Michigan Department of Education s15

Michigan Department of Education Technology-Enhanced Lesson Plan

Title: Interview with Book Character Created by: Sara Van Abel and Kathy Morris Lesson Abstract: Students will prepare a storyboard presentation for a TV news script interviewing the main character of a book they have read. The interview will explore the background, setting, main characters, and story line as presented by the character in response to questions from the interviewer. Students will utilize the Internet to provide pictures and additional background information such as a historical perspective, to enhance the presentation thy create.

Subject Area: Language Arts Grade Level: 9-12 Unit Title: Literature and Story Boards Michigan Educational Technology Standards Connections: Grades 9-12 Basic Operations and Concepts 6. understand that access to online learning increases educational and workplace opportunities. 9. routinely apply touch-typing techniques with advance accuracy, speed, and efficiency. 12. demonstrate how to import/export text, graphics, or audio files. 13. proofread and edit a document using an application’s spelling ad grammar checking function.

Social, Ethical, and Human Issues 8. adhere to fair use and copyright guidelines 9. create appropriate citations for resources when presenting research findings

Technology Productivity Tools 8. use a variety of applications to plan, create, and edit a multimedia product.

Technology Communication Tools 2. use available technologies to communicate with others on a class assignment or project. Technology Research Tools 1. compare, evaluate, and select appropriate Internet search engines to locate information. 3. determine if online sources are authoritative, valid, reliable, relevant, and comprehensive.

Michigan Grade Level Content Expectations (GLCE) Connections: Language Arts, Grades 9-12 047934cfa0a5c2bf86a9ee4c00e93024.doc - Page 1 of 2 Strand 3 – Students study and appreciate a rich and varied selection of classical and contemporary literary, cultural, and historical texts from American, British, and world traditions. They learn to make meaning from the experiences, ideas, and emotions of others across the ages, applying heir understanding to contemporary circumstances.

Standard 3.1 –Develop the skills of close an contextual literary reading CE 3.1.1 – Interpret literary language while reading literary and expository works CE 3.1.2 – Demonstrate an understanding of literary characterization, character development, the function of minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works. CE 3.1.4 – Analyze characteristics of specific works and authors and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work. CE 3.1.7 – Analyze and evaluate the portrayal of various groups, societies, and cultures I literature and other texts. CE 3.1.8 – Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary an expository works. Standard 3.3 – Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts. CE 3.3.1 – Explore the relationships among individual works, authors, and literary movements in English and American literature and consider the historical, cultural, and societal contexts in which works were produced. CE 3.3.2 – Read and analyze classic and contemporary works of literature representing a variety of genres and traditions and consider their significance in their own time period as well as how they may be relevant to contemporary society

Strand 4 – Language

Standard 4.1 – Understand and use the English language effectively in a variety of contexts and settings CE 4.1.1 – Use sentence structure and vocabulary effectively within different modes and for various rhetorical purposes.

Standard 4.2 – Understand how language variety reflects and shapes experience. CE 4.2.4 – Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effect of its use on targeted individuals or groups.

Michigan Curriculum Framework Connections: .

Estimated time required to complete lesson:

Estimated total time:250 minutes Daily estimate: 50 minutes Number of days: 5

Instructional resources: Read Write Think - www.readwritethink.org.

047934cfa0a5c2bf86a9ee4c00e93024.doc - Page 2 of 2 Web English Teacher – www.webenglishteacher.com A 9. com – www.a9.com

Prior required technology skills: Use of web browser, word processing, presentation software, and search engines.

Sequence of Activities: Students will read a piece of literature Students will prepare a storyboard, using presentation software, for a news broadcast interview of a character from the publication. This interview will be presented to the class and will include background and critical information about the book. Care will be given to include historical perspective on the setting and characters involved

Assessments: Pre-Assessment: Discussion

Scoring Criteria: teacher observation

Post-Assessment: Completed project

Scoring Criteria: teacher observation

Technology (hardware/software): Internet connectivity, computer with word processing and presentation software.

Key Vocabulary: Storyboard, historical perspective

Application Beyond School: -Students will be able to interpret information whether written, oral, or electronic, with a better appreciation for the historical perspective the information is coming from.

-Students will be prepared to present oral information in an orderly and complete manner.

Teacher Reflection and Notes:

047934cfa0a5c2bf86a9ee4c00e93024.doc - Page 3 of 2