"Technology Integration Plan"

          Anthony Saraceni's Spreadsheet (7th grade English)

           I used a 7th grade lesson plan on Shakespeare’s “A Midsummer Night’s Dream” for my Integration Technology Plan. This lesson plan has the objective of giving students the tools to deciphering between a comedy and a tragedy. Discussions and activities are the backbone of this lesson plan. Technology is needed and allows for this lesson to be fully understood.  During the process of my Integration Technology Plan I noticed how frequent technology is integrated into the simplest of plans.

            As Dr. Domine states, “A precursor to technology integration is achieving the widest possible repertoire of instructional media technologies available.”(Domine, 99) I took it upon myself to try and gather all other ideas before introducing the technology I was going to use. As this process began my spreadsheet started emerging row by row. I began to decide how I was going to “ACCESS” this lesson. I will have each student read the selected scene from the play the night before. I will reread aloud with the class for those who have not read or may have been lost during. I would email each student a copy of the selected scene to introduce technology to him or her prior to this lesson. During the reading of the scene I will have the lines I am reading visible on the smart board. As I finish the reading, I will introduce a class discussion. I will open the floor to any questions or concerns that may be present. During this time I will go line by line on the smart board dissecting each line as a group.

            Once the scene is understood I will move to the “PRODUCE” row of my spreadsheet. I will break the class in to small groups of 3-5 students. They will have a few days to recreate this scene. During class time I will show reenactments of this scene on the smart board. I will show movie adaptations, and theoretical performances. The students will have the option to give a live performance, or record themselves after class-time. As each performance is finished they will have to then upload the finished video to You Tube.

            After a few days it is now time for an audience to be introduced. The class will watch each performance in its’ entirety. This will direct you to the row on my matrix marked “PARTICIPATE/COMMUNICATE”. As a class we will verbalize and discuss the performances after each group has presented. I will introduce literary terms during each discussion. A guided sheet for taking notes will be given before each presentation. This sheet will help promote confidence during the peer discussions. Google Docs and Email are listed under technology. Each student will have to either email one group, or submit a Google Docs that will carry the classroom discussion to personalized feedback. The students will tell a specific group how the performance helped or hurt his or her understanding of comedy in Shakespeare. After the digital feedback is distributed it is time to see where we have come since day one.

            For now it is time for documented evidence to emerge as row “EVALUATE” shows. During this process rubrics will be handed out for each student to look over. They will see what aspects are expected while both understanding and demonstrating a comedic performance. A short paragraph with a few examples of performances that have helped understand aspects of a comedic performance will be documented. This will be hand written. Also, a blank document will be given to each student on a computer. They will fill in a self-reflective version for his or her performance on Microsoft Excel.

            Finally, the class will be accountable for, and “ANALYZE” the lesson in its’ entirety. Each student will be given a blue book. At this time they will have a few open-ended questions to answer. Showcasing the literary terms they have unpacked during this lesson. Students will describe commonalities in Shakespearean comedies. After the exam I will have each student get back into the same groups they stared with. I will ask each group to create a short Power Point presentation that showcases everything they have learned about comedy (focusing on literary devices used).

            This final activity will show how we came one step closer to analyzing Shakespeare. During the last row they need to collaborate through email and combine slides to a Power Point. They will conduct this power point showing off what they have learned. This final presentation will showcase all they have learned during this lesson. 

           

"Interactive Free Write"

            Blog-posts are creative ways to adapt the free write. The free writing that takes place with a writing implement can spark many ideas in a student. In the English classroom free writing often is the first step when beginning any form of writing. Essays, poems, even journal entries can all stem from one single free write. An advantage needs to be taken as a keyboard or a laptop become more comforting to students. A free write may feel tedious to some.

            As a future English educator in the middle and high school levels I am aware of the vulnerability. Each student is dealing with personal issues and distractions both inside and outside the classroom. Opening a page for students to vent or generate ideas could only benefit an English classroom. Giving options for the posts made to be public or private can vary. Allowing the student to choose whether (s)he wishes to blog is vital.

            Giving freedom and decision making to a 7^th grader can invite the feeling of trust. Once trust is built a blog page can become a new sanctuary for students. They can vent. They can begin a thought process. They can simply flaunt a new idea. Each post will build the creativity of all who take part. The author of the post, the student reading the post, and the teacher reading the post all will be enlightened. Ideas will build. Conversations may begin that allow for a lesson to fully take off. One post left the night before a lesson could shape the outcome of the entire marking period.

            Yes, a wiki-page or comment-page can be a danger zone for cyber bullying. That is why the feeling of monitored entries must be enforced. The student must know that the teacher is capable to view any and all post. There always will be a downside to many strategies and tools used. It is the responsibility of the educator to build respect. Allow the student to gain and give respect. Through this process the online posting can change the world of the free write.

"Do Not Waste Technological Advances"

            Many schools have classrooms equipped with smart boards. Just because the technology is there does not make it responsible to overuse it. If the lesson or activity does not call for the technology then as an educator you must be aware. An English classroom allows for many opportunities to write on a board. The need to always use the smart board may cause distraction. Smart boards come equipped with speakers, easy touch capability, and computer accessibility. When notes are placed on the board the technology of the smart board may just over compensate.

            As a future educator I hope to have the luxury of having a smart board inside my room. I will use it every day. I would use it every second, only if the lesson truly benefitted from the capabilities of the smart board. I have seen teachers us a smart board to write “Do Nows” all marking period. Why waste time if the technology is not being used to the full potential. The smart board could be used much more effectively in the English classroom.

            For example the ability to project what is on a computer screen and edit this with markers could turn a grammar lesson into an exciting activity. Poems, sentences, and paragraphs can quickly be changed for the entire class to see. Images can connect lines of poetry to the intended metaphor. Literal statements can battle with figurative lines of verse. The smart board allows for quick change and clean change. A simple poem can be marked up then instantly removed of all markings. A poem that is being read can now be heard from the original author as a sound clip plays behind what is shown on the board.

            Though these examples are vague, the possibilities are endless. A “Do Now” should be seen on a smart board. A “Do Now” should never be the only thing a teacher uses this technology for.

"The ALAN REVIEW"

            A few forms of technology are becoming minimally read as e-readers become more and more popular. Both magazines and newspapers are falling off inside the worlds of academics. Even though many of these are accessible from the e-reader. I subscribe to the “ALAN REVIEW”. This is a magazine that literally stands for the assembly on literature for adolescents of the national council of teachers of English. Books, novels, and canonical texts are extremely important. But magazines can influence a changing demographic.

            The “ALAN REVIEW” introduces new YAL to readers. It consists of articles written by both educators and students. Arguments are made within this magazine. Questions are asked. Most importantly, as each page is read a new idea is delivered to the reader.

            Having such text available in the English classroom can demand staying current. This magazine in comprised for the English and Literature classroom. Ideas can’t just be searched for on Google. Ideas need to be thought about and or explored. Having a magazine within the classroom that introduces such topics will only benefit the student. The educators who take advantage of the world of magazines will also benefit.            

            In a recent edition of ALAN one of the articles was entitled “Sports as an Entry Point in Literature”. (Matt De La Pena) For three short pages the author gives tips on how to strike the interest of the sports fan. How can an educator attempt to connect the world of sport and the world of literature? In this very article maybe a student has read this and felt he or she can now relate to texts. They can now find ways to draw connections to other interests they have outside the classroom.

            Educators must not fear using technology that has been around for centuries. There are specific reasons magazines are still being published. This specific magazine enlightens literature for adolescents. What other magazines are being looked over? These magazines need to be of access inside the classroom.

"All you need is Chalk"

            One of the most essential pieces of technology is often used for placing homework assignments or today’s date. The chalkboard/whiteboard is the largest tool seen inside most English classrooms. As any student enters a room usually their attention is drawn to the board. They are looking for upcoming assignments or deadlines. A large clean board allows for a blank space to be filled. An empty board is a tool, an important tool. Some classrooms even have multiple boards for the teacher to use.

            As a future educator I can respect what I have learned as a current student. Writing on the board for a student is a fun and engaging activity. Using the board to create a word wall is a perfect way to introduce a poetry lesson. If the lesson is on metaphor the instructor can have each student write a word that reminds him or her of a certain topic. As the board fills the students read each entry. Now it is time to create a poem without using any of the words written, but on the exact topic that each word represents. This one small activity has now directed an entire lesson. The only technology needed was chalk/markers and a board. This board has filled the room with words and ideas produced from the minds of the students.

            The board did not need batteries. The board did not need to be restarted. With one simple erase this tool was ready to engage. Inside the English classroom the board will enhance the learning environment. There is a reason the board remains relevant. The importance is often looked over by the convenience of the board. The idea of the board is as subtle as having a door on every classroom. The board promotes opportunities to create. It is a canvas to place ideas for the entire room to see. With this technological tool possibilities of education are multiplied. Though the slateboard was introduced hundreds of years ago, it is still relevant inside education.

             

"Internet Videos inside the English Classroom"

            Inside any classroom YouTube can be an enormous distraction. Unless this website is used correctly, and academically by both the teacher, and the student. Many benefits can come from the proper use of YouTube during a lesson. So man performances, movie clips, and poetry reading are broadcasted on this website.

            Inside the English classroom many times Shakespeare is absolutely feared by students. Any age level can and will struggle with reading Shakespeare. Reading the text line for line is not the only step of fully being able to understand each play. YouTube gives the teacher access to many performances. During a lesson on Shakespeare video clips of specific scenes can be streamed. This stream can happen directly in the classroom. The teacher will have this at his or he fingertips. They will be able to access this whenever the discussion or lesson needs this assistance.

            More importantly YouTube is portable. Smart devices, televisions, and computers all have access to YouTube. This allows for students to gain access outside the classroom. Shakespeare and live poetry can be viewed in the comfort of the student’s home. During a paper he or she may watch actual performers acting out each scene. Questions of emotion, and or point of view will be shown to the student. YouTube allows for the student to pause and rewind. The student will be able to become familiar with a specific visual from the play. This will add one more tool to deliver the information to the student.

            Yes, there are inaccurate videos posted on YouTube. Yes, the need to watch “cat” videos is always provoking the viewer. However, this website needs to be used inside the classroom. More importantly it needs to be used inside the English classroom. This can benefit most discussions held. Shakespeare was only one small example. Any lesson can have video support. Most of the support can be found on this website. It is the responsibility of the teacher to use YouTube responsibly. Show the students how they can benefit from typing inside the video search bar.

           

"Shutting off the Lights"

            During a recent mini lesson I understood the importance of showing films in class. I was helping a 6^th grade student with the novel holes. After he finished the novel we were having a “book-club” discussion. Going over the characters and getting the plot sorted out. After we were able to understand out the plot, it was easier to uncover thematic tropes. I realized the movie version would be so beneficial for beginning this lesson.

            Novels may introduce fear into the student. Maybe during the reading they skimmed and or skipped a few chapters. Showing the film adaptation can only benefit. The students will be able to see that characters they have spent a few hundred pages with come to life on a screen. Following the plot may become easier if the movie stays true to the text. Commonalities between the movie and the text will only benefit a classroom setting.

            Also, if the text and movie differ this too is a plus. Discussions on changes the movie has made can enhance classroom discussions. Choices the director has made can introduce students to cinematic terms. A lesson that was based on a novel now has become a lesson that integrated film to the students. Popular actors can invite the students to take more liking to the novel. Even book covers that use the movie poster can influence the student to choose a particular novel.

            Many may feel showing DVDs and movies may take away from class time. Yes, some may checkout once the lights go off and the movie begins to play. There is the same risk of loosing the same number of students during a regular class discussion. Guided notes may help to keep the students engaged. Showing movies in the English and or any classroom will help connect a lesson to popular culture.