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PTE July 21, 2010

Practical Teaching Experience for:

Emily Bands & Ashley Macejka

This is the introductory video for our lesson

Topic:

“The Effect of the French Revolution on Literature of the Romantic Period.”

This lesson is designed for 11th or 12th grade students as an introduction to a unit on the Romantic Literary Period.

MSDE Standards/CLG :

CLG Goal 1: Reading, Reviewing and Responding to Texts

The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.

Indicator

– 1.3.2 The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references.

Indicator

– 1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.

MTTS

I. Information Access, Evaluation, Processing and Application

Access, evaluate, process and apply information efficiently and effectively.

– I.1. Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology.

– I.2. Evaluate information critically and competently for a specific purpose.

– I.3. Organize, categorize and store information for efficient retrieval.

– I.4. Apply information accurately in order to solve a problem or answer a question.

II. Communication

B. Use technology to communicate information in a variety of formats.

II.1. Select appropriate technologies for a particular communication goal.

III. Legal, Social and Ethical Issues

Demonstrate an understanding of the legal, social and ethical issues related to technology use.

– III.4. Use classroom procedures to manage an equitable, safe and healthy environment for students.

V. Integrating Technology into the Curriculum and Instruction

Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.

– V.4. Use appropriate instructional strategies for integrating technology into instruction.

– V.5. Select and use appropriate technology to support content-specific student learning outcomes.

– V.6. Develop an appropriate assessment for measuring student outcomes through the use of technology.

– V.7. Manage a technology-enhanced environment to maximize student learning.

INTASC:

Principles 1, 3, 4, 5, 6, 7, 8, 10

1. Making content meaningful

3. Learning styles/diversity

4. Instructional strategies/problem solving

5. Motivation and behavior

6. Communication/knowledge

7. Planning for instruction

8. Assessment

10. Interpersonal relationships

Curriculum:

This lesson aligns with the curriculum because it introduces the themes and devices specific to the Romantic literary period that will be explored in texts throughout the unit.  Tying the Romantic unit in with the French Revolution will help give students a global perspective on the ways that world events affect literature and society as a whole.

Objectives:

1.  Students will be able to demonstrate an understanding of the French Revolution’s effect on the literature of the Romantic period as evidenced by their successful completion of a graphic organizer.

2.  Given that students have studied important authors and works of previous literary periods, students will be able to identify specific authors of the Romantic period by completing a Glogster biography of their assigned authors and their contributions to the genre.  Students will build on their biographies throughout the unit, show examples of how their author’s works tie in with the themes of the Romantic period, and be able to present their Glogs to the class at the end of the unit.

Procedures:

–          Students will watch a brief video explaining the French Revolution and its causes as a precursor to the unit’s goal of explaining the effects of the French Revolution on the Literature of the Romantic Period.

–          Students will each be assigned a Romantic author and be given 10 minutes to do quick research about their author and one or more of that author’s major works and begin making a Glog biography of their assigned author.

–          The class will debrief on what students found out during their research.  Students will post their Glogs on the classroom blog by the next day.

–          Teacher will explain that the unit will focus on the authors and works that students have been assigned.  Students will then be given a graphic organizer to keep and fill out during the unit.  The graphic organizer will outline specific themes of the Romantic period, how those themes relate to the French Revolution, and which literary works tie in with those themes.

Formative assessment:

1.  Students will work on filling out their “Themes/Tie-ins/Major Works” graphic organizers throughout the unit in addition to daily formative assessments (Objective 1).

2.  Students will participate in class discussion regarding the research that they have done about the author for their Glog (Objective 2).

Summative assessment:

Their Glog will be a resource throughout the unit—they will add information to it over time, demonstrating mastery of the themes of Romanticism using their assigned author as a channel.   At the end of the unit, it will be presented to the class (Objective 2).

Differentiation:

1. Their Glog allows the students to work at their own pace.

2. Alternative graphic organizer (“Fill in the Blank” Themes.)

3. Give the higher achieving students the more difficult authors and themes to research throughout the unit.

Here is a filled out copy of our graphic organizer:

PTE Reflection

Were the students focused on learning, not on technology?

I think that the technology in our lesson was very focused on the learning.  The video that I made provided an easy introduction to the lesson and subsequent unit that would follow in subtle way.  Similarly, the technology that students used to research their assigned authors was clearly tied to learning.  The technology was a tool for them to use but was not the focus of the lesson.

Was the technology a seamless part of the lesson?

As stated in the previous response, the technology was a tool rather than the lesson itself and was a seamless part of the lesson.  The video was a nice transition into the lesson and as such did not seem like it was added just to meet technology requirements.  Similarly, the use of the internet to search for information and the use of the glog to organize their thoughts were integral parts of the lesson.

Can you easily describe how the technology contributed to the lesson?

Technology contributed to the lesson in many ways: the video provided background that would be incredibly useful to students as they progress through the lesson and the unit as a whole, the use of the internet to research their authors provided students with a much faster way to get the necessary information, and the use of the glog provided a more fun way for students to keep track of the information that they were finding.

Was the reason for the technology obvious to the students?

The use of the video was obvious for the purpose of providing background to the students.  The use of the glog was also obvious as it allowed students an easier way to keep track of the information that they found rather than just writing the information down in their notebooks.

Did the technology help a particular student?

The technology helped every student as not all were necessarily familiar with The French Revolution and/or the authors that they were assigned.

Would you have been able to accomplish the lesson without technology?

The lesson could have been accomplished without the technology but it would have taken days to accomplish what the students did in twenty minutes.  A lecture on the French Revolution would likely have taken at least 20-30 minutes.  Additionally, it would have taken students a lot of time to go to the library and find books to research their authors as opposed to just looking them up on the internet.

Were all students participating with the technology and benefiting from it?

All students seemed to benefit from the technology and seemed quite content to use it (except for our poor professor who we left out… sorry about that).

CLG Goal 1: Reading, Reviewing and Responding to Texts

The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.

Indicator

1.3.2 The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references.

Indicator

1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.

 

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