Digital Device Utilization in the Classroom: Lesson 1 & 2
Introduction: Extended Metaphors
My eighth-grade advanced ELA students are very familiar with metaphors and have had plenty of practice identifying them and incorporating them into their writing pieces. However, they are not familiar with extended metaphors, be it story or poem, which involve higher-order thinking skills and depth of knowledge. The project-based assessment, a creative endeavor, will be very interesting and make them think deeply about their own lives.
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=731&q=extended+metaphors&oq=extended+metaphors&gs_l=img.3..0l10.1750.8323.0.8491.34.14.5.9.12.0.360.2030.2-3j4.7.0....0...1ac.1.64.img..14.14.1589.mVk2Vo-LQzE#imgrc=eWktp-UTuEsIlM%3A
Differentiated Instruction, Flexible Groupings, & Mulitple Modalities:
https://www.google.com/search?q=multiple+modalities+images&safe=active&espv=2&tbm=isch&imgil=tpqIiYa7811K9M%253A%253BVVR3hSqXKWEgJM%253Bhttp%25253A%25252F%25252Fwww.jumpwithjill.com%25252Fwhy-we-rock%25252F&source=iu&pf=m&fir=tpqIiYa7811K9M%253A%252CVVR3hSqXKWEgJM%252C_&usg=__gEztYbHsfAZ9okN9AHSAGUwOtJ8%3D&biw=1600&bih=731&ved=0ahUKEwip0OXx09XLAhVFox4KHRwzCAYQyjcIOg&ei=K_HxVumOLMXGepzmoDA#imgrc=k8-vB3yTmvDbqM%3A
Overview:
The following four-day plan will revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies. Furthermore, it will also allow for differentiated instruction, flexible groupings, and multiple modalities. The process will unfold by beginning with an individual inquiry reflective journal then teacher-led whole group instruction to ensure everyone understands the purpose of an extended metaphor and can read and interpret one correctly, namely The Carpenter’s House. Next, I will address their questions and concerns and clarify any confusion. After, students will segue way to a student-led paired activity, which will allow them to support each other with a given task, specifically an extended metaphor poem, Mother to Son on Canvas. Still working in pairs, students will compare and concontrast an extended metaphor story and poem using an online interactive venn diagram. During the independent endeavor, students will write a metaphor about their respective lives and generate a comprehensive pre-write on bubbl.us. Students will write their metaphor stories and then copy them into Google Translate and listen to them carefully and revise as necessary. Once that is completed, students will participate in a small student-led group activity, namely a Harkness discussion. Finally, students will individually create a Photo Story of their extended metaphors. This plan permits for scaffolding, different groupings, and meets the needs of visual, auditory, kinesthetic, and tactile learners. It also includes the utilization of digital devices for every activity and assessment.
Flexible Grouping: teacher-led whole class instruction & discussions and student-led collaborative group activities (partners & small group), independent task (photo Story)
Visual Learnlers: enjoy being neat and organized; mindmapping; YouTube videos; partner activities
Auditory Learners: enjoy reading, listening, and explaining concepts; YouTube videos, recording of The Carpenter’s House, large-group class discussions and Harkness discussion; Photo Story presentation
Kinesthetic Learners: enjoy moving around from station to station, learn by doing - Photo Stories
Tactile Learners: enjoy being artistic; translating their metaphors about their lives into Photo Stories
Advantages & Disadvantages:
Since I am looping with the same students I had last year, I know they have employed all of the digital devices required for these assignments, such as YouTube, Canvas, Bubbl.us, Google Translate, Photo Story, etc. The second advantage is that the project-based assessment directly pertains to their lives because it’s all about them and that makes it easier. The third advantage is that ELANCO is a 1-1 district, so students can access any information and work on it from home or school. The fourth advantage is that it’s differentiated, allows for flexible groupings, and addresses all modalities.
One disadvantage I foresee with extended metaphors, due to being abstract, will be that some students may initially experience difficulty in generating their ideas. However, I feel very confident that by modeling the process, showing them an example, and scaffolding the process with a prewrite and Harkness discussion all students will be very successful in their endeavors.
ISTE Standards:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem-Solving, and Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
http://www.iste.org/standards/ISTE-standards/standards-for-students
Plan: Day 1
Teacher-Led Large Group Activity:
(Teacher’s computer & LCD projector)
1. Introduction to Metaphors: Youtube Video, Metaphors
https://www.youtube.com/watch?v=eFgRj-5d5Ac
Individual Activity & Large Group Teacher-Led Class Discussion: Inspiration Peak and Canvas
2. Students will learn what an extended metaphor is, plus read and interpret an extended metaphor story, namely The Carpenter’s House. (student computers)
http://www.inspirationpeak.com/cgi-bin/stories.cgi?record=22
Recording of The Carpenter’s House: https://drive.google.com/a/elanco.net/file/d/0B03RmSqezuRoV2l0S0szUDl5b2c/view?usp=sharing
They will then participate in an inquiry reflective journal activity using Canvas - Spartan Learning Portal. (student computers)
https://class.instructure.com/courses/3280/assignments/52099
After, students will engage in a large group class discussion pertaining to the metatphor story. (student computers)
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=775&q=the+carpenter%27s+house&oq=the+carpenter%27s+house&gs_l=img.3..0j0i24l9.1739.6456.0.6610.21.16.0.5.5.0.143.1459.7j7.14.0....0...1ac.1.64.img..2.19.1474.uSgJrx9dWUI#imgrc=UN_Mk8zthyrWiM%3A
Paired Activity: Canvas Online Discussion Board
2. Next, with partners of their choice, students will read and/or listen to and interpret an extended metaphor poem, specifically Mother to Son by Langston Hughes. They will then participate in an online discussion using the Spartan Learning Portal (Canvas). (student computers)
https://class.instructure.com/courses/3280/discussion_topics/93944.
https://www.google.com/search?safe=active&espv=2&biw=1600&bih=731&tbm=isch&sa=1&q=quotes+on+mother+to+son+by+langston+hughes&oq=quotes+on+mother+to+son+by+langston+hughes&gs_l=img.3...13605.17695.0.17818.19.19.0.0.0.0.84.1137.17.17.0....0...1c.1.64.img..2.1.77.NXNdenzKVMU#imgrc=U1gwQ2-t2pbXIM%3A
https://www.youtube.com/watch?v=NX9tHuI7zVo
Paired Activity: Online Interactive Venn Diagram
3. With the same partners, students will use an interactive online venn diagram to compare and contrast an extended metaphor story and poem. A large group teacher-led discusssion will ensue. (student computers)
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Plan: Day 2
Example of an Extended Metaphor Story:
1. Teacher-led whole class instruction and discussion: I will model my example of how to generate a metaphor story about my own life and clarify any confusion about this assessment along the way.
Extended Metaphor...
My life is a colorful and aromatic flower garden.
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=775&q=flowers&oq=flowers&gs_l=img.3..0l10.16102.16842.0.16965.7.7.0.0.0.0.153.849.2j5.7.0....0...1ac.1.64.img..0.7.846.NyimtHF8Fos#imgrc=aipr3BRHkK6EHM%3A
Outline: (Modeling)
First, I need to find the perfect spot to plant my garden. Location is key, because I want my garden to thrive.
(Where do I really want to live my life? To me, where is the happiest place on earth where “my sun” shines beautifully?)
Set the parameters for the garden. How big do I want my garden to be?
(Consider my goals and ambitions… How far do I want to go with regard to degree(s), career(s), position, salary?)
I need to clear the area of any debris such as rocks, weeds, etc.
(I need to make good decisions about what I do in both my personal and professional pathways, because they can positively or negatively impact my life forever.)
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=775&q=dirt+n+garden&oq=dirt+n+garden&gs_l=img.3...1932.5925.0.6270.16.10.1.5.5.0.102.936.9j1.10.0....0...1ac.1.64.img..0.11.940.nRd2yKu9aNE#imgrc=6iRo-lM-aOa4BM%3A
Are the conditions of the dirt right for my garden? If so, mix the dirt over and over again to make sure it’s soft and free of any debris that can negatively affect the flowers.
(Does it feel right to me? Have I eliminated the debris from my life and followed the path to setting up the perfect climate to grow?)
For proper growth, how wide and deep do I dig the holes?
(If I plant them too wide or deep the flowers might die. Similarly, if I plant them in a narrow space or shallow hole I might get the same result too. Think about it, am I spreading myself too thin or maybe not thin enough? Am I challenging myself in life but still living a balanced lifestyle – emotionally, physically, and intellectually? Do I have too much on my plate and can’t give any one area my full attention, or do I need to be more involved?)
How much distance to do I leave between each flower?
(Am I cognizant of space? Crowding the flowers is never a good idea. They need space, just like people. What does “space” in my life look like to me?)
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=775&q=flowers&oq=flowers&gs_l=img.3..0l10.16102.16842.0.16965.7.7.0.0.0.0.153.849.2j5.7.0....0...1ac.1.64.img..0.7.846.NyimtHF8Fos#imgrc=JErzGOrSK3MX8M%3A
Do I want the garden to be just annuals (grow for a year), perennials (grow for several years), or a mix of both?
(Maybe I want to do different things with my life, so I’m not set on just one path. I have several dreams and want to mix up my life and not plan everything out (annuals)? Maybe I have tunnel-vision and know exactly what I want to do in a specific area, doing the same job forever (perennials). Perhaps I want a mix of both annuals and perennials?) What does that look like?)
Once planted, I need to nurture the flower garden; I need to water and feed the flowers and pick off the dead leaves. What about protecting the plants from an infestation of insects and critters? What about Mother Nature and her angry weather conditions?
(Maintenance is key! If I let the garden go and think it’ll just bloom beautifully forever without my support and care, I’m wrong. How can I continually nurture myself and those around me to lead a colorful, happy, and healthy life?)
https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1600&bih=775&q=sprinkling+can&oq=sprinkling+can&gs_l=img.3..0j0i24l2.1910.5171.0.5387.18.13.1.1.1.0.365.1392.0j4j2j1.7.0....0...1ac.1.64.img..9.9.1398.K9WC7R3ZB2s#imgrc=Rp60ox6d3ykyiM%3A
At the end of the season, I’ll have to cut back my plants and prepare for the long winter months.
(How can I prepare for unforeseen occurrences in my life? How can I make sure my garden blooms perfectly during the summer months and is well maintained and prepared to bloom the following season? How does looking ahead help me to continue to grow – emotionally, physically, and intellectually?)
Teacher-Led Whole Class Discussion: Rubric
2. I will show students the rubric for the project-based learning assessment.
https://drive.google.com/a/elanco.net/file/d/0B03RmSqezuRoSUk0M2drczBWWGc/view?usp=sharing
Two Independent Assignments: Online Bubbl.us & Google Translate
3. Now that students will be able to differentiate between an extended metaphor story and poem, they will begin the pre-write process of writing their own extended metaphor stories about their respective lives (mindmapping tool). (student computers)
https://bubbl.us/:
4. Once completed, students will conduct online research, if necessary, type their extended metaphors on a Word Doc, copy them into Google Translate, and listen to them carefully before making revisions. (student computers)
https://translate.google.com/