ALEX Learning Activity

  

Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Erin Meacham
System:Homewood City
School:Homewood Middle School
  General Activity Information  
Activity ID: 1991
Title:
Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature
Digital Tool/Resource:
Wordle
Web Address – URL:
Overview:

In conjunction with reading Out of My Mind by Sharon Draper, students will explore the world of assistive technologies and how they are impacting our world today. Students will begin by using Wordle.net and create a piece of word art to show their understanding of the main character in the book. They will then explore how assistive technologies influenced our understanding of the main character through reading an informational article about assistive technologies. 

This activity was created as a result of the DLCS COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.1- Answer who, what, where, when, and why questions about stories using textual evidence for support.


English Language Arts
ELA2015 (2015)
Grade: 6
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

English Language Arts
ELA2015 (2015)
Grade: 6
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]

a. Apply Grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). [W.6.9a]

b. Apply Grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). [W.6.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.29- Draw evidence from a literary or informational text to support a research topic.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
28) Define assistive technologies and state reasons they may be needed.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define assistive technologies.
  • state reasons assistive technologies may be needed.
Knowledge:
Students know:
  • that people have differing abilities and that technologies exists to aid users in overcoming challenges.
Skills:
Students are able to:
  • define 'assistive technology'.
  • explain reasons one may use an assistive technology.
Understanding:
Students understand that:
  • being different doesn't have to be a difficulty.
Learning Objectives:

Students will define assistive technologies.

Students will state reasons they may be needed.

Students will determine the characterization of fictional characters.

Students will cite textual evidence to support analysis.

 

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

As a reflection of reading Out of My Mind by Sharon Draper, students will be instructed to create a Wordle (http://www.wordle.net) of at least 20 words that they would use to describe the protagonist, Melody. (For example, they could describe her as strong, brave, smart, etc).

Once they create their Wordle, as part of an informal presentation of their learning, the teacher could have students share their three favorite words to describe Melody and find a specific page, passage, or quote from the book that explains why they chose these particular words.

Then, the teacher will instruct the students to read the following article about Stephen Hawking and assistive technologies (https://www.scientificamerican.com/article/stephen-hawking-as-accidental-ambassador-for-assistive-technologies/) having the students answer the following questions individually or with a partner on a separate sheet of paper:

1. How are Stephen Hawking and Melody similar?

2. How are Stephen Hawking and Melody different?

3. If Stephen Hawking or Melody did not have Speech Generated Devices (SGDs), how would their lives be different?

4. What has the book and this article taught you about assistive technologies? What are some examples of assistive technologies and why are they needed?

Once the students have read the article and answered the questions, the teacher will instruct the students to look back on their Wordle creations and highlight the words they used to describe Melody that they wouldn't have known about her without her speech generating device.

As a reflection to this activity, the students could share any of the following: how many words they highlighted, what words they highlighted and why, or even what they learned from this experience.

Assessment Strategies:

-Teacher observations/notes

-Students' Wordle creations

-Reflection questions from the article

-Student presentation/discussion

 


Advanced Preparation:

Students must be actively reading or have already completed reading Out of My Mind by Sharon Draper.

Students will need access to a computer or device to create a "Wordle" and a printer to print them out. 

The teacher will need to print out the article or share the link with students beforehand.

 

Variation Tips (optional):

If there is no access to computers/technology, the teacher could show the students a Wordle, and have them create one by hand.

 

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: