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Courtney Hanno EDU 580 - Technology Integrated Lesson Plan

October 31, 2011

Introductory Lesson to Toni Morrisons The Bluest Eye Standards:

English Language Arts Common Core Standards: Anchor Standard 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings.

Grade Level Standard 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

ISTE NETS Standards:

1c. Facilitate and Inspire Student Learning and Creativity: Teachers promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

Lesson Objectives:
Students will be able to interpret a quote from a text then determine its various meanings in connection to their life, their peers, and the world. Students will be able to creatively reflect upon their own identities by creating an online poster.

Introduce the Activity:

To begin the lesson, students will work on the Bell Ringer.

Bell Ringer: Access my website, Courtney Hanno, through Click on the Resources tab then click Login in as a student using group code: lstcp3 and youll automatically be able to access SUNY Plattsburgh group profile. Scroll down and complete Bell Ringer on

Give students 2-3 minutes to access Wall Wisher and post a response. In a class discussion, teacher and students share their responses about their identities. This introduction appeals to students interests; they are self-reflecting and working on an online site to post their responses to a quote. Students begin to think about who they are as individuals and what that means. The lesson objectives will start revealing themselves during the Provide Information section of the lesson.

Provide Information:
Teacher asks students to describe different parts of an identity. Teacher draws a web diagram on white board to record students responses. Students responses should include: physical appearance, internal qualities, family, friends, hobbies, goals, etc.

This section allows student to understand the parts of their identity, which will help them as they begin to work on their online poster. They initially interpreted a quote; now they interpret their own identity, literally and figuratively, and reflect upon their own identity. Toni Morrisons novel The Bluest Eye focuses on their development of a young girls self-image/identity, so by

introducing students to the importance of their identities, they will more likely to understand how another individual expresses her identity.

Provide Practice:
Teacher explains to students that they will be creating an online identity poster using the identity web diagram as a guide. Students will access the online poster website via Edmodo, which provides further information regarding in-class assignment.

Students begin working on their poster until approximately 3-5 minutes remain.

Provide Knowledge of Results:

As students work on their online poster, I will monitor students progress, walk around the room, and provide positive, instructional, and constructive feedback.

Written feedback will be provided via Edmodo and Wall Wisher in response to their posts.

Review Activity:
After asking students to cease working on their online poster, I will have them summarize the main parts of an identity verbally in a classroom discussion. If time allows, students will share some of their quotes on their posters.

Method of Assessment:
To check for understanding in class, students will complete part 1 of the homework assignment on Edmodo. Other Formative Assessments include: Quote Reflection on post, online poster on (students selection of their quote), and Edmodo post in response to question What parts of your identity do you think others perceive and why?

The quote reflection on wall wisher, online poster, and Edmodo post will have some verbal feedback during class, but most of these types of assessments would be conducted outside of the classroom the night after the class and students would be provided feedback the next day; the teacher would make flexible adjustments if students failed to understand the lessons objectives.