This unit is one I am planning to use when my eleventh grade students return from shop on May ninth; I’ve included all six lessons because they work together, although lessons two and six are the lessons which include embedded instruction in elements of digital citizenship. The unit is a continuation of our study of Civil War literature and will comprise the bulk of the unit. Previously we read an introduction to the literary period as well as a selection by Frederick Douglass. The driving force in choosing literary pieces and activities has been to provide students with examples of literary fiction and non-fiction representing different faces of the American population during the Civil War era.
Page numbers and brief descriptions of lessons two and six follow; in these lessons, students will learn Digital Etiquette and Digital Rights & Responsibilities. I’m including the page numbers so you won’t have to slog through the whole unit, unless you need clarification about whether/where a particular skilll has been taught or perhaps should be taught.
Lesson two on pages 8-10 includes the first embedded digital citizenship lesson. It builds upon the readings in lesson one, and the outcome is that students will post to a classroom blog and reply to at least one other student post on the blog. An integral part of instruction will be Digital Etiquette, using resources I found while creating my webliography. Students will need this instruction so that they understand what is and is not appropriate when posting to the classroom blog. Demonstrating Digital Etiquette, in the form of respectful, appropriate tone in blog postings, will be a part of student grades for this lesson.
Lesson Six on pages 20-22 includes the second embedded digital citizernship lesson. As a culminating project for the unit, students will create a wiki or website “all about” one author from the unit. The focus digital citizenship skill to be taught is Digital Rights and Responsibilities, specifically how to avoid plagiarism by correctly citing sources. I want students to understand that plagiarism is theft, and to apply that understanding diligently in creating their own digital media presentation. Avoidance of plagiarism and accessing appropriate electronic resources are both elements of this project that are a part of the grade.
Indicator Task Prompts
GOAL: Students will use print and non-print text to explore how literary fiction and non-fiction dramatize the human cost of war.
1. Standards Alignment CCSS Reading Standards:
11-12.1 Cite strong & thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
CCSS Writing Standards:
11-12.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.9 Gather relevant information from authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS Speaking & Listening
11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
2. Unit Outcomes
• Students will contribute to discussion about readings on the class blog
• Students will effectively evaluate online resources when researching for the unit assessment project
• Students will use MLA citation format for all written communications, print and digital, in this unit
• Students will create and share with the class a multimedia presentation based on individual/partnered research
3. Timeline 10-15 academic days
4. Prior Knowledge • Students have read and discussed a literary essay outlining American literature during the Civil War as well as an excerpt from Frederick Douglass’s autobiography.
• Students are also studying the Civil War in their American History class.
• Students have had some exposure to the concepts of plagiarism and using citations.
• Students have a good understanding of theme, figurative language, and irony
• Students have been using reading strategies and practicing close reading
• Students have basic knowledge of internet, internet-research, Power Point, Word
Lesson One: Stephen Crane A Mystery of Heroism and War is Kind (3 days)
Content Standards:
• Reading 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
Prior Knowledge/Connections
Students have a strong grasp of the concept of irony, a concept that is critical to understanding the short story A Mystery of Heroism. Having already read the account of Frederick Douglass, a slave who escaped from slavery, students will in this lesson read a short story and a poem written shortly after the Civil War as a response to the war.
Vocabulary
• Content Vocabulary: naturalism, impressionism, situational irony, verbal irony, understatement, exaggeration, sarcasm
• Selection Vocabulary: Military ranking system, conflagration, stolidity, ominous, gesticulating, provisional, retraction, indolent, blanched
Assessment
How does Stephen Crane use situational irony in the short story A Mystery of Heroism and verbal irony in the poem War is Kind to explore the nature of heroism?
Informal Assessments
• questions during reading and class discussions
• exit tickets: example – “What is heroic about filling a canteen with water?” This question will elicit an answer that will reveal misconceptions and/or misunderstandings about the short story which can be addressed during the next class. An example exit ticket for the poem is – “Does Crane believe war is kind? Explain your answer.”
Formal Assessments
• Lesson Test, from the Holt, Rhinehart, Winston Teaching Materials; this is a multiple-choice test of comprehension, literary, vocabulary skills with a short-answer response question.
o Modifications: for SPED students and ELL students the answer most likely to trick students will be removed, leaving them with three choices; given enough time, the test will be rewritten in simpler language; also SPED students will take the test in a separate setting with the support of the SPED teacher who may read questions and answers aloud when appropriate; students will not be penalized for spelling or grammar mistakes on the short-answer response.
Formative Assessments: exit tickets, post-reading questions, pre-test review
Summative Assessments: The Selection Test will comprise the summative assessments for this lesson.
Materials/Resources
• Smartboard to present PowerPoint of Stephen Crane’s life and lesson vocabulary
• Student textbooks
• Audio CD of selection
• Copies of exit tickets, pre-test review, formal lesson test
Technology Resources
• Smart Board
• Media Player and speakers for audio CD
Learning Activities
• Instructional Strategies
o Pre-reading: Quick journal response to the prompt “What is a hero?” followed by discussion; Power Point of Stephen Crane’s biography and lesson vocabulary
o Reading: Students will read and listen to audio CD of Crane’s short story, stopping at strategic points to check for understanding and direct students’ attention to words/lines of literary significance.
o Post-reading: Students will work in pairs or three’s to complete post-reading questions in preparation for whole-class discussion.
o Review for Selection Test
o Selection Test
• Grouping Strategies
o Pre-reading & reading: whole class
o Post-reading questions: pairs/small groups (two or three)
o Discussion of texts: whole class
o Review for test: whole class, with individual assistance as needed
Initiation
During the initiation, students will be asked to write a response to the journal question “What is a hero?” followed by class discussion of heroism. This discussion will lead into an introduction of the lesson reading selections, the author Stephen Crane, and the Civil War Era during which he lived and by which he was, like every American of that time, profoundly affected. We will discuss how war affects people, how war can bring out the worst and the best in people; the Tillman case and the story in The Yellow Bird being examples of the worst; my own son being an example of the best. We will talk about how people have always needed heroes, and how important heroes are to a society in developing a sense of social identity.
Lesson Procedures
• Following the initiation, and prior to reading the selections, I will present a short biography of Stephen Crane along with the lesson vocabulary using the Smartboard. This will be followed by a mini-lesson to review situational and verbal irony. I will use the audio CD and direct students to read along with the CD, stopping where pertinent to point out literary features that will enhance student understanding and appreciation of the story.
• Immediately following reading, in order to help students better participate in whole class discussion, I will put students into pairs or small groups of three to work together to answer the end of story questions. I will circulate through the groups while students are working to clarify and re-teach as necessary. When students have completed their answers, we will have whole class discussion of the story.
• We will review the selection, and students will take the selection test.
Closure
• After tests have been graded, we will go over them; sharing short-response answers.
Interventions
• Using the audio CD during reading; also stopping during reading to point out pertinent literary and comprehension points and to check for understanding
• Combining audio and visual for all lesson components, usually using the Smartboard, sometimes accompanied by copies as well
• Modifications to the selection test include fewer answer choices and simpler wording as well as a thorough test review for all students as well as individualized assistance by SPED teacher during the test and a smaller setting
Enrichments
• Students who finish ahead of their classmates will be provided with a menu of options for enrichment: further literary reading selections, internet research options, creating a blog for their own use, are some examples of activities that will be suggested.
Reflections
Lesson Two: Blogging Stephen Crane (2-3 Days)
Content Standards:
• Writing 11-12.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Prior Knowledge/Connections
Students are familiar with the basics of Word, Power Point, and accessing the Internet. While they communicate digitally using social networking sites, texting, IM, and e-mail, students rarely use blogs as a way to build knowledge together. Students will be addressing a question based on the Stephen Crane readings, posting their answers to a class blog.
Vocabulary
• blog, digital etiquette, digital citizenship
Assessment
How can we use blogs to share and build knowledge?
Informal Assessments
• Check work in progress as students write and post to the class blog
Formal Assessments
• Student blog entries: Students will write a response to the question: “How does Stephen Crane use situational irony in the short story A Mystery of Heroism and verbal irony in the poem War is Kind to explore the nature of heroism?” on a blog created for the class. Students will also read one another’s blog entries, and respond to two classmates. Blog entries will be graded by a rubric (see page 23).
o Modifications: SPED and ELL students will be graded using a modified rubric; they will not be penalized for spelling or grammar mistakes, and the required word counts for their blog entries will be lower.
Formative Assessments: practice blog entries in print will need to be approved by the teacher prior to students posting them, additionally, students will need to complete the “Digital Etiquette” quiz before they can post to the blog
Summative Assessments: Student Blog Entries will comprise the summative assessments for this lesson.
Materials/Resources
• Reserve computer lab in Library Media Center to write first blog entries; student computers in classroom can be used for responses
• Copies of rubric for blog entries, and Digital Etiquette quiz
Technology Resources
• One or two class periods in the computer lab in the Library Media Center
Learning Activities
• Instructional Strategies
o Digital Etiquette Lesson Presentation, using Smartboard
o Blog question and rubric presentation, using Smartboard
o Students will write responses to the question on paper
o In computer lab, using Smart Board, demonstrate how to access the class blog and how to post a response to the blog question. Students then post their written responses to the blog.
o In computer lab, using Smart Board, demonstrate how to respond to a classmate’s blog post.
• Grouping Strategies
o Digital Etiquette & blog presentations: whole class
o Student writing: assist individual students; writing lab style
o Demonstrate use of blog: whole class, then following presentation, assist individual students in accessing and using the blog
Initiation
This lesson will take place in the computer lab in the library. I will use the Smart board to show students my blog, and generate discussion of what blogs are and what people use them for. I will explain to students that they are going to communicate with each other online using a class blog. Then we will discuss the expectations for blog post writing, and segue into the digital etiquette mini-lesson.
Lesson Procedure
• I will talk about the importance of digital etiquette, and present a mini-lesson on digital etiquette, using the Smart Board. Websites that will be used in this presentation:
o http://www.slideshare.net/guestc38192/what-is-digital-etiquette
o http://bullying.about.com/od/Cyberbullying/a/5-Things-To-Teach-Your-Kids-About-Digital-Etiquette.htm
o https://sites.google.com/a/go.rbe.sk.ca/digital-etiquette-lessons/home
o http://digitechs.wikispaces.com/Digital+Etiquette
• I will then present the blog rubric and the blog question using the Smart Board. After a brief class discussion of the question to generate ideas, I will direct students to write a first draft answer to the blog as a Word document. I will circulate among students to assist in this initial writing task.
• Using the Smart board in the computer lab, I will guide students, who will be each on his/her own computer, step-by-step through the process of accessing and posting to the class blog. Students will be directed to post their response drafts to the blog. Then I will circulate and assist individual students as they post their initial responses.
• Again in the computer lab using the Smart board I will demonstrate step-by-step how to reply to a classmate’s post. Then I will circulate and assist individual students as they post their replies.
Closure
I think the class would benefit from seeing all blog entries and replies, using the Smart Board. It would give students a sense of completion that a test does not always impart, and leave them thinking about not only the content of the lesson, but also the new technology they learned.
Interventions
• Combining audio and visual for all lesson components, usually using the Smartboard, sometimes accompanied by copies as well
• Modifications to the blog entries include no penalty for spelling or grammar errors and fewer words required for both initial blog entry and replies to classmates
• Individual assistance available during writing and computer sessions
Enrichments
• Students who finish ahead of their classmates will be provided with a menu of options for enrichment: further literary reading selections, internet research options, creating a blog for their own use, are some examples of activities that will be suggested.
Reflections
Lesson Three: Primary Sources (2-3 days); Robert E. Lee Letter to His Son; Maj. Sullivan
Ballou Letter to Sarah Ballou; Mary Chestnutt from A Diary of Dixie
Content Standards
• Reading 11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Prior Knowledge/Connections
Students will apply close reading strategies, which they have been learning and practicing all year, to read three Civil War Era primary sources. The concepts of primary versus secondary sources, and of personal letters/diaries as historical/literary documents are new to students. These concepts will be introduced in this lesson and understanding of them will be important in completing the culminating project for this unit.
Vocabulary
• Content Vocabulary: primary & secondary sources
• Selection Vocabulary: perusal, anarchy, arrayed, redress, dissolution, compact, Omnipotence
Assessment
What types of information can historians and students of history learn from reading primary sources, such as letters and diary entries, that may not be evident in secondary sources? What are the advantages to reading primary sources along with secondary sources when building a complete understanding of a hisorical period?
Informal Assessments
• questions during reading and class discussions
• exit tickets: example – “What is the difference between a primary and a secondary source? What can historians learn from primary sources that they cannot learn from secondary sources?” These questions will elicit an answer that will reveal misconceptions and/or misunderstandings about primary/secondary sources which can be addressed during the next class.
Formal Assessments
• Lesson Test, from the Holt, Rhinehart, Winston Teaching Materials; this is a multiple-choice test of comprehension, literary, vocabulary skills with a short-answer response question. **The lesson test will be taken after Lesson 5.
o Modifications: for SPED students and ELL students the answer most likely to trick students will be removed, leaving them with three choices; given enough time, the test will be rewritten in simpler language; also SPED students will take the test in a separate setting with the support of the SPED teacher who may read questions and answers aloud when appropriate; students will not be penalized for spelling or grammar mistakes on the short-answer response.
Formative Assessments: exit tickets, post-reading questions
Summative Assessments: The Selection Test will comprise the summative assessments for this lesson. **It will be taken at the end of Lesson 5.
Materials/Resources
• Smartboard to present PowerPoint of primary/secondary sources and introductions to Robert E. Lee, Maj. Sullivan Ballou, and Mary Chestnutt
• Student textbooks
• Audio CD of selections
• Copies of exit tickets
Technology Resources
• Smart Board
• Media Player and speakers for audio CD
Learning Activities
• Instructional Strategies
o Pre-reading: Students will respond to the two journal questions; “How do you communicate in writing with others?” and “What do your communications say about your life and the time you live in?” This will be followed by a Powerpoint presentation about primary sources as hisorical documents, and the differences between primary and secondary sources
o Powerpoint pre-reading presentation about Robert E. Lee
o Read, with audio CD, A Letter to His Son
o Powerpoint pre-reading presentation about Maj. Sullivan Ballou
o Read, with audio CD, A Letter to Sarah Ballou
o Powerpoint pre-reading presentation about Mary Chestnutt
o Read, with audio CD from A Diary of Dixie
o In all three readings: Students will read and listen to audio CD versions of selections, stopping at strategic points to check for understanding and direct students’ attention to words/lines of literary and/or historical significance
o Post-reading: Students will work in pairs or threes to complete post-reading questions in preparation for whole-class discussion
• Grouping Strategies
o Pre-reading & reading: whole class
o Post-reading questions: pairs/small groups (two or three)
o Discussion of texts: whole class
Initiation
During the initiation, students will answer two journal prompt questions: “How do you communicate in writing with other people?” and “What do your communications say about your life and the times you live in?” followed by class discussion of letters and diaries as historical documents. This discussion will lead into an introduction of the lesson reading selections and the concept of primary sources as opposed to secondary sources, and their significance as historical documents.
Lesson Procedures
• A minilesson about primary sources, presented via Powerpoint on the Smart board, will be followed by a Powerpoint introduction to Robert E. Lee and Letter to His Son. I will use the audio CD and direct students to read along with the CD, stopping where pertinent to point out literary and historical features that will enhance student understnading and appreciation of the letter as a literary and historical document. I will follow this same process for the Major Sullivan Ballou A Letter to Sarah Ballou and for Mary Chestnutt’s from A Diary of Dixie.
• Immediately following reading, in order to help students better participate in whole class discussion, I will put students into pairs or small groups of three to work together to answer the end of story questions. I will circulate through the groups while students are working to clarify and re-teach as necessary. When students have completed their answers, we will have whole class discussion of the story.
Closure
• We will close this lesson with a discussion of the sacrifices and personal costs of the Civil War to each of the three individuals whose writings we read.
Interventions
• Using the audio CD during reading; also stopping during reading to point out pertinent literary and comprehension points and to check for understanding
• Combining audio and visual for all lesson components, usually using the Smartboard, sometimes accompanied by copies as well
Enrichments
• Students who finish ahead of their classmates will be given a list of websites where they can find read and report on additional primary historical sources from the Civil War Era
Reflections
Lesson Four: Abraham Lincoln The Gettysburg Address (2 days)
Content Standards
• Speaking & Listening 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
Prior Knowledge/Connections
Students will apply close reading strategies as they read The Gettysburg Address. Although students have practiced persuasive writing extensively through grades nine and ten, the concept of rhetoric (ethos, logos, pathos) is relatively new to them. Additionally, the concept of tone could use review.
Vocabulary
• Content Vocabulary: rhetoric, ethos logos, pathos, tone
• Selection Vocabulary: fourscore and seven, conceived, consecrate, hallow
Assessment
How does Lincoln use The Gettysburg Address to encourage a war-weary Union to continue fighting for “the cause”?
Informal Assessments
• questions during reading and class discussions
• exit tickets: example – “What are logos, ethos, and pathos?” or “Why do writers/speakers use rhetorical devices?” These questions will elicit an answer that will reveal misconceptions and/or misunderstandings about rhetorical devices which can be addressed during the next class.
Formal Assessments
• Lesson Test, from the Holt, Rhinehart, Winston Teaching Materials; this is a multiple-choice test of comprehension, literary, vocabulary skills with a short-answer response question. **The lesson test will be taken after Lesson 5.
o Modifications: for SPED students and ELL students the answer most likely to trick students will be removed, leaving them with three choices; given enough time, the test will be rewritten in simpler language; also SPED students will take the test in a separate setting with the support of the SPED teacher who may read questions and answers aloud when appropriate; students will not be penalized for spelling or grammar mistakes on the short-answer response.
Formative Assessments: exit tickets, post-reading questions
Summative Assessments: The Selection Test will comprise one of the summative assessments for this lesson. **It will be taken at the end of Lesson 5.
Materials/Resources
• Smartboard to present Youtube rhetoric lesson and PowerPoint lesson on tone and some background about The Gettysburg Address
• Student textbooks
• Audio CD of selection
• Copies of exit tickets
Technology Resources
• Smart Board
• Media Player and speakers for audio CD
Learning Procedure
• Instructional Strategies
o Speech Sentence Order Activity
o Present Youtube video on ethos, logos & pathos
o Present Powerpoint review of tone followed by introduction to The Gettysburg Address
o On Smart board, watch Youtube video of John Mansfield explaining and then delivering The Gettysburg Address
o Read, with audio CD, the whole text one time
o Read again, this time stopping to analyze Lincoln’s use of rhetorical devices, his point of view, reasoning, evidence, stance, how he links his ideas, his word choices, and his tone: students will have a graphic organizer to complete during this discussion to aid in their understanding of these various and complex concepts during the analysis
o Class dramatic reading of The Gettysburg Address
• Grouping Strategies
o Partners for speech sentence order activity
o Whole class for ethos, logos, pathos video and Powerpoint introductions
o Whole class Youtube John Mansfield video and first reading
o We will alternate between whole class and pairs for second reading and discussion while working with graphic organizers
o Whole class dramatic reading will entail each student holding one sentence from The Gettysburg Address and reading it aloud, with emotion, at the appropriate time; in the largest classes, sentences will be marked 1 or 2; 1’s will read the first time through; 2’s will read the second time through
Initiation
Students pairs will be given a bundle of the ten sentences that make up The Gettysburg Address, and told to put them into order, without telling them what it is. As students begin to recognize which speech they are working with, they will probably still have trouble putting the sentences into their proper order. Student pairs will share their “speeches,” and I will pose the question: Why was this speech only ten sentences long? After brief discussion, I will begin the lesson.
Lesson Procedure
• Students will view the Schmoop Youtube video introducing ethos, logos, and pathos. We will discuss these concepts briefly, along with “tone,” then we will talk about what Lincoln’s purpose was in writing and delivering The Gettysburg Address. John Mansfield’s video will be next, followed by reading the speech with the audio CD version, or perhaps with John Mansfield replaying it.
• We will then do another reading, this time much slower and stopping to analyze Lincoln’s use of rhetorical devices, his point of view, reasoning, evidence, stance, how he links his ideas, his word choices, and his tone. Students will have a graphic organizer to complete during this discussion to aid in their understanding of these various and complex. We will switch between whole-class discussion and students working in pairs as we work together to build an understanding of this text.
Closure
• Each student will be given one sentence from the speech. (In large groups, there will be two sets of sentences, a #1 set and a #2 set. In the large groups, the speech will be read twice.) Students will read their sentence at the appropriate time, reading the whole speech through at least once, as a class.
Interventions
• Using the audio CD during reading; also stopping during reading to point out pertinent literary and comprehension points and to check for understanding
• Combining audio and visual for all lesson components, usually using the Smartboard, sometimes accompanied by copies as well
• Use of a graphic organizer
Enrichments
• Students who finish ahead of their classmates will be given a list of websites where they can find read and report on additional speeches from the Civil War Era.
Reflections
Lesson Five: Interview: Ken Burns from Men At War: An Interview with Shelby Foote (2 days)
Content Standards:
• Reading 11-12.1 Cite strong & thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Prior Knowledge/Connections
I doubt students have any idea who Ken Burns is, much less Shelby Foote, so I will need to explain who these men are and how they are connected to the Civil War Era writings we have been studying. I will be able to forge a connection in explaining how Shelby Foote and Ken Burns used primary sources to lend authenticity to their works. I will also connect to the underlying theme of our course, which is the question: What does it mean to be an American? In classes with sometimes fifty percent of the students not born in the United States, this question is not as easy as it sounds to address.
Vocabulary
• Content Vocabulary: interview
• Selection Vocabulary: Shelby Foote, Ken Burns
Assessment
How important was the Civil War in the history of the United States, according to Shelby Foote?
Informal Assessments
• questions during reading and class discussions
• exit tickets: example – “Who are Ken Burns and Shelby Foote?” or “What is one way the Civil War has shaped the United States as a nation?” These questions will elicit an answer that will reveal misconceptions and/or misunderstandings about rhetorical devices which can be addressed during the next class.
Formal Assessments
• Lesson Test, from the Holt, Rhinehart, Winston Teaching Materials; this is a multiple-choice test of comprehension, literary, vocabulary skills with a short-answer response question. **The lesson test will include lessons 3, 4, and 5.
o Modifications: for SPED students and ELL students the answer most likely to trick students will be removed, leaving them with three choices; given enough time, the test will be rewritten in simpler language; also SPED students will take the test in a separate setting with the support of the SPED teacher who may read questions and answers aloud when appropriate; students will not be penalized for spelling or grammar mistakes on the short-answer response.
Formative Assessments: exit tickets, discussion participation, post-reading questions
Summative Assessments: The Selection Test will comprise the summative assessment for this lesson.
Materials/Resources
• Smartboard to present background information on Shelby Foote and Ken Burns
• Student textbooks
• Audio CD of selection
• Copies of exit tickets
Technology Resources
• Smart Board
• Media Player and speakers for audio CD
Learning Procedure
Instructional Strategies
• Pre-reading: Introduce and discuss the four interview questions that Shelby Foote answers in the interview. Discuss how Foote could know the answers to the questions.
• Using the audio CD, read the interview.
• In pairs, read the interview again, this time identify the actual answer to each question as well as examples of evidence Foote uses to support his answers.
• Share in class discussion.
• Review for cumulative test, lessons 3, 4, and 5.
• Selections test.
Grouping Strategies
• Pre-reading and reading the interview, whole class
• Re-reading and completing graphic organizer: students in pairs with teacher circulating to offer individual assistance as needed
• Sharing: students will remain in pairs, but the discussion will be whole class
• Review will be in small groups, then whole class
• Tests will, of course, be individual
Initiation
Students will be asked if they know how long the Civil War lasted. Then they will be asked how long it might take to write a book about the Civil War. This will lead into a discussion of Shelby Foote’s 20 year project writing his “classic three-volume work The Civil War.” As students digest this information, the discussion will lead into the introductory information about both Shelby Foote and Ken Burns.
Lesson Procedure
• The lesson will begin with a brief Power point introduction of Shelby Foote and Ken Burns. Then, the class will discuss the four interview questions used by Burns in the interview. We will also discuss how Foote could have gained the knowledge to answer these particular questions. This will be followed by a reading of the interview, accompanied by the audio CD.
• Next, using a graphic organizer to record their thoughts and conclusions, students will work in pairs to analyze Foote’s responses. The graphic organizer will direct students to (a) identify his actual response to each interview question and (b) identify evidence that he uses to support his response. As student pairs work on this, I will circulate around the room to provide individual assistance.
• Pairs of students will share their analyses with the rest of the class. Once everyone has shared, we will begin a review for the selections test.
• We will review for the test in game show format, then students will take the test the next class.
Closure
• As a class, we will go over the graded, returned tests to clarify enduring misconceptions.
Interventions
• Using the audio CD during reading; also stopping during reading to point out pertinent literary and comprehension points and to check for understanding
• Combining audio and visual for all lesson components, usually using the Smartboard, sometimes accompanied by copies as well
• Use of a graphic organizer
• Modifications: for SPED students and ELL students the answer most likely to trick students will be removed, leaving them with three choices; given enough time, the test will be rewritten in simpler language; also SPED students will take the test in a separate setting with the support of the SPED teacher who may read questions and answers aloud when appropriate; students will not be penalized for spelling or grammar mistakes on the short-answer response.
Enrichments
• Students who finish ahead of their classmates will research more about Shelby Foote or Ken Burns; or they can research other writers/film-makers who have written/produced films about the Civil War
Reflections
Lesson Six: It’s a Wiki World (4-5 days)
Content Standards:
• Writing 11-12.9 Gather relevant information from authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
• Speaking & Listening 11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Prior Knowledge/Connections
Students have basic knowledge of internet research; they need to learn how to evalaluate sources and unintentional plagiarism is a continuing problem. Students also struggle with creating citations. Students are familiar with Powerpoint and/or Prezi; however, few have tried creating websites or wikis.
Vocabulary
• Content Vocabulary: digital media, evaluate, citation, plagiarism
Assessment
When creating a wiki or a website how do you (a) choose appropriate sources of text and media and (b) integrate and cite those sources?
Informal Assessments
• questions during class demonstrations and activities
• exit tickets: example – “What do .gov, .edu, and .mil each mean?” or “What is one good way to avoid plagiarism?” These questions will elicit an answer that will reveal misconceptions and/or misunderstandings about rhetorical devices which can be addressed during the next class.
Formal Assessment
• Individually or with a partner students will create a website or wiki about one author from this unit. This wiki or website will be graded by rubric. (See page 24)
Formative Assessments:
• exit tickets, discussion participation, wiki or website in progress
Summative Assessments:
• The wiki or website will be the summative assessment for this unit.
Materials/Resources
• Reserve the Library Media Center computer lab
• Copies of exit tickets
Technology Resources
• Smart Board
• Computer lab; a desktop computer for each student
Learning Procedure
Instructional Strategies
• Revisit our class blog using the Smart board; look at websites and wikis
• Tree Octopus Activity to learn about appropriate resources online
• Demonstrate how to use Bibme.org and Purdue OWL website
• Plagiarism Mini-lesson
• Creative Commons introduction
• Demonstrate how to create a wiki
• Demonstrate how to create a website (using a fake name for security)
• Individual Practice
• Presenting final wiki/website to class
Grouping Strategies
• Whole class: use Smart board to look at blog, websites and wikis
• In computer lab, use Smart board to show whole class each website/activity then allow individual students to do hands-on practice with each
Initiation
Students will answer the question “How can you know whether a website is an appropriate and reliable source for inforation?” This will lead into revisiting our class blog, then discussing both plagiarism and the purposes for creating blogs, wikis, and websites.
Lesson Procedure
• After the initiation, students will complete Exercises 9.5- 9.8, pages 223-228 in Safe Practices for Life Online by Fodean and Monroe. to learn how to discern which websites to trust.
• Next, I will pesent the avoiding plagiarism refresher lesson, along with modeling Bibme.org and demonstrating the Purdue OWL website.
o https://www.educationworld.com/a_curr/TM/curr390_guide.shtml
o https://owl.english.purdue.edu/owl/section/3/33/
• I will also show students how to access and use Creative Commons.org. Students will have opportunities to practice each concept as it is presented.
• After students have been shown how to create a website and a wiki, I will introduce the unit research project. Students will choose which unit author they want to research as well as whether to work alone or with a partner. I will explain the project and share the scoring rubric.
• Students will use the Smart board to present their website or wiki to the class
Closure
• Students will share what they found easiest and hardest about completing this project.
Interventions
• Combining audio and visual for all lesson components, usually using the Smartboard, sometimes accompanied by copies as well
• Use of a graphic organizer for evaluating and recording websites
• Modifications: SPED and ELL students will be paired with an apprpriate non-SPED/non-ELL partner
Enrichments
• Students who finish ahead of their classmates will be asked to work as tutors with individuals and/or pairs of students who are struggling to finish.
Reflections
Stephen Crane “What Is a Hero?” Blog Rubric for Lesson 2
0-Not Evident 1-Emerging 2-Proficienct 3-Advanced
Digital Etiquette Posts show no awareness of audience and/or are disrespectful in nature and/or use inappropriate language Posts show minimal awareness of audience, are respectful and use appropriate language Posts show clear awareness of audience, are respectful and use appropriate language Posts are clearly written for the intended audience, are respectful and use appropriate language
Content Posts demonstrate no understanding of the readings and discussion. Posts demonstrate minimal/surface understanding of the readings and discussion. Posts demonstrate clear understanding of the readings and discussion. Posts demonstrate exceptional understanding of the readings and discussio.
Length Initial post is 50-75 words; with no response post. Initial post is 50-75 words; at least one response of 25-50 words. Initial post is 75-100 words; at least one response of 50-75 words. Initial post is more than 100 words; responds to at least two classmates, and these responses are at least 50 words each.
Mechanics Post is not spell or grammar-checked; More than 5 errors. Initial and response post are spell and grammar-checked. More than 5 errors. Initial and response post are spell and grammar-checked. Fewer than 5 errors. Initial and response posts are spell and grammar-checked. Fewer than 5 errors.
Lesson Six: Wiki/Website Rubric
0-Not Evident 1-Emerging 2-Proficient 3-Advanced
Avoiding Plagiarism Wiki content is obviously not student’s work; no sources are cited At least 75% of content is original; efforts are made to cite sources although citations may not be correctly structured Content is original and sources are 75%-90% cited correctly Content is original; sources are 100% cited correctly; all images are from Creative Commons
Evaluating Sources Student has not listed sources At least 75% of sources are appropriate sources for this assignment 75%-90% of sources are appropriate sources for this assignment 100% of sources are appropriate sources for this assignment
Technology Wiki/website is obviously incomplete Wiki/website is incomplete and/or disorganized; it is difficult for the reader to gather any information from this wiki Wiki/website is inviting to the reader with images, font colors and sizes that make it easy for the reader to navigate Wiki/website is inviting to the reader with images, font colors and sizes that make it easy for the reader to navigate, and provides links to other sources
Mechanics Not spell or grammar checkede; more than 5 errors Spell and grammar checked but still has more than 5 errors Spell and grammar checked; fewer than 5 errors Sentence structures and use of language are professional quality; spell and grammar checked; fewer than 5 errors