ALEX Lesson Plan

     

A Comparison of Puritan Authors and Their Viewpoints on God and the Devil, PART 2

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  This lesson provided by:  
Author:John Simmer
System: Bibb County
School: Bibb County High School
  General Lesson Information  
Lesson Plan ID: 30004

Title:

A Comparison of Puritan Authors and Their Viewpoints on God and the Devil, PART 2

Overview/Annotation:

This lesson is meant to directly follow "A Comparison of Puritan Authors and Their Viewpoints on God and the Devil." Students are introduced to the basic concept of Bloom's Taxonomy of Knowledge, and then asked to apply the taxonomy to the activities they participated in from the previous lesson using Google Docs.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
13 ) Demonstrate collaborative skills using curriculum-related content in digital environments.

Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment

English Language Arts
ELA2015 (2015)
Grade: 10
2 ) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text including
  • analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze in detail
  • development over the course of the text
  • emerges
  • shaped and refined
  • specific details
  • objective summary
Knowledge:
Students know:
  • qualities of an objective summary
  • themes or central ideas are developed over the course of a text
  • texts use particular details including to develop, shape, and refine meaning
Skills:
Students are able to:
  • objectively summarize a text objectively
  • analyze the development of a theme or central idea over the course of a text including its initial emergence and how details further the them
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.2.1: Define theme/central idea, summary, and sequence of events.
♦ ELA 10.2.2: Summarize passages to identify the main idea and supporting details of the text.
♦ ELA 10.2.3: Outline the sequence of events in the text.
♦ ELA 10.2.4: Locate stated information to answer literal questions.
English Language Arts
ELA2015 (2015)
Grade: 10
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • determine the meaning of words and phrases based on how they are used in a text
  • understand figurative and connotative meanings
  • analyze the overall impact of word choices on meaning and tone
  • notice and understand how language can set formal or informal tone
  • notice how language can evoke a sense of time
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • figurative meaning
  • connotative meaning
  • analyze
  • overall impact
  • word choice
  • meaning
  • tone
  • formal and informal tone
  • evoke
Knowledge:
Students know:
  • context must be considered when determining the meaning of a word or phrase
  • words and phrases can be used in multiple ways including figuratively or connotatively
  • an author's use of words impacts the meaning and tone of a text
  • how words can evoke a sense of time an place
  • how words can determine informal or formal tone
  • vocabulary: meaning, formal and informal tone
Skills:
Students are able to:
  • determine meaning of unfamiliar words and phrases based on how they are used in a text
  • identify and explain figurative language with textual support
  • identify and explain connotative language with textual support
  • analyze an author's use of word choice to create meaning
  • determine formal or informal tone based upon the author's word choice
  • Determine relative time and place based upon author's word choice
Understanding:
Students understand that an author's word choice shapes the meaning and tone of a text.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.4.1: Define diction, jargon, and tone.
♦ ELA 10.4.2: Make connections between the author's word choice and tone of the text.
♦ ELA 10.4.3: Apply context clue strategies when determining meaning of words and phrases.
♦ ELA 10.4.4: List unfamiliar words, phrases, or expressions from the text.
English Language Arts
ELA2015 (2015)
Grade: 10
28 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple authoritative print and digital sources by:
  • effectively using advanced searches
  • assessing the usefulness of each source in answering research questions
  • integrating information into the text to maintain flow of ideas
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple authoritative print sources
  • multiple authoritative digital sources
  • using advanced searches effectively
  • integrate information
  • maintain flow of ideas
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • advanced search types and procedures
  • qualities of authoritative sources
  • common print and digital sources
  • techniques for assessing usefulness of sources
  • techniques for integrating information in to original writing to maintain flow of ideas
  • rules regarding use of outside sources in original writing
  • definition and detection of plagiarism
  • techniques for avoiding plagiarism
  • standard citation processes
  • vocabulary: citation, authoritative
Skills:
Students are able to:
  • use advanced search types and procedures
  • identify authoritative print and digital sources
  • assess usefulness of sources
  • integrate information into original writing to maintain flow of ideas
  • apply rules regarding use of outside sources in original writing
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple authoritative print and digital sources while avoiding plagiarism, integrating the strongest choices, and creating a standard bibliography.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.28.1: Define relevant, authoritative, assess, plagiarism, citation and integrate.
♦ ELA 10.28.2: Outline research findings in a logical order.
♦ ELA 10.28.3: Explain the importance of proper formatting.
Examples: Plagiarism, Modern Language Association (MLA) Format, and Academic Integrity
♦ ELA 10.28.4: Recognize reliable sources.
English Language Arts
ELA2015 (2015)
Grade: 10
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]

a. Apply Grade 10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare"]. [W.9-10.9a]

b. Apply Grade 10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). [W.9-10.9b]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students critically read literary or informational texts and use writing to:
  • analyze how an author draws on and transforms source material in a specific work
  • delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient
  • identify false statements and fallacious reasoning
Teacher Vocabulary:
  • literary text
  • informational text
  • analysis
  • reflection
  • research
  • draws on and transforms
  • source material
  • delineate
  • evaluate
  • argument
  • specific claims
  • reasoning is valid
  • evidence is relevant
  • evidence is sufficient
  • false statements
  • fallacious reasoning
  • (familiar with grade 9 - 10 reading standards)
Knowledge:
Students know:
  • elements of analytical, reflective, and research-based writing
  • techniques for critical reading of literature and literary nonfiction
  • techniques for note-taking during and after reading
  • how authors draw on and transform literary sources to develop an idea
  • how authors draw on and transform knowledge from informational sources to develop an idea
  • arguments and claims should be sound, relevant, valid, and supported by reasons and evidence
Skills:
Students are able to:
  • use elements of analytical, reflective, and research-based writing
  • use techniques for critical reading of literature and literary nonfiction
  • apply techniques for note-taking during and after reading
  • apply techniques for composing academic writing including descriptions, explanations, and comparisons and contrasts
  • explain how authors draw on and transform literary sources to develop an idea
  • explain how authors draw on and transform knowledge from informational sources to develop an idea
  • delineate and evaluate arguments and claims
Understanding:
Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from both literature and informational texts.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.29.1: Define allusion and paraphrase.
♦ ELA 10.29.2: Label examples of allusion.
♦ ELA 10.29.3: Explain the meaning of allusion in its context.
♦ ELA 10.29.4: Investigate the origin of the identified allusion.

Local/National Standards:

NCTE/IRA Standards:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
1. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

Primary Learning Objective(s):

Student groups will be able to research, identify, and communicate information about Bloom's Taxonomy, as it relates to the previous lesson.
Groups will present the information to the class, and post their findings online using Google Docs.

Additional Learning Objective(s):

Students will communicate within their groups and with the teacher using electronic mail and collaborate using Google Docs.
Students will be able to use the Internet to research Bloom's Taxonomy.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

List of students in groups of 2 to post on board in classroom.

Technology Resources Needed:

Computers (1 per 2 students)
LCD Projector
Internet access

Background/Preparation:

Teacher prep: Teacher should be familiar with Google applications. Specifically, Gmail, Google Docs (Google Presentation), Internet Explorer, and Wikipedia. Teacher should be comfortable using a LCD Projector.
Teacher should divide students into groups of 2-3, giving special consideration to the strengths and weaknesses in research and technology skills within each group.


Student prep: Students should have prior knowledge of Google, Gmail, Google Docs (Presentation), Wikipedia, and using the Internet for basic research.
Introduction and tutorial for Google Docs:

http://teachertube.com/viewVideo.php?title=Google_Docs_in_Plain_English&video_id=9618

https://www.google.com/docs/about/

  Procedures/Activities: 

STEP 1

Prior to class send the students an email with the following message:

"Good Morning,
Today's assignment is attached as a Word document. Your instructions are to click on the link below and read the webpage to learn about Bloom's Taxonomy. Then you will open the attached document, and complete the sample column in the chart using our Quarterly Presentation assignment as your model. You should give me appropriate examples from this test for each level in Bloom's Taxonomy. Once you are done, save your work and upload it as a new Google doc. Name your document "Taxonomy" - and include all group members' names in the title. Don't forget to share the document with me. This assignment is due _________________. Let me know if you have any questions, in class or via email."

Paste the link to the website at the bottom of the email, and include the attached document.

 http://www.edpsycinteractive.org/topics/cognition/bloom.html

STEP 2


After students arrive in class, instruct them to form into their groups, turn on their computers, and check their email for the assignment. Check with each group to answer any questions, but encourage group members to help each other figure out the assignment, and remind students to read all instructions before asking questions.

Display the linked webpage and the attached document on the digital projector for the class to see.

Ensure that all groups have successfully opened and read the email, and have accessed the linked website and the attached document.

STEP 3

Monitor and confirm when each group has successfully shared their document with the teacher. Encourage groups to share the document prior to starting their work, so that the teacher can offer suggestions and advice.



Attachments:
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  Assessment  

Assessment Strategies

See attached documents for examples of student work.

Acceleration:

This lesson may be used as an extension to the previous lesson, "A Comparison of Puritan Authors and their Viewpoints on God and the Devil".

Intervention:

Special consideration should be given to the strengths and weaknesses in research and technology skills within each group.
Peer tutoring should be employed for students needing extra assistance.

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.