations
d. All of these
5. What does a tilde (~) in a URL represent?
a. Government owned page
b. Information is reliable
c. Personal webpage
d. All information is verified to be true
6. Which of the following would be the best resource when researching Shakespeares
plays?
a. An encyclopedia
b. Website found of Google
c. Online literary data base
d. Wikipedia
7. In order to cite a website which of the following are required?
a. Search engine used
b. Title, author, date, URL
c. Email Address
d. None of the above
True of False
8. Wiki is a reliable primary source.
a. True
b. False
9. To evaluate a websites accuracy and reliability the most important things to check are the
authority, purpose, references, and the URL.
a. True
b. False
10. A Boolean operator is a symbol used n software from alien technology.
a. True
b. False
12
13
Assessment 2: Infographic Rubric
Making a Online Infographic: Shakespeare Project

Teacher Name: Mr. Martin & Mrs. Thornton
Student Names:
__________________________________________________________________________
______________________________________________________________________________________
CATEGORY
Use of Class Time
4
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
3
Used time well during
each class period.
Usually focused on
getting the project
done and never
distracted others.
2
Used some of the time
well during each class
period. There was
some focus on getting
the project done but
occasionally
distracted others.
1
Did not use class time
to focus on the project
OR often distracted
others.
Graphics - Relevance
All graphics are

related to the topic
and make it easier to
understand. All
borrowed graphics
have a source citation.
All graphics are

related to the topic
and most make it
easier to understand.
All borrowed graphics
All graphics relate to

the topic. Most
borrowed graphics
Graphics do not relate

to the topic OR several
borrowed graphics do
not have a source
citation.
Labels
All items of
importance on the
infographic are
clearly labeled with
labels that can be
easily read.
The infographic
includes all required
elements as well as
additional
information.
At least 7 accurate
facts are displayed on
the infographic.
The infographic is
exceptionally
attractive in terms of
design, layout, and
neatness.
There are no
grammatical mistakes
on the infographic.
Almost all items of

importance on the
infographic are
labels that can be
easily read.
All required elements
are included on the
infographic.
Several items of
importance on the
infographic are
labels that can be
easily read.
All but 1 of the
required elements are
included on the
infographic.
Labels are too small to

view OR no important
items were labeled.
5-6 accurate facts are

displayed on the
infographic.
The infographic is
attractive in terms of
design, layout and
neatness.
3-4 accurate facts are

displayed on the
infographic.
The infographic is
acceptably attractive
though it may be a bit
messy.
Less than 3 accurate

facts are displayed on
the infographic.
The infographic is
distractingly messy or
very poorly designed.
It is not attractive.
There is 1
grammatical mistake
on the infographic.
There are 2
There are more than 2
grammatical mistakes grammatical mistakes
on the infographic.
on the infographic.
Required Elements
Content - Accuracy
Attractiveness
Grammar
Several required
elements were
missing.
14
Assessments and UDL Principles Table

1
Assessments
Kahoot.it pre-assessment
Google Form Proper Research
Infographic-Shakespeare
UDL Principles
Pre-instructional strategy to assess the learners prior
knowledge based on whole group response system
Post-test allows students to quiz and determine the
level of understand for knowledge and skills gained
from this lesson.
Learners are provided with multiple media formats for
lesson delivery.
Learners can use any method available for delivery of
assignment found on magic.piktochart.com
Learners can communicate with their partner if they
have any questions.
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Part 6: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence
1
2
Description
Conduct proper research, identify viable academic websites
Create a proper online display
Objective
1
2
The concept-related sequencing procedure was used to develop the instructional

sequencing for this lesson. The learners in the group have a wide range in motivation and
learning abilities. Therefore the information sequence defined in the task analysis was evaluated
to be in an order that would best fit the learners as suggested by Morrison, Ross, Howard, &
Kemp, (2013). The learners will proceed through these two lessons in a logical manner that will
benefit the struggling learner. Each activity will extend the learners knowledge and allow them
to determine their own research methods when looking for information dealing with
Shakespeares plays.
16
Grouping Data:
Lexile Score Student #
595
720
825
835
865
890
960
970
1030
2
3
4
5
6
7
8
9
1065
1095
1195
1230
1265
1265
1285
1290
1340
1340
1445
1480
1590
10
11
12
13
14
15
16
17
18
19
20
21
22
Student Label
Special Education: Short/Long
Term memory retrieval issues
Special Education: Reading

Comprehension, extra time on
assignments
Gifted
Gifted
Student ID Student Grouping By Number

10702 Group 1
22
11
5577
10786
12087
9433
10426
10631
12127
10981
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
21
20
19
18
17
16
15
14
10
9
8
7
6
5
4
3
10948 Group 10
9537 Group 11
19203
8181
9775
10762
10438
7834
18139
9924
11703
8324
19310
13
12
2
1
Lesson 1: Conducting Proper Research

Objective 1: The learner will apply proper research techniques.
Objective 1A: The learner will search effectively using Google.com
Objective 1B: The learner will select proper resources for the Shakespeare project
Objective 1C: The learner will select appropriate images
Objective 1D: The learner will cite resources properly
Initial Presentation: Learners will take part of a Kahoot.it questionnaire. To introduce key
elements of proper research. Students will then participate in the PowerPoint Lesson with
question cards that must be read when appropriate slide appears. This keeps students engaged
because they never know when their question will appear. It also makes many students
17
participate in the lesson. This will lead to group discussions and clarifications. Learners are
grouped in pairs based on Lexile Scores. Classroom teacher will discuss his requirements for the
Shakespeare project and help groups determine their topic.
Generative Strategy, Integration: Divide students into small groups as suggested in (Jo, 2012).
Learners will use proper search techniques to create their project.
Differentiation: Students are group with Lexile Scores such that a struggling student is placed
with a student who is successful in the classroom to help them with this project.
Lesson 2: Creating a Proper Online Display
Objective 2: The learner will create a proper display using MagicPiktochart.com.
Objective 2A: The learner will design an infographic design using proper color and font
Objective 2B: The learner will plan and arrange a proper layout of required information
Initial Presentation: Learners will view several sites that give suggestions of how to properly
display information. They will work with their partner to create a proper display of the
Shakespeare project. Learners are provided with a rubric for requirements of the project. They
are provided with many resources via a Symbaloo.
Generative Strategy, Cognitive Procedure: After lecture and viewing the variety of information
provided in the Symbaloo, students will create their infographic display of the Shakespeare play
they have chosen.
Differentiation: Students are group with Lexile Scores such that a struggling student is placed
with a student who is successful in the classroom to help them with this project.
Lesson Resources:
http://www.symbaloo.com/mix/l1-properresearch
18
Work Cited
Jo, I. (2012). Shared mental Models on the Performance of e-Learning Content Development
Teams. Journal of Educational Technology & Society, 15(1), 289-297.
Morrison, G. Ross, S., Kalman, H. and Kemp, J. (2013). Designing Effective Instruction, Seventh
Edition. (Eds.), (2013). Hoboken, NJ: John Wiley & Sons.

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SLMS Collaborative Lesson: Drama Class Online Research Project