Lesson Plans By Stephen Babyak

Title: Poetry

Grade: 11-12

Subject: English / Poetry

Objective:  Students will be able to choose a landscape or aspect of nature (snow, rain, a city, the mountains, ocean…) and find three poems relating to their topic of choice, but by different authors.  Students will then compare the different poets views of the topic they chose.

Materials:
1. Access to the Internet
2. Word-processing program, such as Microsoft word up to edition 2000
3.  Books on Poetry for reference

Procedure:
? Students will choose an aspect of nature or landscape they are fond of.
? Once topic is decided, the students will use the Internet to research poets whom have written poems dealing with the topic of their choice.
? With their findings on the Internet, students should have a good list of links to other sites dealing with poetry on their topic
? The students will choose three different poems by three different poets all on the same subject.
? Students will read the three poems and map out their similarities and differences
? Students will then construct a paper comparing the three poets views of the same aspect…remember, personal information on each poet may be needed to support your findings in the poems.
? When final comparison paper is complete, each student will present their paper and topic to the class in a 5-10 minute oral presentation.

Assessment:  Students will be assessed on their final paper.  If it is complete, grammatically correct, correct spelling and punctuation.  Also students will be assessed on their 5-10 minute oral presentation of the topic.
 

Lesson Plan By Stephen Babyak

Title: I’m Online

Grade: High School (But this lesson can be used for any grade level)

Subject: Computer/ along with any other subject

Objective:  This lesson will be an introduction to web design.  Each student will have his or her own personal web page containing a personal bio, likes / dislikes, hobbies and interests, and any other pertinent information.

Materials:
1. A computer with Photo Draw 2000 software, and access to the Internet
2. Scanner
3. A working web site
4. A creative mind

Procedure:
? Students will search the Web for sites that offer free web pages.  They are out there all it takes is a little time and patience.
? Once students find a site with free web pages, they are to register for their own personal web page.
? Students will now do a mock layout of how they want their web page to look – pictures, video clips, sounds, and text.
? Students will scan images, up load video, and write text using Photo Draw 2000 and any other helpful web design program.
? After the information is loaded onto their page students can then fine tune there page with effects, colors, animated images, or what ever their creative mind will allow

Assessment:  Students will be assessed on how well they worked on their page.  Whether or not it took time and creativity.  Students will be encouraged to update their web page as often as they feel needed.

Lesson developed by Courtney Martin

Title: Computer Generated Book Clubs

Grade: 3

Subject: English, Art

Objective: Students will demonstrate their understanding of the book they
have read for their Book Club through various roles such as writing
summaries using Microsoft Word and also illustrating their understanding of
the story using Paint.

Materials: Books for each child
           Computer
           Printer
           Microsoft Word (includes Paint)

Procedure:
1.  Students will be assigned partners for a Book Club.
2.  Students will be allowed to choose from a selection of books for their
Book Clubs.
3.  Students will get in groups and decide which role each child will play
in the group and how far they will read up to for the next day.
4.  Roles assigned to the students will be: Summarizer and Illustrator.
5.  After the children have read up to their designated spots, the next day
they will be allowed group time to summarize and illustrate the stories.
Students will take turns each day so that they both get a chance to assume
different roles until the book is completed.
6.  Once the children have finished they will compile their summaries and
illustrations and present them to the class.
7.  We will have a group discussion about what the children learned and how
they would like to do things differently.  For example, students will have
the opportunity to suggest additional roles for the groups.
8.  Students will then hang their papers up around the room for everyone to
view.

Assessment: Students will be assessed on their participation with their
partners, their presentation of the finished products, and their discussion
in the group.

Lesson Plan developed by Cynthia Wells

Audience: 10th grade English Class

Time:  75 minutes

Materials: Choices software
  Internet access
  3.5 floppy disk

Objectives: 1.) Students will gain a better understanding of career
opportunities available to them after graduation.
  2.)  Students will be able to narrow down their interests into career
clusters.
  3.)  Students will be able to better choose classes to take in high
school based on their occupational goals.
  4.)  Students will learn how to use the Choices software program to allow
them to utilize it in their free time.

Introduction: Demonstrate to students the relationship between
"occupational" shopping with clothes, stereo or car shopping.  What is important to you when choosing what to buy?  Just as it is important that you buy an item appropriate to your individual
needs, so is choosing a career path.

  Review with students the importance of choosing an occupation that is
good for them,   comparing it to an item that they would research before
buying.  Reinforce with students   that people experience different
occupations throughout their life, and it is not   uncommon to change your
occupation.  The goal of career exloration is to find what   themes reoccur
and to narrow down your interests to a few career clusters.   These
clusters alone can include one hunf\dred different jobs, but they are
related to one   another and quite often require similar training.
 

Step 1.)  Students will open Choices program by double clicking on the
desktop icon.  Students will then choose "Interest Checklist" and answer a 15 minute survey about
their career   interests.  Explain to students that this is not the only
option to defining your search.

Step 2.)  Students will open Occupations with Post Secondary schools field
in Choices.  When prompted they will add their answers from Career Interest Checklist,
which will narrow   down their list of occupations.  Students will then
choose 2 other topics of importance to   them when looking for a career.
For example, salary, educational requirements, skills   needed, travel
time, work schedule, location, stability of job, etc.

Step 3.)  Students will read description of occupations that they feel they
are interested in.  While   reading Choices description (which includes
education required including high school   courses, salary, future outlook
of job, related occupations) students will also link to the   web page (if
applicable) to read more about that job type.  Students will save 5
occupations of interest under "focus" in Choices.

Step 4.)  Students will open America's Job Bank link in Choices.  This will
connect them with the   web site.  Thay can then search for their
occupational interests in different regions   throughout the country.  This
will show them different occupations available right now   and salary.

Step 5.)  Students will save their work in a floppy disk.

Conclusion: Explain to students that this disk will be kept at the Career
Center for student use the   next time the class returns or the students
comes individually.

  Review with students what the importance of occupational shopping is.
Ask students to   share their findings on an occupation that they
researched.

  Explain to students what else can be done using the Career Center
(College research,   Interviewing skills, Resume building, volunteering)
and that it is open to them during   their study halls.

End of Occupational Shopping lesson plan.
 
 

Lesson Plans for English
Developed by Darryl Rouillard

Grade Level: 9-12
Objective:To introduce students to researching on the internet and in the library and to develop a responsive essay using Microsoft Word.  Each student will also be responsible for down loading a picture of Chopin from the internet, and including it withi
n the typed text of their paper.

Assignment:  Students are to research Kate Chopin's life using the internet and to choose one of her short stories, and explain whether that short story represents her life and how.  Students will also be required to download a picture of the author from
the internet and include the picture within the text of their essay.  Their essay should be no longer than five typed pages (using microsoft word) and should be no shorter than three.  There should also be no spelling errors contained within their papers,
 as they can take advantage of tools provided them by spellcheck.

Time:  Students will be given three 50 minute class periods to conduct their research in the library.  Any more time that is needed for research is to be done on their own.  The essay is due one week from the last research day.  No late papers will be acc
epted, and all papers not received will result in a failing grade.

Assessment:  Will include the students efforts on the research and the paper, as well as attendance at the library.
 
 

Lesson Plan for English
Developed by Darryl Rouillard
Grade: 11-12

Objectives:  To introduce students to Microsoft Powerpoint by way of creating a slide show about any author they want.  The internet will be used for research purposes, as well as any books they can find on the subject.

Assignment:  All students are required to choose an author of their choice and to research that author via the internet.  After research is complete, the students need to learn how to create a slide show using power point.  The slide show should contain n
o less than twenty slides and no less than 5 pictures that have been downloaded from the internet.  All students will be required to present their slide shows in class.  All research is to be done outside of class.

Information Session:  There will be one information session in the computer lab that will teach everyone how to create a slide show using power point.  This will take the place of our class on Monday.  It is to your advantage to attend.

Time:  The assignment will be due 2 weeks from the day of the information session.

Assessment:  Will focus on the overall completion of the project, the number of slides included as well as pictures, and the student's overall effort on the project.

Lesson Plan developed by Debora Tolliver

English, Grades 9-12

Preparation:  Reserve the computer lab for 5 days.  Create instructional handouts on how to use Compton's Interactive Encyclopedia 1998.

Time Frame: 5 class periods

Goal: To get students using Compton's Interactive Encyclopedia 1998 for research.

Purpose: To prepare students for research papers and to familiarize them with electronic encyclopedia.

Plan:
Day 1:  Familiarize the students with computers and teach them a few basics.  Give them
instructional handouts to read for homework so they can start learning Compton's Interactive Encyclopedia 1998.
Day 2:  Use handouts, students should keep these for future reference. Let the students get
familiar with the program.  Inform students what they will be doing for the next class
so if they have any questions they can ask them.
Day 3:  Handout assignment and let the students work on them.  Assignment is for the students
to use the software to answer specific questions that will involve using all the tools of
the program.
 Day 4:  Continue working on question assignment to finish it and turn it in.
 Day 5:  Quiz

Follow-up: Homework given on Day 5: Write a one page paper about how they will use Compton's Interactive Encyclopedia 1998 in the future and how they may be able to teach what they learned to other classmates.
 

Creative Writing Lesson Plan developed by Debora Tolliver

High School English

Preparation: Reserve the computer lab for 4 days.  Create instructional handouts on how to use Student Writing Center.

Time Frame: 10 class periods

Goal: To get students using Student Writing Center for papers.

Purpose: To prepare students for research papers and to familiarize them with word processing programs.

Plan:
Day 1:  Hand out assignment to write a 3 page paper about the book "Of Mice and Men".  Discuss
the expectations of the paper and how to write it properly.
Day 2, 3,  & 4:  Work on rough drafts in class.
Day 5:  Hand in rough drafts and discuss the book.
Day 6:  Hand back rough drafts and discuss some of the problems with them and how to fix the
papers.
 Day 7:  First day in the computer lab.  Hand out instructions how to use Student Writing Center
and allow students to familiarize themselves with the program.
 Day 8:  Students begin typing papers.
 Day 9:  Continue typing papers.
 Day 10:  Finish typing papers and turn the final drafts in.

Follow-up: Homework given on Day 10 for the student to write five questions about how to write better papers.

Title:  Class Book of Short Stories…. developed by Katie Redmond

Grade: 7 English Class

Length of Activity: 2 weeks.

Materials:  Computer, Microsoft Word, and Scanner.

Objectives:
             1.  The students will practice their writing skills
2. The students will become familiar with Microsoft word.
3. The students will learn with supervision how to use a scanner.
4. The students will each have a book to take home with pictures of their fellow classmates.

Procedure:
 Week One:  Students will come to class and receive the topic which will be “The most important or exciting thing that has happened in my life up to this point.” They will brainstorm on their topic and come up with some creative ideas for their story.  The students will compose a rough draft and bring it to class for peer revision.  I’ll introduce the students to Microsoft word in the computer lab and have them practice on basic functions of program.
 Week Two:  Students will spend two days in the computer lab typing their stories and each student will save their stories in their own folder.  The students will be told to bring in a current picture of themselves and another picture or cutout pertaining to their interests.  We will spend a class period learning about the scanner, it’s capabilities, and uses of it.  They’ll then scan their pictures in the computer and select them off the scanner software window.  They’ll then be placed and saved into their Microsoft Word document and also into a folder with the word document.  I will then compile the stories with the personal pictures into a book for each student.  This would be a great end of the year project.
 
 

Title: Newspaper Publishing

Grade: 4

Time: 3 class periods

Objectives: TSW—

1. Create a classroom newspaper using Microsoft Publisher
2. Compare and Contrast newspaper publishing throughout history with today.
3. Discuss the importance of the newspaper as a form of communication throughout history and today

Procedure:

The lesson can begin with a discussion of the students’ experiences with newspapers (Do their parents read them? Do they read them? What is their favorite section? What sections does a paper have?) Then the students should be given time to explore the artifacts—newspapers through history. The students should be guided throughout their exploration to be thinking about questions such as—How do the newspapers look different? What can the look of each newspaper tell us about the time period from which it came? How does the content of the articles differ from those in your newspaper? How are they similar? Students should be encouraged to jot down notes in their history journals.

The class, with guidance from the teacher, will decide what information about their class they feel is important to convey to the public (parents, administrators, friends). After listing the information that has been decided upon, each student will be assigned a portion of that information to write up an "article" about. The students will then proofread each other’s articles and final copies will be generated. With the guidance of the teacher, the students will decide a format for their newspaper (possibly using the artifacts as a guide) and will start the "layout" procedure on Microsoft Publisher.

Assessment:

Students will be assessed throughout the lesson for participation and focus. In addition, each student will be expected to contribute a well-written "article" to the newspaper on a particular aspect of the class. In addition, after the class newspaper is created, the class should have a discussion in which they compare and contrast the "publishing" of their newspaper to the publishing process of other newspapers of the past and present. Students should be assessed for their contribution during this discussion. In their history journals, students should also reflect on the importance of newspapers throughout history using their experiences from this lesson. Their writing can be evaluated by the teacher for depth and inclusion of information gained in the lesson.

Lesson Plan developed by Alyssa Fresa

English, Grades 7-12

                    Well in advance, reserve the computer lab for 3 consecutive days.
                    Make a handout on how to use Microsoft Publisher and CorelDraw 9.

Time Frame: 5 class periods

Goal: To give students experience using Microsoft Publisher and CorelDraw 9.

Purpose: To check students’ comprehension of a novel.

Plan: The novel just completed will become that author’s new novel. A book signing will be taking
place at a local bookstore. Students will be designing a brochure for this event.

                    The brochure should include the following:
                         A picture on the cover, designed using CorelDraw 9.
                         A summary of the novel.
                         A critique of the novel.
                         Dates, time and place of signing.
                         Author’s name and student’s name somehow, creatively on the brochure.
                    The brochure will be designed using Microsoft Publisher.
                    Homework: night before Day 1 of project: start summary and critique.
                    Day 1: (the extra day may be inserted here, depending on the class level, may
                    need extra day to complete rough drafts): in class:
                         finish writing rough drafts
                         create a rough draft of the brochure
                         will be handed in at end of class
                    Day 2: in lab:
                         Review how to use Microsoft Publisher and CorelDraw 9. Use handouts,
                         students should keep these for future reference. Take whole period if
                         needed.
                         Hand back rough drafts with corrections.
                         Remind students that if they have these programs at home, they should
                         bring in a disk if they want a copy of their work.
                    Day 3 & 4: in lab:
                         Completing the finished product. At the end of Day 4, both rough draft
                         and finished product should be handed in.

Follow-up: Homework given on Day 4: Write a one page repot explaining this experience using
Microsoft Publisher and CorelDraw 9. Was it difficult, easy, had to ask for help, etc.

 Lesson Plan developed by Alyssa Fresa

English, Grades 7-12

Preparation:

                    Well in advance, reserve the computer lab for 3 consecutive days, will need
                    headphones.
                    Make a handout on how to use RealPlayer G2.

Time Frame: Students are to be writing summaries and other chapter information as each chapter is
read. At the completion of the novel, it will take 6 days until the finished product.

Goal: To provide students with experience using RealPlayer G2.

Purpose: To check students’ comprehension of a novel and to create a review for the test.

Plan: To create a verbal "Cliff Notes" using RealPlayer G2.

                    The "Cliff Notes" should contain the following:
                         A list of main characters
                         An introduction
                    And for each chapter:
                         Main characters in the chapter.
                         Important terms
                         Summary and commentary
                         2 review questions
                    Homework prior to Day 1: Read last chapter.
                    Day 1: in class: Finish writing summary of last chapter and write the
                    introduction. All the summaries and the introduction will be handed in at the
                    end of the period.
                    Day 2: in class: Discuss the last chapter. If time remaining, start to organize the
                    information in the way in which it will be presented. Encourage the students
                    to be creative.
                    Day 3: in class: Have students make the corrections on their rough drafts.
                    Finish any part left in remaining class time, must be ready to record on the
                    next day, so anything not completed is homework.
                    Day 4: in lab: Review, with handouts, how to use RealPlayer G2, this should
                    NOT take the entire period.
                         Start recording, use headphones to reduce distractions.
                    Day 5: in lab: Continue recording
                    Day 6: in lab: Complete recording. All written copies are to be handed in.
                    Correct the written portion to hand back on the following day to use as a
                    review for the test.

Follow-up: Homework given on Day 6: write a one page report explaining this experience using
RealPlayer G2.

Extra Credit: Using Microsoft Publisher, design the same thing but in booklet form. Be creative in the
title! This will count as a quiz grade (can replace a bad or missing one).

Grading Suggestion: Rough Draft: grade based on the factual information and effort.

          Final: grade based on presentation, corrected information, and if all requirements were
          met.
 

Language Arts – Grade 4 - Creative Writing Activity plan developed by Dianne Hauschildt
In this lesson students will create stories using their own and other students input. They will use computers to
create, edit and print the stories. After creating the story, students will edit it and add graphics to it, and then
print it to present in a reading to the class on the third day.

Language Arts Curriculum Objectives:

2.4.1.1 – Use a variety of strategies for generating and organizing ideas and experiences in oral, print and
other media texts.

2.4.2.1 – Select and use visuals that enhance the meaning of oral, print and other media texts.

4.1.2.1 – Revise to ensure an understandable progression of ideas and information.

4.1.3.2 – Use special features of software when composing, formatting and revising texts.

4.3.1.1 – Present ideas and information, on a topic of interest, to peers in well-organized format.

Technology Curriculum Objectives:

P.1.2.1 – Create and revise text to communicate and demonstrate understanding of forms and techniques.

F.6.2.4 – Use appropriate keyboarding techniques for the alphabetic and punctuation keys.
 
 

Assumptions and Previous Lessons:

   1.All students will have access to their own computer station.
   2.Previous lessons have been conducted in keyboarding and students have learned the
     word processing software.
   3.This computer portion of the lesson will be conducted in two classes (approximately
     40 minutes each); more if deemed necessary by the teacher.

Teacher Preparation:
Prior to the computer session, the teacher will create a file at each computer with different opening
sentences. Each one can be different for each station, or selection of sentences repeated every few
computers. (Maybe eight different sentences.)

Make sure the autosave feature is on for five-minute intervals.
 
 

Day 1 Lesson:
Activities:

   1.Students will sit at a computer with monitor off while teacher provides instructional
     for the lesson.
   2.Once the students can start they turn on the monitor, read the sentence and begin
     adding to the story.
   3.After five minutes students should save, then move to the next computer.
   4.At the next computer they should read the story, then add their input to the end of it,
     typing for five-minutes (allow a little extra time for the reading, particularly near the
     end of class.)
   5.Repeat steps 3 and 4 for the class.
   6.At the end of first computer session, students should save the story, then "save as" to
     their own file folder.

Assessment:

   1.Observe students’ keyboarding skills during entry – use a checklist. (eye focus,
     posture, finger placement, work habits)
   2.Observe and check ability to save and retrieve documents.
 
 

Day 2 Lesson:
Activities:

   1.Students will retrieve the story from their own folder (seating is not important, unless
     they are not connected to a network.)
   2.Students will read the story and make any formatting corrections to the story
     (spelling, grammar) using the word processing software and proofreading skills.
   3.Create an appropriate title for the story based and create a title page, including an
     appropriate picture for the story. (Use clipart or create their own.)
   4.Change the fonts and add other pictures throughout the story to make it appealing.
   5.Save the finished story and print out a copy to hand in, to be returned for next class.

Assessment:

   1.Observe and check students editing ability in using the word processor.
   2.Mark the story for editing, appropriate graphics and title.
 
 

Day 3 Lesson: (Not in the computer room.)
Activities:

   1.Students will read their story to the class and show the pictures at the right times.

Assessment:

   1.Observe students’ oral reading and presentation skills. (clear voice, eye contact with
     audience, variation in voice)
 
 

Expansions of Lessons:
Students create a booklet of the stories, using graphics to enhance the covers; this can be individual, in small
groups or as a class.

Resources:
Class set of computers (preferably networked) with a word processor (with clipart database) and simple graphics program (Microsoft Word and Paint), connected to a printer (colour if available.)

Lesson Plan I developed by Katherine Smith

Title:  Travel Brochures  (For any literary work)

Grade Level:  9th through 12th grades

Objective:
    Students will be able to create a six sided travel brochure advertising the setting in
which the novel takes place using Pagemaker or Micro-soft Power Point.  They should
advertise the novel's location as a vacation "hot spot" from the point of view of their
favorite character.  This lesson plan is meant to students to read from a character's point of view as well as familiarize them with whatever graphics program is chosen by the teacher.

Materials:
    A computer with desktop publishing software, printer, lots of paper and kids.

Procedure:
    1.  After reading a novel in your English class, have students pick out their favorite
character.
    2.  Students should list their character's personality traits and how that particular
character feels    about where he lives.
    3.  Students will need access to a computer lab.

Evaluation:

    I would grade this with two grades.  As an English teacher, I would not really be all that
interested in how well the students managed Pagemaker or Powerpoint.  Mostly I would
use the computers as a hook to get them to look at content.  To meet the requirements of
six sided, three fold brochure, a cover side, and maybe a cut and paste picture that helps
describe the vacation spot, I'd devote about 20 points.  The other 80 points would be for
content.
 

Lesson Plan II developed by Katherine Smith

Title:  Wild Goose Chase  (This is something I already do with students.)

Grade Level:  3rd through 12th grade

Objective:
    This is meant to familiarize students with surfing the net for research purposes.  By the
end of the lesson, student will be able to:
    1.  make a fairly educated guess as to which search engines will help find research
topics.
    2.  type in a site address in the command bar and get to that site by clicking on "search".

Materials:
    Computer lab equipped with one computer with internet capabilities per student.

Procedures:
    1.  Have students log in.
    2.  Have students click on internet.
    3.  Discuss the different search engines that they might see on their screens.
                (I usually tell them that I've found Lycos and Infoseek to be the best when
looking up topics for a research papers and that Excite and Snap are more media and
commercial information centered.)
    4.  Have students look for information on a country of their choice.
    5.  Have students search for their horoscope.
    6.  Have students explore using a search engine that is not seen on their screen by
typing www.dogpile.com or www.snap.comin the command bar.
    7.  Have students type in www.ncbuy.com/theclub/gamehouse and play a game to
increase their "mouse skills".

Evaluation:
    The only real evaluation you can make on this particular lesson plan is:  "Do they stay
on task?"  I find that most do. I use this with English and history classes that come into my
computer lab at Killingly High School to familiarize students with the computers.  I've
never had a kid complain about doing this.

Lesson Plans for English Classes, grades 5-12^th

^{developed by Alyssa Fresa}

Object: Enhance ability to use web browsers and search engines, use of audio software such as Real Player in conjunction with Microsoft Word templates and/or Microsoft PowerPoint.

Plan: The students are to find a song on the Internet. Review the song as if a music critic for a local newspaper. Present pro/con story in the format of a newspaper article, which can be found in Microsoft Word. First draft due in two weeks for an in class critique.

Final draft due at presentation, two weeks after first draft. Presentation must include audio recording of the song, note cards acceptable for presentation. A copy of the lyrics to be distributed to the class is necessary if important to the argument. The presentation cannot be longer then 4 minutes.

Grading Suggestions: First draft: 20%

Final draft: 50%

Presentation: 20%

Staying within time frame: 10%

Topic: Book review or critique

Object: Enhance skills in using on-line reference resources, Enhance Microsoft Word Skills, Critical thinking skills.

Plan: Have students find a poem or book on-line and review as if a literary critic. Have them give a summary of the plot and reasons for or against recommending this book or poem using a newspaper article format for their paper. Oral presentation to the class.

Timeframe: Pre-read book or poem- 4 days

Otherwise – 3 weeks

Grading Suggestions: First draft due 2 days before final due date for in class critique, must have at least 2 critiques, all copies will be handed in – 20%

Final draft – 65%

Timeframe: Pre-read book or poem- 1 week

Otherwise – 3 weeks

Grading Suggestions: First draft due 2 days before final due date for in class critique, must have at least 2 critiques, all copies will be handed in – 25% Final Copy – 75%

Extra Credit for Grades 10-12^th: Critique a book or poem and write a recommendation to the school board why this particular piece should be taught to schools. The book or poem must be found on the Internet and sources properly documented.

Grading Suggestions: 3 points on to the final grade for satisfactory work

Lesson Plan by Talitha Schreyer

Title: Online Magazines - Reading on the Web
Subject: English
Grade Level: 9th - 12th

Objective: To encourage students to think about publications on the
  internet and the impact it has on reading.

Materials: Computers with access to the World Wide Wide as well as
  Microsoft Word.

Procedures: Have students locate an online magazine and take some
  time to look it over.  Have students use Microsoft Word to write a
  review of the online magazine as well as a response to how they
  think reading is affected by online publications such as these.
  (i.e. Do they think books and magazines will become obsolete some
  day?  Would they prefer to read a hard copy of something or an
  online publication?)

CREATIVE WRITING LESSON PLAN developed by MARY K HAMMERSTEIN

SUBJECT: HIGH SCHOOL ENGLISH

TOPIC: CREATIVE WRITING

OBJECTIVE: TO INTRODUCE STUDENTS TO THE BASICS OF CREATIVE SHORT STORY WRITING

MATERIALS:
COMPUTER
FICTIONMASTER SOFTWARE

PROCEDURE:
1. INTRODUCE STUDENTS TO THE STRUCTURE OF A SHORT STORY- THEME, PLOT,
CHARACTER DEVELOPMENT
2. HAVE STUDENTS DEVELOP A CHARACTER USING FICTIONMASTER
3. HAVE STUDENTS WRITE A STORY USING FICTIONMASTER
4. DISCUSS SHORT STORIES IN CLASS POINTING OUT LITERARY ELEMENTS
5. HAVE STUDENTS WRITE ANOTHER STORY WITH DIFFERENT CHARACTERS WITHOUT USING
FICTIONMASTER
6. DISCUSS THESE STORIES AND LITERARY ELEMENTS WHICH CAN BE LEFT OUT AND WHICH SHOULD BE INCLUDED

Developed by: Chris Gauld, EDU360/Summer1
Course:  English Literature
Grade: 11-12
Topic: Book Review

Assignment:  Students will choose two novels by the same author.  They will then
find two online book reviews or journal articles on one of the those stories.  Based on
what they observe from their online articles, they will write their own 3-5 page book
review on the remaining novel.

Purpose: This assignment will allow the student to critically analyze a piece of
fiction.  It will also allow them to observe another author's writing style, which will
help to develop their own.  It will also expose the student to reading more than just
one piece by an author, which usually happens in a high school setting.   In addition,
they will learn to utilize the computer as a research tool.

Time:  2 weeks for each novel, then a week and a half for the remainder of the
assignment.

Resources: An orientation in a computer lab on how to use different research
databases.  The teacher will also provide a list of authors and books to choose from.
 

Course: English
Grade: 11
Topic: Class Debate
Developed by: Lynn Hodson

Assignment: In the first half of the class, the teacher will divide
students into six debate teams on three separate topics.  Each team of
students will be able to choose from a list of ten possible debate
issues and must take a position either for or against the issue.  Once
students have determined their debate issue and position, the class will
spend the remainder of the class period in the school library gathering
research on their issue via the library's computers.

Purpose: The purpose of the assignment is to give students experience in
working in a group situation so that they might learn how to work as a
team to accomplish goals.  In addition, students will learn how to use
computers as both a research tool and a communication tool.

Resources: Each student will be held responsible for arguing one aspect
of the debate issue and will be encouraged to communicate with their
fellow teammates over the internet through e-mail and chat lines.
Although, each student will be graded on their individual contribution,
the class, as a whole, will vote for the team who they feel makes the
most effective presentation.  Once votes are tallied, the teams have the
possibility of winning either a first, second, or third place category.
Winning teams will be presented with certificates, and they will also be
recognized in the school paper for their accomplishments.

Time: The debates will be held the first Friday in January, so that
students will have extra time during the school break in December to
communicate with their team members via the internet and to gather
additional information on their issue, if needed.  In between classes,
students are encouraged to communicate with their teacher through e-mail
if they have any questions related to their assignment.

LESSON PLAN by TALITHA SCHREYER:

                         How Do They Do It?
                 Learning About the Writing Process
                      from Published Authors

SUBJECT: English

GRADE LEVEL: 8th - 12th

OBJECTIVES: To give students an idea of how published authors go about the writing process.  To show students that there are several ways to write.

MATERIALS: Books by current authors, email addresses of these authors, individual email accounts for the students, computers that have email access.

PROCEDURES: Divide the students into groups and have each group read one of the books you have chosen.  Have the students discuss the books within their groups.  Have the students in each group draw up a list of a few questions they would like to ask the
author of the book they have read.  Most of these questions should deal with the author's personal writing process (i.e. How did the author come up with the idea for this book?  How long did it take the author to write this book?), but some of the questio
ns may be about the story itself (i.e. Why did this character act that way?  Why did the author choose to end the story the way s/he did?).  Have the students email the authors giving their comments on what they have read and posing their questions.

CLOSURE: When the author responds to the students' email, have the students share the responses with the entire class.  Conduct a group discussion about how different authors go about the writing process.  Conclude by explaining that there are many ways t
o write and students should find which way works best for them.

NOTE: You may want to email the authors yourself first to explain this lesson to them and ask whether they would be willing to cooperate or not.  This way you will have a better chance of the students receiving responses from the authors.

Lesson Plan Created by:  Brenda Concepcion

Topic: English
Ages: Third grade

You are invited....

Objective: To make reading and giving reports fun.

Standards: The students will go to the library and pick out any book having
to do with birthdays, graduations, or any topic they think is the cause for a
party.  Once done reading it, they will go in to the computer and under
Printmaster Gold they will make invitations for the rest of class, and invite
the class to what ever type of party the book discused.  On the day of their
party, they will share with the class what the book was about and have a
small oral presentation prepared for the class.

Anticipatory set: A class discusion will be held, in which all different type
of parties will be discused, different invitations and different ideas will
be brought up.

Teaching:  The teacher will create an invitation for the students to use as a
model and see what is expected.

Guided practice: The students will be given the opportunity to practice
making invitations, and become familiar with the software.

Closure: A brief summary of what is expected will be given, questions
answered and help provided.

Topic: Composition of correspondence developed by Jenny Beck
Grade Level: Eight – Tenth
Subject: English Composition

Objectives:
- Students will explore writing coherent letters
- Students will learn proper procedures for correspondence with
corporations
- They will also learn the proper format for personal letters
- Students will become proficient in the use of e-mail composition as
well as the use of the English language.

Procedure:
Classroom:
Explain to students how to compose an appropriate business letter, then
a private letter.  Pass out photocopies of examples of each.
Computer Lab:
Instruct students on the use of Microsoft Word, and then ask them to
compose one letter of each type.  When this task is complete, show
students how to paste the letter in their e-mail composer.  They will
then e-mail their letters to you, the instructor.

Closure: Students will be graded on their ability to write each letter.
Credit will only be given to those who successfully e-mail their
assignments.
 

Topic: Research Skills Building lesson developed by Jenny Beck
Grade Level: Fifth – Eighth
Subject: English

Objectives:
- Students will become proficient in the use of internet search engines
- Students will show an ability to build a research library using
bookmarks
- Students will be able to discern usable information from other
information

Procedure:
First Class Session: Describe to students how search engines are used.
Give to students a list of the various search engines they can use for
their own specific research.  (Here are a few: YaHoo!, Lycos, HotBot,
Info Search.)  Show students how to access the web sites of these
various search engines.  Go to one and show students how to gather
information on a certain subject, telling them how to discern usable
information from other information.  Instruct them on putting together a
bookmark list.
Second class session: Put various subjects written on slips of paper
into a hat and have each student draw one.  They will research the topic
they draw and put together a bookmark list.

Closure:
Students will be graded on their lists and how pertinent the information
at each site is to their subject.  This assignment should be done in
class. It may take two class sessions to complete.
 

Lesson Plans developed by Erin Egan

Topic: creative writing as a class
Grade Level: 4-6
Subject:  Language Arts

Objectives:
1. Students will practice creative writing.
2. Students will learn to write in a sequence of events.
3. Students will practice typing skills, brainstorming skills, oral skills and
proofreading skills.
 

Procedure: The class will brainstorm to come up with an idea for a story.  They will
prepare a story board for the sequence of events that will happen in the story.
Students will select numbers out of a hat to determine in which order they will write
the story.  Students will take turns at the computer composing their part of the same
story.  Each student must add at the minimum one paragraph of five sentences to the
story.  Each student will get a copy of the story to proofread.  They will make
necessary changes in grammatical or spelling errors.  They will print out the story and
make it into a book.  The class will then invite other classes or parents to a “story
hour.”  Each student will be responsible for reading their part of the class’ story.

Closure:  Students will be graded on what they added to the story.  The story board
will teach students to brainstorm to follow and expand on a sequence of events and
ideas.  The class can hold a discussion session with their guests to explain how the
story was made.
 

Topic:  descriptive writing
Grade Level: 6-8
Subject:  Language Arts

Objectives:
1. Students will use the Internet for research.
2. Students will practice description in creative writing.
3. Students will increase vocabulary.
4. Students will learn to work in groups.
 

Procedure:
A class period will be reserved in the computer lab for Internet
research.  Students will use the Internet to research a skill that they
are not familiar with.  For example, a student who does not know how to
dance can research the “Charleston” and learn step by step how to
perform the dance.  The students will get into groups of four and
present their skill to the group.  The group will brainstorm to find
verbs and adjectives appropriate in describing each group members skill.

Then, using as much description as possible with the words from the
groups, the students will write a “how to…” paper that will teach others

how the skill is performed. Other ideas to consider: shooting a foul
shot, kicking a field goal, making a marble cake, sewing a shirt.

Closure:
A follow up class period will be reserved for students to follow the
directions from their papers to teach a person their skill.  Videotapes
will be necessary for those skills that require other facilities.
Videocameras can be reserved from the school’s media center if needed.
Students will be graded on grammatical content as well as the
effectiveness of teaching their skill.

English Lesson Plan developed by Sarah Bond

Grade Level: 12

Assignment:  Produce a mock memo, business letter and resume.

Objective:  To provide knowledge and practice of writing formal documents.

Procedure:  Students will use Microsoft word or any other word processing software to create a mock memo within a fictitious job; to produce a mock business letter to a fictitious associate and lastly to produce a sample resume for a fictitious job application.

Author: Kelly Moon
Title: Self poem
Grade Level: 4th
Date: 3/09/99
Objective:  Given time to brainstorm, the students will be able to ananlyze, inform,
and introduce themselves.
Materials: paper, pencil, computer, microsoft word
Procedure: The students will write a ten line autobiopoem about themselvs.  Once
they have written this poem they will take turns at the compter typing it in neat form.
Closure:  The students will share their poems with the rest of the class.

Lesson Plans developed by Nadia N Green

Lesson Plan #1

Subject: English
Material: Computer, Journal and Poetry Book, Internet Explorer
Grade: 11-12

Assignment:  Find You favorite poem or poet and research on this poet's background
using the Internet.  Give a brief synopsis about each of the different websites  which
contains the poet.

Purpose: To develop research skills.
 

Lesson Plan# 2

Subject: English
Material; Tape Recorder, Library Resources and Journal
Grade 11-12

Assignment: Research about your favorite writer and orally discuss what you've
learned about this paper on a tape recorder

Purpose: To develop oral skills as well as effective writing skills

Lesson Plan Prepared by Melissa Giannino

Subject: English & computer/typing skills.

Grade Level 5 & 6

Purpose: To bring out creative writing & thinking skills.

Objective:To help children enhance creativity and thinking skills. Also familiarize them with Microsoft word.

Materials: Computer and Microsoft Word or other word-processing program. A book of fairy tales.

Procedure: 1) Teacher will read the children a traditional type fairy tale story and then tell or read an adapted form of the story. 2) Then the teacher will ask the students to pair off in small groups of two or three. 3) The instructions she will give are as follows: Each group is to take a fairy tale and change it in some way, rewrite it in a different time period or from a different point of view. 4) Once children have chosen a story, and out ideas on paper, they can then type it up on the computer. 5) After the stories are done, the class will be encouraged to share their new versions.

Creative Writer Writing Prompts lesson developed by April Shoemaker
Grade 5-6

Objective: Students will use Microsoft's Creative Writer 2 writing prompts or
picture prompts to create a short story or narrative to be published in a
class folder.

Materials:  Computer that will run Microsoft's Creative Writer 2.

Procedure:  Each student will be given the opportunity to preview Creative
Writer and to scan through the  different writing prompts.  After deciding on
an idea for a writing piece inspired by Creative Writer.  Students will then
begin to create a brainstorming web. followed by a first draft, peer editing,
a second draft, teacher editing, and a final draft.  This writing process will
be conducted over the course of at least a week, depending on the individual
student progress.  Because some students will work faster than others, peer
editing and final typed drafts will be determined as the unit goes on.

Evaluation:  The final product will be a combined effort with each student
receiving credit for his/her contribution.  Final drafts will be evaluated on
spelling, grammar, and completion of the writing process.  The final class
folder may be sent home with each student or left on display in the classroom.
 
 

Lesson Plan by Cyndi Ware

Title: The Engagement Ring

Grade Level: 7-8

Overview:  Tone and audience are two important aspects of writing an
essay or letter.  Students need to know how to write a proper letter for their future.

Purpose:  To teach children how to write a letter geaed toward a certain
audience.  They will also become familar with the program Microsoft
Word.

Activities: 1. Students will be presented with a situation.
                2. In groups of three to fou, students will write the letter to various groups.
                3. Each group will write to a different person, ex. business man or friend.
                4. They will be given about fifteen minutes to brainstorm.
                5. Each group will be placed at a computer and will type their letters.
                6. Then they will share their letters with the rest of the class.
                7. Students will compare and contrast each letter.
                8. Then they will discuss the meaning of tone and audience.

Resources/Materials: Pen and paper.  Access to a computer with the
program Microsoft Word.  A scenario for the students to
work from.  Each member  of the group will be assigned a role,
ex. presenter, recorder, typer, etc.

Closure: Students should walk away being able to write a personal or
business letter.
              They should be able to apply this skill to their everyday
lives.  They should also
              walk away understanding the meaning of tone and audience.

Follow-up: Create another scenerio and have the students type up the
letters on their
                  own.

Lesson developed by Melissa D. Nessing

Procedure:  to enhance group work
                   reading skills
                   discussion
                   speaking to the class

Resources:  computer software (to type out responses)
                   software:  Bailey's bookhouse for Macintosh
                        to aid in reading and spelling
Procedure:
    Separate the class into groups
    Give each group a book to read
    Give each group study questions
    Each group will have to read and reply to the study questions
    Type out responses to the study questions
    Share with your group, the study answers and the presentation (as a
group)
    Present the story to the class and try to encourage other classmates to read the book on their own

Lesson developed by David Whitney

Grade Level: Fifth Grade and Up
Subject: English

Purpose: To explore their creative writing side.

Objective: To finish writing a story after they hear the beginning.

Resources and Materials:  Microsoft word.

Procedure:
1. The Teacher will read the story aloud to the students.
2. Students will take some time for free writing to gather their ideas
for the conclusion of the story.
3. The class will then go to the computer lab to type their papers on MS
Word.
4. In small groups the classmates will share their stories and discuss
what their writing process was.
5. If any student wishes to share his or her story with the rest of the
class, then this will be the final step

Closure:  With this lesson I hope to open the students creative mind as
well as give them some practice with MS Word
 

Lesson Plan for English developed by Barbara E. Salome

Author:  Barbara Salome

Date:  January 14, 1999

Description:  Students have already read a book of their choice.
Students will be asked to then write a short response (not a summary) to
the book.  They will be using Microsoft Word on the computer.  Once they
have finished, they will then look up the authors name on the Internet
and find out as much as they can about him/her.

Grade Level/Subject:  Grade 7, English

Purpose:  Students will have more practice using Microsoft Word and the
Internet. It should help them express their feelings about what they
have read.  Also, students will be asked if there is any comparison
between the author’s life and the character in the book.  Students will
be asked to share their responses.

Objectives:
 1.  Given a book of their choice, students are asked to respond to that
book by using Microsoft Word on the computer.
 2.  Students will look up information about the author of the book on
the Internet.
 3.  Students will be asked to share their responses of the book in
class.

Materials:
 1. A book.
 2. The computer with Microsoft Word and the Internet (Netscape
Navigator).
 3.  Printer

Procedure:
 Students will type the response to their book on the computer through
Microsoft Word.   They will print this on the printer.  Then they will
go into the Internet and look up information on the author of that book.
This will be printed on the printer also.

Follow-up:  Have students talk about the life of the author that they
looked up on the Internet.

Closure:  Talk about reading other books by the same author and maybe
opening up a chat room with a particular author.

Lesson Plans for English developed by Barbara E. Salome

Author:  Barbara Salome

Date:  January 14, 1999

Description:  Students are asked to make a web (brainstorming tool) of
the country of their origin.  The name of the country will be written in
the middle and then the students will have to fill in the information
that they would like to find out about their country.  Some of the
topics that they may want to find out about are:  food, religion,
government, customs, climate, etc.  Students would be then asked to look
up their country on the Internet and try to get as much information as
possible to fill up the web.  Students would be asked to write a three
to four page essay on the information they found.

Grade Level/Subject:  Grade 6  Language Arts

Purpose:  Students will have knowledge of how to brainstorm.  They will
become more familiar with how to use the Internet and they will probably
find out something they didn’t know about the country they or their
ancestors came from.

Objectives:
 1. Given a blank web, the students are to brainstorm and think of at
least 5 characteristics of their country and write them on the web.
 2.  Students look up facts on the Internet to add to the web.
 3.  Students will write a three to four page essay on the country of
their roots.
 4.  Students will be asked to share their essays with the rest of the
class.

Materials:
 1.  A blank web
 2.  The computer with Internet access (Netscape Navigator).
 3.  Pencil and paper for writing essay.

Procedure:
 I will pass out the web to each child and I will ask them to fill in
the name of their country of origin in the middle of the web.  I will
give them about 10 minutes to brainstorm some characteristics.  I will
ask them to share them with the class.  The students will then look up
the country on the Internet and find out more information in regards to
those characteristics.  The students will then compose an essay.

Follow-up:  Students will share their essays in class, probably the next
day.

Closure:  Talk about how important your roots are and that it is
important to know all about where you came from.  Also, talk to them
about the Internet and get them interested in looking up other subjects.

English Literature - lesson plan #1 by Jennifer Pohlman

Objective   The student reads a book of their choice.  They are to create a
book cover using Microsoft Powerpoint that summarizes the book, has book
reviews, and an author biography.  Must include pictures.

Age Level  Grades 5-7 for English Literature

Software  Internet service for research on author and book reviews, plus for
gathering clip art.  Microsoft Powerpoint to put everything together - to make
the book cover, type up text and place the pictures.

Assignment  Students are to pick a book they may be interested in reading.
The student must get permission to use the book from the teacher, who has a
list of books if necessary.  The student will read the book and then create a
book cover.  Using the Internet, the student can find information on the
author to write a bibliography.  The Internet can also be used to find
information on the book.  The student can also use the Internet to find
pictures for the cover of their book.  After finding all of the related
information the student can use Microsoft Powerpoint to put all of the
information together and present the book cover to the class.

CLASSROOM HEADLINES, a lesson plan developed by Stacey Graham
1-12-99
EDU 360
Professor Stoloff

Topic: Reporting News
Grade Level: First Grade and Up
Subject: English

Purpose: To work as a team, be involved in the class (school)
activities, make decisions, and organize facts.

Objective: The children are to research a topic involving their peers
and teachers, form complete thoughts, and learn to express objective
opinions.  They will also develop people skills as well as
organizational skills.  They will demonstrate the importance that each
individual has when working on a team.

Resources and Materials:
 Publisher Program for the computer
 Layout board for visual reference
 Paper to print on

Procedure:
1. Help them decide what area they would like to report on (sports,
entertainment, music ect).
2. Guild them as to what questions they may want to ask by asking them
what questions they think are important (make them think, don’t give
answers).
3. Create rough drafts and guild their writing.
4. When ready, let them take the time to type into the layout on
computer and place on the layout board.
5. Print and distribute.

Closure:  Discuss with the students individually the problems that they
faced how they worked through them.  Discuss with the class how they
feel about this project and if they would like to do it again (next
month), or if they would like to get the rest of the grade involved (so
that the ones who want to do it can and the ones who don’t want to don’t
have to).
 

two plans developed by Tony Demelo

Plan 1

Grade:11-12
Subject area: English
Lesson: Using internet resources to find articles pertaining to reveiws
of chosen novels.

Objective: Students will chose a book that we have read in class and use
the internet to find articles or reviews of the book they have
chosen for the purpose of writing a critical essay on the author and his
or her novel.

Materials:  Book (of choice), computer, internet access.
Netscape navigator program

Procedure: I will have each child chose one of th ebooks we have read in
class, they can also chose a book by the same author that we have
notread in class to use as well.  They will log on to Netscape Navigator
and go to the library research part of our schools webpage.  (Hopefully
it wil be like Eastern's Page) And from there they will log on to ebsco
host and be all set up to find article or reviews pertaining to the
books they have chosen to read.

Closure:  The children print out the selected articles and have them
ready, properly highlighted etc. for use in the next days class when the
children will be writing their critical essays.

Plan 2

Grade laevel: 11-12
Subject area: English
Lesson: Typing of a critical essay using a computer.

Objective: Have students write critical essay on computer using
Microsoft word.  Also taking full advantage of the spell check and
thesaurus aspects of the program.

Materials: Computer, articles taken from Internet

Procedure:  Have children take the notes they had accessed from the
Internet.  Using these notes they are to develop a 4 to 5 page critical
essay on thebook and author they ahd chosen using the notes they have
recovered off ebsco-host.  They are to use Microsoft Word hen typing the
essy.  After the first draft they are to check for both punctuation and
spelling errors using the spell check button in the program, they can
also use this to check for grammar as well.  I will suggest to the
students that they also use the thesaurus option that the program
offers.  They are to hand in the essays to me with only their
corrections because my viewing of it is the final and most important
viewing of it.

Closure: The students are to write a short paragraph on what they
learned from using the Microsoft and Netscape Navigator programs.  And
also I want to know if they enjoyed it and would like to do it again.

8th Grade English Thesis developed by Michele Ridolfi
Grade level: 8
Subject area: English
Lesson: Typing an Outline/Thesis page on computer

 Objective: Students will type an outline/thesis page using the Clarisworks computer program, and the correct outline format given to them in class.
Materials: Computers
ClarisWorks program
Outline/Thesis typed handouts
Initiation: I will ask the students to take the Outline/Thesis pages we gave them (attached) and fill them in with information pertaining to their Science reports. I will make myself available to help the students by circulating as they are filling the sheets in.
Lesson: Once I have checked the Outline/Thesis pages that are completed, I will allow the class to begin typing on the computers. I will ask them to get into ClarisWorks through the "Eighth Grade Server" set up for the school's use (the machines will be set up all except for the Registered User name and password), and to use the handouts they previously recieved rather than the outline format already set up on the computer, so that I may judge whether they know how to correctly set up an outline. I will ask that they use "12-point Times" for the font (under the "Font" option, and that for the Roman Numerals they use the capital letter "I". I will circulate amongst the computer terminals as the class fills out their outline sheets. Every few (8-10) minutes, I will ask that they save their work under the file name "Thesis Page (Your Initials) (Date)" in case of a power outage. I will explain that the first time the file is saved, it must be saved under "Save," and that after the initial save, it may be saved under "Save As".
Assessment: Once the pages are completed, I will ask that each student go up to "File" and to the option "Print" and print two copies of the outline--one for an English class grade, and one to include in the Science research paper. Once the document is printed, I will ask that each student go to "File" and "Quit" out of the program, and go to "Special" and "Shut Down" the computers. I will then ask for one copy of each person's finished outline, and will mark the outline as "done" in my grade book. I will let the class know that the outlines will be given a letter grade corresponding to the accuracy and amount of completed areas.
Follow-up: I will let the class know that in order to further assess their knowledge of how to word process documents, and to further work on the technical requirements of their Science paper, I will bring the class to the computer lab again the following day to begin their endnotes pages. I will let them know that the same standards of completion and methods of execution are expected of them at that time.
Closure: I will ask a few students permission to read their finished products.
 
 

High School Level English Plans - Debbie Anderson

 Topic:Written Conversation - prelude to scriptwriting. Part of unit on ³Our
Families, Our Values²

 Aim:The students should improve their communicative skills, especially
their use of dialogue, in their writing, anc compare family values of
the 1950¹s to the 1990¹s. The students should be able to work
cooperatively on the classroom computer.

 Objective:The students should improve their writing of dialogue as a warm-up
exercise for scriptwriting.

 Materials:Videotape of an episode of Leave It To Beaver
Macintosh computer with MS Word

 Procedures:After viewing an episode of Leave It To Beaver, the class will be
divided into heterogeneous groups of four. The groups will briefly
discuss the differences (if any) between the family dynamics shown
in the video and a typical (?!) family of the 1990¹s. As preparation for
for writing a script showing the nineties version of the video, the group
will divide into pairs. The pairs will work on the computer, using the
word processing program. The pairs will respond back and forth to
other, practicing the writing of dialogue for their scripts. There will be
no talking allowed. The pairs will print out their dialogues to share
with the other pair from their group. The groups will discuss the
direction of their scripts and what changes will need to be made. (The
next day, the groups will work on the computer, changing and revising
their scripts until all members of the group are satisfied with the end
product.) Before class ends, the teacher will suggest that the students
watch a current family-centered television program overnight to
compare to Leave It To Beaver , in order to be better prepared to
complete their scripts during the next class.

 Evaluation:No grades will be recorded for this practice exercise, but cooperation
and participation in group learning will be noted.
 
 

Plan 2

 Topic:To Kill a Mockingbird - 1962 film version

 Aim:To identify the values of the father and the way he teaches them to
his children.

 Objectives:To write about the values in the film in an essay designed to persuade
parents to take their children to see the film. Students should become
familiar with MS Word and Power Point on the computers in the
classroom and in the computer lab.

 Materials:Videotape of 1962 film version of To Kill a Mockingbird
Handout of questions about the film
Macintosh computer with MS Word and Power Point

 Procedures:The teacher will explain that the students are to watch the film, paying
particicular attention to the ways the children learn values from their
father. Because the viewing of the film will take 3-4 days, the teacher
will hand out questions for the students to answer during the viewing
of the film to aid their recall for post-viewing classroom discussion and
to assist them while writing essays designed to persuade parents to
watch To Kill a Mockingbird with their children. After viewing the
film, the teacher will ask students to respond to the questions already
provided. These questions should elicit in-depth discussion about the
film and it¹s portrayal of how a parent can instill values in his children.
The students will be assigned a persuave essay, following the
standard 5-paragraph format, which must be completed using the
word processing program available in the classroom and the school¹s
computer lab. Prior to handing in the essay, the students will be
required to hand in a web which they have designed using the Power
Point program. The essay must include specific references to various
aspects of the film, including the values embraced by Atticus Finch,
the father. The students will be asked to have their webs available
on computer disk for the teacher to review in two days. The
students will then have two more days to complete their rough drafts
and make them available on disk for the teacher. The teacher will
review the drafts and conference with the students individually. The
students will then have two more days to revise their work and
complete their final essays.

 Evaluation:The essays will be evaluated according to the following criteria:

 Web15%
Adherance to 5-paragraph format20
Specific references to film20
Persuasiveness20
Writing Mechanics15
On time10

 100%
 
 

American Literature Lesson developed by Chris Romano

 OBJECTIVE: TO INCREASE STUDENTS UNDERSTANDING OF THE HISTORICAL, SOCIAL AND POLITICAL CLIMATE AT THE TIME HANSBERRY SET HER PLAY. 2) TO INCREASE STUDENT INTEREST AND PROVIDE STUDENTS WITH PRIOR KNOWLEDGE OF HISTORICAL FACTORS FOUND IN THE DRAMA.

 ANTICIPATORY SET: DISCUSSION OF HOUSING DISCRIMINATION WHICH INCLUDES FACTORS SUCH AS RACE, ECONOMICS, PERSONAL EXPERIENCE, OPINIONS.

 PROCEDURE: BRIEF INTRODUCTION OF "A RAISIN IN THE SUN". STUDENT, THEN, RESEARCH THE CIVIL RIGHTS MOVEMENT (IN PARTICULAR, EQUAL HOUSING OPPORTUNITY) ON THE W.W.W.. STUDENTS WRITE A SUMMARRY OF THEIR FINDINGS.

 CLOSURE: TEACHER LEADS DISCUSSION OF CLASS REPORTS. STUDENTS BEGIN THE PLAY FOR H.W..

Essay Development

 OBJECTIVE: TEACH STUDENTS FORMAT OF EDITORIAL. 2) EMPOWER STUDENTS BY TEACHING THEM THEY CAN RESPOND AND EFFECT CHANGE BY WRITING. 3)
STUDENTS WILL WORD PROCESS THEIR EDITORIAL AND EDIT FIRST DRAFT FOR
FORM, WORDINESS, GRAMMAR, COHERENCY (USING MAC COMPUTER).

 ANTICIPATORY SET: DISCUSSION OF THE RIGHTS OF TEENS AND HOW TEENS CAN ADVOCATE FOR THEMSELVES AGAINST UNJUST LAWS.

 PROCEDURE: STUDENTS READ CINDERELLA LAW ARTICLE ALOUD. TEACHER LEADS CLASS DISCUSSION OF ARTICLE. TEACHER SHOWS FORM OF EDITORIAL. STUDENTS COMPOSE INDIVIDUAL EDITORIALS ON MACS. EVALUATION EITHER BY TEACHER OR PEER EDITOR OF FIRST DRAFT, THEN REVISION TO FIRST DRAFT.

 CLOSURE: STUDENTS READ EDITORIALS ALOUD
 
 

Please read the University Disclaimer at http://www.easternct.edu/depts/aac/disclaimer.html The instructor's homepage (David Stoloff) is at http://www.easternct.edu/depts/edu/stoloff.html Questions on these webpages, please email David Stoloff at stoloffd@ecsu.ctstateu.edu.