Keystone Assignment

New Literacies is a teaching method many teachers across the globe are implementing to help students be engaged and career and college ready. This method is incorporating technology and many amazing applications and programs when teaching literacy. Unlike the traditional method of teaching literacy using a book pen and paper, new literacies includes many types of learners in today’s diverse classrooms.  Using new literacies students learn to read from e-books, write up papers and revise on computers and many more learning activities incorporating technology to advance your goal. In todays differentiated classrooms we have many students on different levels and with different interests. Incorporating new literacies provides many types of learning in order to include all your students. Audio and media can help ELL students and students struggling with language. This also helps visual learners because they have a visual in front of them. Technology can be used to help you build curriculum based on your end goals. Technology tools such as Smart board, Google classroom, blogger, Prezi, voice thread, glogster and Voki allows for students to be easily assessed and show the teacher what they have learnt based on your desired results. It allows for the teacher to determine if the students met the standards and end goal Technology also allows for teacher and student collaboration which is vital when trying to advance student goals. Technology tools can further enhance your goals and make it an enjoyable learning experience where the students will be engaged.

Teacher Interview

I interviewed Mrs. Tova Pir, a well know experienced educator in Newark, New Jersey. Mrs. Pir is a teacher’s advocate in implementing technology into math and science lessons. I am glad that I was able to discuss some of the ways she uses technology in her classroom to further enhance her students learning. Mrs Pir began, by telling me that her main concern is that all students should succeed. She believes when using technology her students are more engaged in their learning which has a direct impact on their success. She also uses a computer programs that make it very easy and organized to assess student’s achievement, class participation and grades.  

Mrs. Pir uses a Smart board and its many interactive functions as her main technological tool. Firstly after every lesson she can save whatever was written on the board that day as a document. The next day when she comes in to class and wants to have a review she just opens up the document and everything that was on the smart board comes up. This makes the review that much more efficient and saves so much time.

Mrs. Pir is able to prepare her notes at home and bring it to class on a USB and the students can follow along on the Smart board. This allows for visual students to see and hear the lesson making it very clear. Students can view multiple diagrams on the smart board at once, making it easy to compare and contrast. They can use full color and zoom in and out as well as show educational multimedia easily.

   

Students have a Blog where they can ask an answer questions from that days learning and homework. This makes student collaboration fun, easy and exciting. Mrs. Pir added that on occasion she sends her class URL links to sources they’ve used in class so they can review them. Student teacher collaboration is so important and by using technology its that much more convenient.

            Quizzes are given through the smart board too. Every student has a clicker and can enter in their multiple choice answers from their desk. The computer system marks it and they find out their grade instantly. This also saves Mrs. Pir a lot of time grading papers and entering marks.

            I really benefitted from interviewing Mrs. Pir on classroom technology integration. She had great insights and ideas that I would definitely add to my classroom. Mrs. Pir really showed me how she takes in student’s needs and plans her curriculum with technology.

                                                                                                                                                           

Lesson Plan

Grade 6-8

Title: poetry presentation

Length of the lesson: Two hour

Central focus Students will show their understanding of a poem they choose, by presenting a PowerPoint or Prezi while reading the poem.

Knowledge of students to inform teaching Students are familiar with different kinds of poems such as sonnet, limerick, haiku etc. Students are familiar with researching poems and their meaning. Students are familiar with using power point and prezi.

Common Core State Standards CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Support literacy development through language (academic language) Analyze and interpret a poem Use correct spelling and grammar in your presentation

Learning objectives 1. Student will show understanding of their selected poem. 2. Students can identify the theme of a poem. 3. Students can create a multimedia presentation showing their understanding of those themes. 4. Read poem with proper pronunciation and proper expression.

Formal and informal assessment Student will be formally assessed on their final presentation using the rubric provided below. The teacher will informally assess the students during group work and while they are doing their research. The teacher will also assess students on group discussion participation.

Instructional procedure  I will begin the lesson with a guided discussion review about different types of poems. I will have students come to the smart board and write down different kind of poems and their meaning. We will discuss some tools and techniques that help identify the theme of a poem. The students will each make their own presentation. The teacher and teacher’s assistant will help the students find a poem using poem books and the web. I will provide multiple samples of poems with analyzation of the themes already for students to view. I will also give them a sample of a previous students work. Once the students selected a poem, have them brainstorm for ideas and themes that their poem has. Once the students came up with the main ideas and themes have them write a draft including the name of the poem, the author, main idea and questions the students might have. The teacher will review these drafts and encourage students to have their drafts looked over by their fellow classmates to get feedback. Once the proposals were approved let the students begin their power point presentation. The actual slides should not contain words of the poem rather the meaning and theme. Students are encouraged to use their creativity and imagination. Students can add audio and graphics from the web or other resources. Students have to source all media that is not their own. Remind students that the goal of the presentation is to bring out the different themes of the poems with each slide representing a theme or interpretation of the chosen poem. When the students are done their power points they will present them to the class. They will first read the original poem and then show the power point. Students can use Voki a recording technology tool, and record themselves saying the poem.

Instructional resources Book of poems Computer Power Point Access to the web Smart board/ projector voki

Reflection I believe my instruction supported all learners. ELL students had a teacher’s assistant when they needed. My lesson incorporated technology which really helps student be engaged in their learning. For Gifted students I did add a dimension that they can use two poems that share one theme.

CATEGORY	4	3	2	1
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.

I.              Outcomes of Implementation

The student was engaged and eager to work on his presentation using technology. I believe the student met the learning outcomes and objectives by participating in the class discussions and following the class activities. The procedure went smoothly and the students were well prepared to do the given tasks. Students were actively involved and showed understanding of their learning. I didn’t need to make any major changes during the lesson. Students were excited to use their creativity and multimedia sources and create something that they researched and worked on. They were proud to present their end result.

Mrs. K, who is a fabulous teacher, helped me improve my lesson by giving her insights based on her experiences. Having a coach who is in the field for over ten years she was able to provide critical feedback by knowing what works and what doesn’t in a classroom. She truly was a great coach and brought my lesson to the next level so that students on all literature levels can succeed which is every teacher’s goal. I enjoyed working with Mrs. K and I believe together we fine-tuned the lesson plan and she gave me great tips and advice when working with poetry and technology. I am still a new teacher and having an experienced teacher coach me and give me feedback brings a lot of value to the lesson.