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This lesson provided by:
Author: Kaleda Williams-Zanders
System:Hale County
School:Greensboro Middle School
Lesson Plan ID: 33089
Title:

This Genre Means What?- An Explorative Lesson on Literary Genres

Overview/Annotation:

Within this technology-integrated lesson, students will use PowerPoint to create a presentation on a given genre. As a culminating activity, students will present their presentation to the class and teach their genre.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(7) 25. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]
ELA2013(7) 26. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]
ELA2013(7) 31. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. [SL.7.2]
ELA2013(7) 33. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.7.4]
ELA2013(7) 34. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]
ELA2013(7) 35. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.) [SL.7.6]
Local/National Standards:  
Primary Learning Objective(s):

Students will:

  • learn the fundamental functions of PowerPoint
  • learn 10 key literary genres
  • demonstrate an understanding of public speaking skills
  • apply public speaking skills
Additional Learning Objective(s):  
Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

Literary Genre Notes Graphic Organizer

Genre Project Schedule of Events

Genre Project Information PPT

Presentation Rubric

Genre Project Research Documentation Form

Genre PowerPoint Peer Review Form

Genre PowerPoint Cards

Myth Student Example

Technology Resources Needed:

digital projector

laptops (One per student pair)

PowerPoint 2007 or later

Internet access

TeacherTube Video- PowerPoint 2007 Tutorial & Tips

Sqworl Website- Genre PowerPoint Websites

TeacherTube Video- What is MLA Style?

Background/Preparation:

Teacher:

Familiarize yourself with all print materials

Make copies of all print materials (One per student)

Check Sqworl and Teachertube links

Check links on Sqworl

Check Internet Connection

Assign students to pairs (It is best if you create the pairs to ensure that quality work is produced.)

Print and cut out Genre PowerPoint Cards

Research current MLA format for Internet Sources

Student:

Knowledge of Proper Public Speaking Skills

Adequate Public Speaking Practice

 

Procedures/Activities:

Day One:

  1. Have the following question posted in your classroom as students enter: What is genre? Give student 2-3 minutes to quickly think about this question.
  2. Allow students to give their responses to this question.
  3. Present the Genre Project Information PPT to students. This PowerPoint will define  genre, give students possible genres that will be assigned, and goes over general guidelines for the project.
  4. Go over the following handouts with students: Schedule of Events, Presentation Rubric, Genre Project Research Documentation Form, and Literary Notes Graphic Organizer. Explain the function for each worksheet and when each worksheet will be due.
  5. Show students the Myth Examples presentation as a visual of what is expected from their own PowerPoints.
  6. Inform student of their pairs.
  7. Allow students to pull Genre PowerPoint Cards from a cup or bag to get their genre assignment.
  8. End the lesson by allowing students to ask any questions pertaining to the project.

Day Two:

  1. Begin this day's lesson by reviewing the information covered in the previous day's lesson.
  2. Allow students to ask any questions pertaining to the previous day's lesson.
  3. Inform students that they will do a tutorial on PowerPoint today. This tutorial will give them an opportunity to either learn new PowerPoint skills or review previously learned PowerPoint skills.
  4. Show students the Teachertube Video-PowerPoint 2007 Tutorial & Tips. While students watch this video, they are to jot down 10 things they learned form this video.
  5. Once the video is over, allow students to discuss the skills they learned.
  6. The teacher will conduct a mini-tutorial going over other simple tasks in PowerPoint such as timing slides, adding personal music, adding transitions and animations, changing backgrounds using uploaded pictures, formatting text, etc. It is the teacher's discretion to determine specifically what is taught during this time.
  7. To culminate today's lesson, students will work with their partners to discuss their plans for their paired PowerPoints.

Day Three and Four:

  1. Begin the class by reviewing the Genre Project Research Documentation Form.
  2. Allow students to log into their laptops.
  3. Guide students to  Sqworl- Genre PowerPoint Websites. It is best to lead students to this site after everyone has successfully logged in and established an internet connection.
  4. Once everyone is on the site, show students each website and show students how to navigate each site. These websites may be used to access information for their genre as well as gather any images for their genre.
  5. Allow students time to go to the websites and gather information.
  6. Students will need to complete a Genre Project Research Documentation Form for each website they retrieve information. These forms will be used to aide students in completing their Works Cited Slide at the end of their presentations.
  7. As students research, circulate throughout the classroom aiding students as they conduct their research.
  8. At the conclusion of each days' research, the teacher should allow students time to ask questions pertaining to the project.

Day Five:

  1. Begin the class by reviewing with students the information gathered on Days three and four.
  2. Review with students the Student PowerPoint Rubric. This will ensure students know what should be included on each slide.
  3. Allow students time to ask any questions they may have pertaining to the project.
  4. Have students log into their laptops.
  5. Allow students time to collaborate with one another to construct the title, definition, examples, and author slides for their presentations.
  6. Inform students that they will work on their Works Cited slide on day seven. It is imperative that students do not work on the works cited slide on days five or six. The teacher will do explicit instruction on constructing this slide on day seven.
  7. Circulate throughout the classroom aiding students as they construct their slides. If PowerPoint is still relatively new to your students, they will need a tremendous amount of guidance as they construct their slides.
  8. At the completion of each day's work, the teacher should again allow students time to ask any questions pertaining to the project.

Day Six:

  1. Review with students the Student PowerPoint Rubric. This will ensure students know what should be included on each slide.
  2. Allow students time to ask any questions they may have pertaining to the project.
  3. Have students log into their laptops.
  4. Allow students time to collaborate with one another to continue to construct the title, definition, examples, and author slides for their presentations.
  5. Circulate throughout the classroom aiding students as they construct their slides.
  6. At the completion of each day's work, the teacher should again allow students time to ask any questions pertaining to the project.

Day Seven:

  1. Have the following question posted as students enter the classroom: What do you know about MLA? Allow students 2-3 minutes to think about this question.
  2. Allow time for student responses. Becasue this may be the first time students have been introduced to MLA, many will not have a clear idea of what it is.
  3. Inform students that they will learn more about MLA today and that they will use the information learned today to construct their Works Cited slide for their presentations.
  4. Show students the TeacherTube Video- What is MLA?
  5. Require students to jot down any interesting information they learn from watching the video.
  6. After viewing the video, ask students what they found interesting and conduct a class discussion on what they learned.
  7. After addressing the video, work with students toward constructing their own works cited slides. Students should have their Genre Project Research Documentation Forms ready to use.
  8. Guide students through the process of constructing their slides. Considering all many of their sources are internet sources, teachers will need to research the proper documentation format for internet sources according to MLA as well as for print sources.
  9. At the end of the lesson, allow time for questions or concerns.

Day Eight and Nine:

  1. At the beginning of class, allow students 10-15 mintues to work with their partners to do any edits to their PowerPoints.
  2. Inform students they will take notes on each of their partners presentations using the Literary Genre Notes Graphic Organizer.
  3. Allow students to make their presentations.
  4. At the end of day nine's lesson, allow students to complete the Genre Presentation Peer Review Form on their partner.
  5. This form should be reviewed by the teacher before it is given to the students.

 


Attachments:**Some files will display in a new window. Others will prompt you to download. GenreProjectResearchDocumentaionForm.docx
StudentPowerpointRubric.doc
LiteraryGenreNotesGraphicOrganizer.doc
MythExample.pptx
GenreProjectScheduleofEvents.docx
GenreCards.docx
GenreProjectInformation.pptx
PresentationRubric.htm
GenrePowerpointPeerReviewForm.docx
Assessment Strategies:

The following are used as assessments of student understanding:

  • Student-created Powerpoint using Rubric
  • Student oral presentation
  • Student Peer Review Form
Extension:
 
Remediation:

Students will work in pairs to complete this assignment. As a result, struggling students will have peer assistance in completeing the tasks outlined in this project.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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