task1 lesson plan - e long

8/2/2019 Task1 Lesson Plan - E Long

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Elisa Long, Instructional Technology in collaborationwith Mr. G, Literature Teacher

A Lesson in Technical WritingAre You Ready for the Zombie Apocalypse?

Understanding by Design Lesson Plan


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Elisa Long UbD Technical Writing

Identified Weakness: Students who are in this class have failed

The 8th grade Georgia Writing Test.

Teachers assessment of skills:

Poor vocabulary

Difficulty spelling words correctly

Poor sentence structure

Lack of motivation

Attention problems

Poor punctuation

Hard time developing a plot

Hard time explaining ideas

Pathfinder:

https://sites.google.com/site/technicalwritingpathf

inder/home
https://sites.google.com/site/technicalwritingpathfinder/homehttps://sites.google.com/site/technicalwritingpathfinder/homehttps://sites.google.com/site/technicalwritingpathfinder/homehttps://sites.google.com/site/technicalwritingpathfinder/homehttps://sites.google.com/site/technicalwritingpathfinder/home


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UbD Stage 1

Title of Unit A Lesson in Technical

Writing:Are You Ready for the ZombieApocalypse?

Grade

Level

9th grade

Curriculum

Area

ELA / Communications Time

Frame

Stage 1 Identify Desired ResultsContent Standards:

WRITING

All modes or genres are practiced at each grade level; however, in order to achieve mastery, eachgrade level has a particular writing focus. Technical writing is the focus for 9

th

grade; by the end of

9th

grade, the student will demonstrate competency in technical writing. The student writes coherent

and focused texts that convey a well-defined perspective or tightly-reasoned argument. The writing exhib

the students awareness of audience and purpose. When appropriate, the texts contain introductions,

supporting evidence, and conclusions. The student regularly progresses through the stages of the writing

process (i.e., prewriting, drafting, revising, and editing successive versions).

ELA9W1 The student produces writing that establishes an appropriate organizational structure, s

a context and engages the reader, maintains a coherent focus throughout, and signals closure. The

student

a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone andfocus throughout.

b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, leng

and format requirements.

c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passi

voice.

e. Writes texts of a length appropriate to address the topic or tell the story.

f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect,

similarity and difference, and posing and answering a question).

g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific

examples.

ELA9W3 The student uses research and technology to support writing. The student

a. Formulates clear research questions and utilizes appropriate research venues (i.e., library,

electronic media, personal interview, survey) to locate and incorporate evidence from primary

and secondary sources.


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b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a

essay, composition, or technical document.

c. Synthesizes information from multiple sources and identifies complexities and discrepancies in

the information and the different perspectives found in each medium (i.e., almanacs,

microfiche, news sources, in-depth field studies, speeches, journals, or technical documents).

d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by

adhering to an appropriate style manual such as theModern Language Association Handbook

The Chicago Manual of Style, Turabian,American Psychological Association, etc.

f. Designs and publishes documents, using aids such as advanced publishing software and graphic

programs.

ELA9C1 The student demonstrates understanding and control of the rules of the English language

realizing that usage involves the appropriate application of conventions and grammar in both writt

and spoken formats. The student

a. Demonstrates an understanding of proper English usage and control of grammar, sentence and

paragraph structure, diction, and syntax.

b. Correctly uses clauses (i.e., main and subordinate) and mechanics of punctuation (i.e., end mar

commas, semicolons, and quotation marks).

c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement

modifiers) and proper English usage (i.e., consistency of verb tenses).ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal

interactions. The student

a. Initiates new topics and responds to adult-initiated topics.

b. Asks relevant questions.

c. Responds to questions with appropriate information.

d. Actively solicits another persons comments or opinions.

e. Offers own opinion forcefully without domineering.

f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

g. Gives reasons in support of opinions expressed.

h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar

expansions.


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i. Employs group decision-making techniques such as brainstorming or a problem-solving sequen

(i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal

solution, implements solution, evaluates solution).

j. Divides labor to achieve the overall group goal efficiently.

ELA9LSV2 The student formulates reasoned judgments about written and oral communication in

various media genres. The student delivers focused, coherent, and polished presentations that conv

a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical

strategies of narration, exposition, persuasion, and description.When responding to written and oral texts and media (i.e., television, radio, film productions, and

electronic media), the student:

a. Assesses the ways language and delivery affect the mood and tone of the oral communication a

impact the audience.

b. Analyzes the types of arguments used by the speaker, including argument by authority, emotion

and logic.

c. Formulates judgments about ideas under discussion and supports those judgments with

convincing evidence.

Understandings

Students will understand that:

Technical writing is a type of writing.

Technical writing should exhibit a clear perspective of the topic and include

supporting evidence in their argument.

One may have a clear perspective on both fictional and non-fictional writings.

Technical writing may be accomplished manually or by using electronic

applications.

Technical writings should be clear, convey information, and have supporting

evidence.

All writings should demonstrate an understanding of the English language, whileusing proper syntax, grammar, and spelling.

Students must use group decision making techniques while working in

collaborative groups.

Groups should be able to divide project components to accomplish the assignmen

efficiently.

Students must be able to deliver written and oral communications that convey cle

ideas and perspectives.


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Related Misconceptions:

Students are able to write effectively by 9th grade.

Technical writing must be about non-fiction only.

Paper and pencil are the only writing formats that may be used.

Students are familiar with using a computer and software.

Students are comfortable using a computer and software to accomplish small task

Students are familiar with using the Internet to find assistance on topics such as

software use.

Essential Questions

Overarching Questions:

What is technical writing?

How does on use technical writing?

How can a student use technological tools

to help increase their technical writing

skill?

How can technology be integrated into

writing?Is project collaboration easy?

Topical Questions:

What is an example of technical

writing?

How and when have you used

technical writing before?

What types of media use technica

writing?

How do you run spell check and

grammar check in PowerPoint?

Knowledge and Skills

Knowledge

Students will know:

How to use technical writing to convey ideas

clearly

How to incorporate the use of technology with

technical writing

What Web 2.0 means

How to use Web 2.0 tools

Skills

Students will be able to:

Creating written works using

technical writing

Use correct grammar, spellin

syntax, and sentences

Students will be able to

communicate orally and


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present their written works

Create a professional looking

Slide presentation,

acknowledging and using

color and design rules

Students will be able to creatan Animoto video

Students will be able to creat

word

Stage 2 Evidence

Performance Task(s)

Task #1 Student Project Reading, Research, and Planning

Facet 2 Interpretation

Facet 3 Application

Facet 4 Perspective

Facet 5 Empathy

Goal:

The goal is to increase the students skill level in technical writing. While this goal is mo

important, we will also be utilizing technological tools to achieve this skill. Students

should also increase their skill set in using technology tools as well.Research survival, folklore, disaster relief

Role:

I am the acting SLMS at Pickens High School implementing a two program within the 9th

grade Communications class.

Audience:

The target audience will be Pickens High School students in 9th grade Communications

class.


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Situation:

Student collaborative groups should read and research their section of the book:

The Zombie Survival Guide:Complete Protection from the Living Dead by Max Brooks

Students should begin group analysis and divide the project tasks amongst group

members. This stage should include reading and researching about your topic.

Students should analyze the information presented in their chapter and then research

topics that will help them formulate ideas and plans that could be implemented to surviv

during a Zombie apocalypse.

Product Performance and Purpose:

This stage should include group reading and researching about your topic.

Students should analyze the information presented in their chapters and then research

topics that will help them formulate ideas and plans that could be implemented to surviv

a Zombie apocalypse. Students should archive websites and images to be used in their

project work.

Standards and Criteria for Success: Your Word 2007 document should

- Read the assigned chapter in book- Discuss interesting information about your chapter- Use written materials and web sites to research about topics included in assigned

chapter

- Select and assign group members for certain project tasks


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Task #2 Word Cloud WordleFacet 2 Interpretation

Facet 3 Application

Goal:

The goal is to teach students to use Web 2.0 word cloud applications to generate a rando

word cloud with significant words and phrases that are descriptive of their chapters

information. Each group member will create an individual word cloud.

Role:



Audience:


class.

Situation:

Students who are unaware of your assigned chapter of the book must become familiar

with information presented in the book to survive a Zombie apocalypse.


You must create a word cloud that is descriptive of the information presented in the

chapter of the book assigned to your group. You must print the word cloud using

Wordle.net and submit to teacher for a grade.

Standards and Criteria for Success:

A printed word cloud document containing words and phrases from the assigned

chapter in the book.


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Student work example is shown below:

Task #3 Word Cloud TagxedoFacet 2 Interpretation

Facet 3 Application

Goal:

The goal is to teach students to use Web 2.0 word cloud applications to generate a shape

word cloud with title words of their chapter. Each group member will create an

individual shaped word cloud.

Role:



Audience:


class.

Situation:


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Students who are unaware of your assigned chapter of the book must become familiar

with information presented in the book to survive a Zombie apocalypse.

Product Performance and Purpose:You must create a shaped word cloud containing title words of their chapter in the book

assigned to your group. You must print the word cloud and submit to teacher for a grade

Standards and Criteria for Success:

A printed word cloud document containing the title words of their assigned chapt

in the book.

Student work example is shown below:


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Task #4 Creation of Animoto Video

Facet 1 Explanation


Facet 3 Application

Facet 4 Perspective

Facet 5 Empathy

Goal:

The goal is to teach students to express thoughts and ideas clearly through technical

writing combined with images and music. Students will use Animoto application to creasmall 30 second videos descriptive of their assigned chapters information.

Role:



Audience:


class.

Situation:You must develop a 30 second video representation of the topics covered in your assigne

chapter. Images, music, and written information must be included to convey your ideas

to an audience unfamiliar with the potential Zombie apocalypse.


You must develop a 30 second video representation of the topics covered in your assigne


Standards and Criteria for Success: Your Word 2007 document should

- Creation of a 30 second video- Inclusion of topic images- Inclusion of topic music- Inclusion of topic technical writings


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Task #5 Creation of Slide Presentation using MS PowerPoint

Facet 1 Explanation


Facet 3 Application

Facet 4 Perspective

Facet 5 Empathy

Goal:

The goal is to teach students to express thoughts and ideas clearly through technical

writing combined with images and music. Students will use Animoto application to crea

small 30 second videos descriptive of their assigned chapters information.

Role:



Audience:


class.

Situation:



to an audience unfamiliar with the potential Zombie apocalypse.




Standards and Criteria for Success: Your Word 2007 document should- Creation of a 30 second video- Inclusion of topic images- Inclusion of topic music- Inclusion of topic technical writings


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Performance Task(s) Rubric(s)

Are you Ready for the Zombie Apocalypse?

Word Cloud Scoring Rubric

Did

Not

Create

Word

Cloud

Created Word

Cloud

without

including

minimum

suggested

elements

Created Word

Cloud and

included

required

elements

Went above

minimum suggested

instructions and

used extra

creativity and

effort to

complete Word

Cloud assignment

Possible

Points

0 60-69 70-95 96-100

Tagxedo

Score

Wordle

Score

Total Score


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Comments and

justification

of score

Are you Ready for the Zombie Apocalypse?PowerPoint Presentation Group Project Rubric

Slide

information

Did not

include

minimum

number of

slides per

project

requirement

Included

minimum

number of

slides with

very little

topic

information

Included

minimum

number of

slides with

interesting

and

accurate

information

Exceeded

minimum slide

requirements

and included

accurate and

interesting

information

Points

Possible

0 5 - 10 10 -17 18 - 20

Animoto Did not

include

Animotovideo

Included

Animoto video

withdemonstrating

little

creativity

Embedded

high

qualityAnimoto

Video

Embedded

Animoto Video

withinpresentation

that shows

extreme

creativity

Points

Possible

0 5 - 10 10 - 17 18 - 20


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Grammar &

Spelling

Points

Possible

InformationPresentation

Points

Possible

Slide Show

Quality

Points

Possible

Total Score

Comments


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Student Self-Assessment and Reflection

Facet 6 Self Knowledge

Students complete self assessing Project rubric (U3) Have students write a self-assessment about new skills they learned over the unit. (U7)

Project Evaluation/Self-Assessment shown below

Project Evaluations Surviving the Zombie Apocalypse

Answer the following questions thoroughly and honestly. Give examples where necessary. Explain as much as you need to

explain.

1. What topic and section of the book did you and your partners present? ____________________________________2. Who were your partners? _______________________________________________________3. How much planning time do you think your group used?

4. How did you spend your planning time as a group?

5. What did you work on for the project on your own?

6. What part(s) of the project did your partners do?

7. What was your favorite part of your presentation and why?

8. Other than your own, which presentation was your favorite and why?

9. Now that your presentation is finished, if you could go back and change anything about it, what would you change?


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10. Are there any improvements you would make? Would you have done anything differently?

11. What did you think of the idea of this project? As far as projects go, was it one you enjoyed morethan others youve had to do in the past?

ASSESSMENT OF STUDENT LEARNING AND RESULTS

Assessment: Through observation and interaction, we determined that each groupsuccessfully stayed on task. There was a lot of talking, but most of it was related to topics an

information they found. Mr. G and I stayed busy walking, talking, and instructing students. I

worked harder when they started the Web 2.0 work, but the students learned

quickly. Mr. G directed and re-worded many writings to help teach students how

to write a more technically sound work.

Results: 5 out of 5 groups gave presentations. Mr. G and I both graded projects using therubrics. We were pleased with grades, however some students could have put forth

more effort. 3 groups received As, 2 groups received Bs.

Students loved this type of assignment because they felt they were working more independen

and were allowed to make decisions about what was relevant for their presentations. And,

there were only a couple of negative comments about group interaction.

REFLECTIONMr. G is absolutely one of the best teachers I have had the privilege to observe in action.

Collaboration was very easy, and we if we both recognized a road block, we just simply

improvised and changed courses. He was entirely flexible, which is outstanding when it comto working with technology.

And, there was much engagement during the presentations. They loved using the Web 2.0

technologies and seemed to purposefully choose a different application for each group. Thegroups were highly engaged in the topic, and even though the book is fictional, the students

researched and presented information as though it were non-fiction. They enjoyed thecraziness of the topic.

I enjoyed assisting Mr. G with research materials and the Web 2.0 applications. He is highly

supportive of any technologies being incorporated into his classes. It was a wonderfulexperience.


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I love my job.

task1 lesson plan - e long

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