Sample Lesson Plan (prior to integrating technology)
Main page - http://faculty.etsu.edu/odonnell/first_year_comp_teaching_materials/ (Links to an external site.)
Lesson page - http://faculty.etsu.edu/odonnell/first_year_comp_teaching_materials/style.htm (Links to an external site.)
Teaching Materials for First Year Composition at East TN State University:
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In-class exercise: Style and Fluency Translate your prose into lines of verse Engl 4057/5057 ETSU, O'Donnell, Weds Feb 1, 2012 (O'Donnell, ETSU, First-year composition course materials (Links to an external site.)) 1. In the essay you plan to turn in today, identify a paragraph, or portion of a paragraph, that you think is particularly fluent/ musical. 2. Transcribe that passage into your notebook, as lines of verse and stanzas. Feel free to modify the passage, as you transcribe it, if you feel some changes will make it flow better. 3. Be prepared to present your verse to the class, using the "doc cam." |
“Life Before TIM”
Since the learners are directed to use the doc cam for their in class presentation, this is a simple and effective in-class tool for sharing a paper document and this qualifies the current lesson as a level 2 on the TIM, called “adoption.” “Adoption” is described as when “the teacher directs the students in the conventional and the procedural use of technology.” The doc cam is the only required technology indicated in her lesson, since she indicates the use of a notebook for writing instead of a word processor or online presentation tool. This part of the current lesson would barely be considered level 1 or “entry” level, if you consider a notebook and pen/pencil technology. There are several opportunities to enhance the lesson with technology to better motivate students, encourage the development of 21st century skills, increase efficiency and leave more in time class for discussion, and widen the audience to the student work. From my personal experience, this lesson plan example is often how a first or second year composition class is taught: typically very lecture based, heavy reading outside of class, and sometimes essays are the only “creating” around the material that the students are allowed. What if we used technology to make the lesson more successful and more fun?
The instructional goals are not stated in this lesson plan, but are assumed to be similar to:
- The learner will be able to identify basic components of poetry (“verse” “stanza” “meter” “rhyme” “rhythm” and other key terms related to poetry).
- The learner will be able to create an original work of poetry.
- The learner will be able to present their original work.
“Life After TIM” - Lesson Plan after Technology Integration
Students will utilize the popular social media tool “Google+” to create a collaborative online community showcasing student work while curating a collection of poetry related digital reference material. To complete the updated lesson on poetry, students will use several additional technologies:
- Optional: A digital word processing tool to create their original works - this can be Word, Google Doc, a blog, etc.
- A internet search tool - Google search, Google scholar, and YouTube will probably be the best resources
- A Google+ account, accessed by app on a mobile device or through a computer browser
By using the technologies suggested, the lesson will increase to at least a level 3 “adaptation,” which is described by the TIM matrix as “the teacher facilitates students in exploring and independently using technology.” Time in class for discussion will increase because the walls of the classroom will disappear. What is meant by that is once you introduce a social media tool such as Google+, Twitter, or other always-on and available on any device tool, you open your learning beyond your course times as learners engage with the technology. Social media as used in this lesson plan employs the Connected Learning principles of:
- Interest powered: since learners are developing their poetry from their own essay content, the topic can be anything of interest to the student that they wish to develop. So the lesson is already very interest powered. What takes this up a notch is the introduction of the internet search and the curation of a digital collection - students can become even more interested searching for informative material about their topic or about the development of poetry. Learners will hopefully become interested when reading their classmates’ resources as the post together on Google+.
- Production centered: although learners were ‘producing’ a poem in the original lesson, now the entire world can be the audience for the products [poems] created by the learners. Learners should be encouraged to share their original works with the world. Experimenting in writing poetry can be a rewarding experience and it also prepares learners to ‘produce’ something for the world one day in a profession.
- Openly networked: by introducing a always-on digital tool like Google+, learning has little boundaries and learners can review their classmates’ work on the go. The learners can interact, comment, and “+1” posts or comments that they like to interact with each other. Google+ is a free tool and is utilized by many professionals and businesses.
- Academically orientated:
- Peer supported: Google+ is a rich social environment where learners can connect, support, and comment on each other’s work and resources. All learners within the community and worldwide visitors will benefit from the learner’s creations.
- Shared purpose: creating an original work of poetry is a beautiful gift to the world and using social media is a great way to share it with others.
Helpful Guides for Learning Google+
Google Plus: An Easy Guide to the 3rd Social NetworkHow to Earn a Black Belt in Google+
In conclusion, try the lesson with your learners and have fun creating your poetry!
Example Google+ feed:
