Sue Ann Simpson

1002 Mentoring Field Experience

Teacher Name: Rebecca Knight
Lesson Title: Victorian Literary Period News Magazine
Subject/Grade Level: English IV - 12th Grade

Standards:

MTT Domain Competencies:

1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS: §110.45 English IV

(1) Writing/purposes. The student writes in a variety of forms. The student is expected to:

• (a) write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts;
• (b) Draw upon the distinguishing characteristics of written forms such as essays, scientific reports, speeches, and memoranda to write effectively in each form;
• (c) write in a voice and style appropriate to audience and purpose;
• (d) employ literary devices to enhance style and voice;
• (e) employ precise language to communicate ideas clearly and concisely; and
• (f) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to:

• (a) pause prewriting strategies to generate ideas, develop voice, and plan;
• (b) develop drafts both independently and collaboratively by organizing content such as paragraphing and outlining and by refining style to suit occasion, audience, and purpose;
• (c) use vocabulary, organization, and rhetorical devices appropriate to audience and purpose;
• (d) use varied sentence structure to express meanings and achieve desired effect;
• (e) revise drafts by rethinking content organization and style to better accomplish the task;
• (f) use effective sequences and transitions to achieve coherence and meaning;
• (g) use technology for aspects of creating, revising, editing, and publishing texts; and
• (h) refine selected pieces to publish for general and specific audiences.

(3)  Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to:

• (a) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses; and
• (d) produce error-free writing in the final draft

(4) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

• (d) compile information from primary and secondary sources using available technology;
• (f) link related information and ideas from a variety of sources;

(5)  Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:

• (a) analyze strategies that writers in different fields use to compose; and
• (d) recognize how writers represent and reveal their cultures and traditions in texts.

(9) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including British literature, in increasingly demanding texts. The student is expected to:

• (b) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(10) Reading/culture. The student reads widely, including British literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across culture. The student is expected to:

• (a) recognize distinctive and shared characteristics of cultures through reading;

(12) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to:

• (c) analyze relevance of setting and time frame to text's meaning;
• (f) connect literature to historical contexts, current events, and his/her own experiences

(13) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to:

• (b) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; and
• (f) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences.

(14) Reading/inquiry/research. The student uses reading and research skills to develop self-selected topics. The student is expected to:

• (e) organize and record new information in systematic ways such as notes, charts, and graphic organizers;

(17) Listening/speaking/presentations. The student prepares, organizes, and presents oral messages. The student is expected to:

• (c) choose valid evidence or proofs to support claims

(19) Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to:

• (b) analyze relationships, ideas, and cultures as represented in various media

(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to:

• (e) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each

(21) Viewing/representing/production. The student produces visual representations that communicate with others. The student is expected to:

• (b) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages
  

Content and Cognitive Goals

Student Goals:

1) Research and compile information from a variety of sources to further understand the Victorian Literary Period.
2) Recognize layout and define components of a news magazine of the Victorian Literary Period.

Teacher Goals:

1) Develop confidence in creating and implementing technology integrated lesson plans.
2) Use instructional strategies that support diverse learners and address classroom management strategies.

Mentor Goals:

1) Effectively assist teachers in integrating technology into lessons plans with leaner centered lessons appropriate in meeting needs of diverse learners.
2) Develop a cognitive questioning style that will lead to critical thinking and problem solving.

Learning Connections

Students will research to locate and view examples of Victorian Era news magazines and familiarize themselves with the components and layout of the magazine. Students will then work in groups to assign roles and responsibilities in the production of the magazine. Once roles and responsibilities are determined, students will then individually research to locate news stories, pictures, maps, and political cartoons of the Victorian Era. Students will then use Microsoft Publisher to compile the information and images gathered into a news magazine. When completed, each group will present the magazine to the class. Curriculum connections are made by the attention spent on research, writing, language arts, and technology application skills

Procedures for Learning Activities/Tasks

Address Bloom's Taxonomy

1. Instructor will introduce the Victorian Literary Period by providing background information about Queen Victoria and her influence on politics and on literature.
(Bloom's: knowledge, application)
2. Students will listen, take notes, and ask questions. (Bloom's: knowledge, application)
3. Instructor will introduce authors of the period and describe the literary style of author and assign the reading of novels, short stories, and/or essays.
4. Students will listen, take notes, and ask questions.
(Bloom's: knowledge, application)
5. Instructor will divide students into groups to research and develop a replica of a Victorian Era news magazine.
6. Students will research to find examples of Victorian Era magazines and identify the layout and components of the magazine. (Blooms: knowledge, comprehension, application)
7. Students will assign roles and responsibilities to each member of the group and create a timeline for magazine assembly and production. (Blooms: knowledge, comprehension, application)
8. Students will individually research Internet and library resources to locate information, pictures, political cartoons, and maps pertaining to events of the Victorian area.
(Bloom's: comprehension, application)
9. Students will return to their groups and begin working on the magazine adding information, pictures, maps, cartoons and other materials.
(Blooms: knowledge, comprehension, application)
10. Instructor will monitor individual and group progress, check for understand, and guide students in problem solving.
11. Students will compile information and images gathered into a Victorian Era news magazine. Students will present presentation to class.(Blooms: knowledge, comprehension, application)

Assistive and Diverse Learners

1. Review IEP's of students to determine modifications and assistive technologies needed.
2. Meet with special education teacher and technology teacher prior to beginning of project to assure AT's are available and familiarize herself with devices if needed.
3. Implement modifications, strategies, and technologies into lessons and projects.

Teaching/Instructional Strategy:

Instructional group strategies, group management strategies, extensions for diverse needs of learners, accommodations and modifications for learners IEP correlated when needed, variety of technologies, variety of uses of technologies.

The instructor will begin the lesson with the introduction to the life of Queen Victoria and describe her political, social and literary influence during the era of her reign. Authors of the era will be introduced along with his/her style of writing and describe how the literary works relate to the events of the era. The instructor will assign reading of novels, short stories and/or essays of the era. Students will then be assigned to groups where they will research and locate examples of Victorian Era magazines. They will become familiar with the layout and components of the magazine. Roles and responsibilites will be assigned by group members. Students will then research to collect news stories of the Victorian Era along with pictures, maps, and political cartoons. The instructior will monitor and ask questions to check for understanding.  She will lead discussions, ask questions, assist students in the planning, gathering of information, and development of the project.  She will monitor and guide students to assure the timeline is being followed. She will assure students remain on task through the lesson and evaluate the final project.

Class sizes will vary from 20 to 28 students making individual monitoring and assistance difficult in some classes. Working in groups of 3 or 4 will make the project more feasible. For those students with IEP's, the lesson/assignment will be adapted accordingly. Assistive technology will be used according to IEP's.

Student Work Samples:

The students will create a news magazine which includes information and images of the Victorian Era gathered during research. The magazine will be created in Microsoft Publisher and will replicate the magazines of the Victorian Literary Period.

Technology Connection:

Students will be using classroom, lab, or laptop computers to access the Internet, research information and images, and create a news magazine. Software to be used includes MS Word and MS Publisher. Scanning images found in library materials will be an option. Students will present to the class using a document camera and LCD projector. Required assuasive technologies will be used as designated by the student(s)' IEP.

Technology Management Strategy:

Students will work in the lab with access to 30 computers or access laptop computers through use of the laptop cart. The instructor will reserve the lab or laptop cart several weeks in advance to assure access. She will also create a seating arrangement conducive to individual and group learning. Students with be grouped based on learning styles to complete the project. Those students familiar with the software will be able to peer teach those students lacking appropriate skills. Students with diverse needs will be grouped with students who are more profiencient. If either cart or lab is unavailable, students would alternately use four computers in the classroom with a rotation plan designed by the teacher or library computers Students will work in teams of 3 or 4 and individually. Students will have access to student servers and a printer at all times.

Materials:

Assessments:

Informal: Monitoring, questioning, observations

Formal: Project rubric, team collaboration rubric

Reflection:

Please rate the following indicators using a scale of 1-5.

(1=Poor, 5= Excellent, NA if not applicable)

_____ Technology instruction was effective and students/educators achieved curricular goals.
_____ Technology instruction was effective and students/educators or I achieved targeted goals.
_____ Technology instruction was effective and I achieved my professional goals.
_____ Students/educators were motivated by the use of technology.
_____ Technology was critical to the success of this lesson.
_____ Varying abilities of students/educators was supported through the use of the technology.
_____ Equipment was sufficient for the number of students/educators completing the activity.
_____ Equipment and software functioned properly.
_____ Overall rating of lesson.

Reflection Time:

Use the following questions to reflect on your lesson:

Was this lesson worth doing?

In what ways was the lesson effective?

What evidence do you have for your conclusion?

How would you change this lesson for teaching it again?

Did your students find the lesson meaningful?

Did the lesson motivate your students to "go beyond" what was required?

Did you achieve your goals met/in progress in the required criteria?

Participant Signature

Date: August 31, 2007

Coach Signature

Date: August 31, 2007

back to top