Unit Plan

EDUC 526
Unit Title: Providing Context to the Novel FEED Teacher: Kelsey Keniston
Grade Level: 11
th
Grade
Subject: English Time Frame: 3 Weeks
Objective:
Students will e ale to!
1" #ntera$t with %ulti&le video and audio $li&s
$on$erning the e''e$ts o' te$hnology on
so$iety( 'ill out an outline( and de%onstrate
knowledge aout this $on$e&t through an
o&inion &ie$e on their $lass log"
)" *sse%le and organi+e a ,virtual- or &oster
te$hnology ti%eline( using 'a$ts 'ound
through extensive and $riti$al resear$h"
!ntelli"ence:
.isual
.eral
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
Techn#l#"ie in the unit:
Di"ital:
Co%&uters
S%art 2oard
#nternet
Pod$asts
iPads
*uda$ity
Garage 2and
i3unes
4ou3ue"$o%
Weely"$o% 5$lass0&ersonal log6
1ind%eister"$o%
Dro&ox
Class Wesite
7aiku De$k
htt&!00www"di&ity"$o%0
S&eakers
Pandora
C#mm#n C#re tandard:
L$%GU$GE $&TS CO%TE%T ST$%D$&DS
C C CSS"E/*8/itera$y"9/":81;"1 Cite strong and
thorough textual eviden$e to su&&ort analysis o'
what the text says ex&li$itly as well as in'eren$es
drawn 'ro% the text"
C CCSS"E/*8/itera$y"W":81;"< Produ$e $lear and
$oherent writing in whi$h the develo&%ent(
organi+ation( and style are a&&ro&riate to task(
&ur&ose( and audien$e" 5Grade8s&e$i'i$
ex&e$tations 'or writing ty&es are de'ined in
standards 1=3 aove"6
C CCSS"E/*8/itera$y"W":81;"> ?se te$hnology(
in$luding the #nternet( to &rodu$e( &ulish( and
u&date individual or shared writing &rodu$ts(
taking advantage o' te$hnology@s $a&a$ity to link
to other in'or%ation and to dis&lay in'or%ation
'lexily and dyna%i$ally"
C CCSS"E/*8/itera$y"S/":81;") #ntegrate %ulti&le
sour$es o' in'or%ation &resented in diverse %edia
or 'or%ats 5e"g"( visually( Auantitatively( orally6
evaluating the $rediility and a$$ura$y o' ea$h
sour$e"
C CCSS"E/*8/itera$y"W":81;"1d Estalish and
%aintain a 'or%al style and oBe$tive tone while
attending to the nor%s and $onventions o' the
dis$i&line in whi$h they are writing"
C CCSS"E/*8/itera$y"W":81;") Write
in'or%ative0ex&lanatory texts to exa%ine and
$onvey $o%&lex ideas( $on$e&ts( and in'or%ation
$learly and a$$urately through the e''e$tive
sele$tion( organi+ation( and analysis o' $ontent"
C CCSS"E/*8/itera$y"W":81;"< Produ$e $lear and
$oherent writing in whi$h the develo&%ent(
organi+ation( and style are a&&ro&riate to task(
&ur&ose( and audien$e" 5Grade8s&e$i'i$
ex&e$tations 'or writing ty&es are de'ined in
standards 1=3 aove"6"
C CCSS"E/*8/itera$y"S/":81;"1 #nitiate and
&arti$i&ate e''e$tively in a range o' $ollaorative
dis$ussions 5one8on8one( in grou&s( and tea$her8
led6 with diverse &artners on grades :=1; to&i$s(
texts( and issues( uilding on others@ ideas and
ex&ressing their own $learly and &ersuasively"
'!STO&(
1 C11"D Students analy+e the e$ono%i$ oo% and
so$ial trans'or%ation o' &ost=World War ##
*%eri$a"
3" Describe the effects on society and the
economy of technological developments
since 1:<E( in$luding the $o%&uter
revolution( $hanges in $o%%uni$ation(
advan$es in %edi$ine( and i%&rove%ents in
agri$ultural te$hnology"
1"E Students analy+e the %aBor &oliti$al( so$ial(
e$ono%i$( te$hnologi$al( and $ultural
develo&%ents o' the 1:);s
E%GL!S' L$%GU$GE $&TS
ST$%D$&DS: SC!E%CE $%D
TEC'%!C$L SU)*ECTS
CCSS"E/*8/itera$y"9S3"1181)":
Synthesi+e in'or%ation 'ro% a range o' sour$es
5e"g"( texts( ex&eri%ents( si%ulations6 into a
$oherent understanding o' a &ro$ess(
&heno%enon( or $on$e&t( resolving $on'li$ting
in'or%ation when &ossile"
Techn#l#"+ tandard:
,- Creativit+ and !nn#vati#n
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology. Students:
*" *&&ly existing knowledge to generate new
ideas( &rodu$ts( or &ro$esses"
2" Create original works as a %eans o' &ersonal or
grou& ex&ression
.- &eearch and !n/#rmati#n Fluenc+
Students apply digital tools to gather, evaluate,
and use information. Students Will:
*" Plan strategies to guide inAuiry"
2" /o$ate( organi+e( analy+e( evaluate( synthesi+e(
and ethi$ally use in'or%ation 'ro% a variety o'
sour$es and %edia
C" Evaluate and sele$t in'or%ation sour$es and
digital tools ased on the a&&ro&riateness to
s&e$i'i$ tasks"
0aterial: 1di"ital and n#n2di"ital3
Di"ital:
Co%&uters
S%art 2oard
#nternet
Pod$asts
iPads
*uda$ity
Garage 2and
i3unes
4ou3ue"$o%
Weely"$o% 5$lass0&ersonal log6
1ind%eister"$o%
Dro&ox
Class Wesite
7aiku De$k
htt&!00www"di&ity"$o%0
S&eakers
%#n2Di"ital:
Pen$il0Pen
Glue
S$issors
Fournals
1aga+ines
1arkers0Crayons
Constru$tion02ut$her Pa&er
Class Folders
/ined Pa&er
Paint
Paint 2rushes
3e$hnology 3i%eline Gutline
3e$hnology 3i%eline Dire$tion Page
*udio0.ideo Cli& Gutline H Paragra&h
!ntelli"ence:
.isual
.eral
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
.isual
.eral
Kinestheti$
#ntra&ersonal
#nter&ersonal
Naturalisti$
/ogi$al01athe%ati$al
Pr#cedure:
4ee5 One Overvie6: Providing Context to the Novel FEED
During this week students will be interacting with the theme of how
technology affects society (Which is major theme in the novel !!D". We
will be looking at a variety of audio and video clips that have to do with this
theme and filling out an outline that summari#es the clips, as well as
provides evidence to support what the clips are saying about technology and
society. $he main %uestion we are trying to e&plore is' (s technology
affecting us more negatively or more positively) Students will also have an
!ntelli"ence:
.isual
.eral
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
opportunity during this time to outline their own opinions and e&plain why
they feel the way they do about the subject, as well as debate and discuss
their opinions with the class.
Da+ One:
1" 3ea$her will introdu$e the novel FEED and su%%ari+e what the
novel is aout"
)" 3ea$her will &ass out audio0video $li& outlines and ex&lain how they
will e used in the weeks a$tivities 5students will have the o&tion o'
'illing out outlines on iPads i' &re'erred6"
3" Students will egin wat$hing audio and video $li&s"
<" *'ter ea$h $li& the students and tea$her will dis$uss the $li& 5in
$ontext to answering the guiding Auestion! (s technology affecting us
more negatively or more positively)6 and 'ill out the outline together
53ea$her will use S%art 2oard6"
Da+ T6# 7 Three:
1" 3ea$her will egin $lass with Bournal $on$erning what was learned
the day e'ore"
)" Class will dis$uss their Bournals in grou&s and then out loud with the
$lass"
3" Students will $ontinue to wat$h and listen to $li&s"
<" *'ter ea$h $li& the students and tea$her will dis$uss the $li& 5in
$ontext to answering the guiding Auestion! (s technology affecting us
more negatively or more positively)6 and 'ill out the outline together
53ea$her will use S%art 2oard6"
E" Students will turn in $o%&leted outlines 'or $redit"
Da+ F#ur:
1" Students will gather all their in'or%ation 'ro% day one through three(
and write an o&inion &ie$e answering the Auestion( *(s technology
affecting us more negatively or more positively)+. 3hey will e
ex&e$ted to use eviden$e and Auotes 'ro% the $li&s( to su&&ort their
o&inions" 3hey $an write the &ie$e in their Bournals( on a Google Do$(
on their $lass log( or $reate a slide &resentation using and a&& o'
their $hoi$e 5su$h as! Keynote( PowerPoint( 7aiku De$k( et$"6
Da+ Five:
1" Students will gather in grou&s to dis$uss their o&inions"
)" Students will then se&arate into two grou&s( those who elieve
te$hnology &ositively a''e$ts so$iety and those who elieve
te$hnology negatively a''e$ts so$ietyI we will then have an in'or%al
deate on the suBe$t"
3" Student %ay use outline( their o&inion &ie$e( or any other eviden$e
they have to su&&ort their ideas"
#nter&ersonal
.isual
.eral
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
.isual
.eral
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
.eral
Naturalisti$
/ogi$al01athe%ati$al
#ntra&ersonal
.eral
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
#nter&ersonal
4ee5 T6# and Three Overvie6! 3e$hnology 3i%eline
Students will work on creating a technology timeline. Students will be able
to research significant events in technology, through the e&ploration of
credible websites, and create a graphic organi#er that includes a list of ,-
important inventions that have changed the way we live, with summaries
that describe why that event is important. !ach invention will have to
include: the date the technology was invented, the inventor, a picture, and a
summary. $hey will also create . e&tra inventions, which will display what
type of technologies might e&ist in the future. $hey will have to describe
what that technology does, invent a name and inventor for the technology,
add the future date when it was invented, and include a picture for each.
Da+ One:
1" 3ea$her will do an introdu$tion to the te$hnology ti%eline &roBe$t(
relating it to last week@s a$tivities and dis$ussion( and to the novel
FEED"
)" 3ea$her will ex&lain the &roBe$t ex&e$tations and hand out a &age
with dire$tions 5dire$tions and exa%&le will also e &osted on the
$lass wesite6 and a ti%eline outline"
3" 3ea$her will do a Keynote &resentation aout the &roBe$t and &rovide
%ulti&le exa%&les o' &ast te$hnology ti%elines 5oth digital and non8
digital6" 3ea$her will &ass non8digital exa%&les around the $lass"
<" *t the end o' the &resentation( students will $hoose a &artner 5they
also have the o&tion to work alone6( and de$ide whether they want to
%ake a digital ti%eline or a non8digital ti%eline" 3hey will also
rainstor% during this ti%e and write down three ideas 'or their
ti%eline on an index $ard"
E" Students will hand index $ards to tea$her at the end o' the &eriod
5index $ards are %eant to give tea$her and idea o' where the students
are headed with their &roBe$t6"
Da+ T6# 7 Da+ Three1
1" Students will then start to resear$h in'or%ation regarding te$hnology
inventions and $an either $hoose to write their 'indings on the outline
&rovided and then trans'er their in'or%ation to 1ind 1eister( or start
&lugging what they@ve 'ound into the virtual gra&hi$ organi+er right
away"
)" While students are resear$hing( the tea$her will &lay so%e so't( ut
energeti$ %usi$ through the s&eakers to get students %otivated"
3" *s students 'ind in'or%ation( they will list the sour$es where they
'ound the in'o on a Google Do$" 3hey will share this Do$ with
tea$her on$e their &roBe$t is $o%&leted"
<" *s students work( the tea$her will walk around to see what the
students are 'inding( i' they need hel&( dis$uss what they are thinking
or where they are going with the &roBe$t( and i' they are staying on
tra$k"
.isual
.eral
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
.isual
.eral
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
#ntra&ersonal
#nter&ersonal
.isual
.eral
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
E" *t the end o' day three they will turn in their $o%&leted in'or%ation
outline and sour$e &a&er through Dro&ox"
Da+ F#ur2Da+ Seven:
1" Students will start organi+ing and $reating te$hnology ti%elines"
3hey $an $reate a digital ti%eline 5using htt&!00www"di&ity"$o%0( or
another a&& or wesite o' their $hoi$e6 or $onstru$t one with
$onstru$tion &a&er( &oster oard( whatever they@re $o%'ortale with"
)" While students &rodu$e their &roBe$ts( the tea$her will &lay energeti$
%usi$ through the s&eakers to get students %otivated"
3" *s the students work( the tea$her will go to ea$h grou& to see where
they are at( what they are working on( and answer any Auestions they
%ight have"
Da+ Ei"ht:
1" Students will add the 'inal tou$hes to their &roBe$t 5in$luding %usi$6(
$o%&lete all outlines( et$"( i' needed( and turn in all $o%&leted work"
#' digital ti%eline students will &ost to Dro&ox( i' non8digital they
will turn into the tea$her"
Da+ 8 7 ,9:
1" Students will &resent their 3e$hnology 3i%elines to the rest o' the
$lass" #' students are anxious to &resent that $an $hoose to %ake a
visual &resentation o' their ti%eline and use so%e kind o' re$ording
a&& to voi$e their in'or%ation"
)" *'ter ea$h &resentation students will e ale to have a ) %inute
Auestion0answer session aout the &resenter@s te$hnology ti%eline"
3" *t the end o' the all the &resentations( students will su% u& in a 'ive
senten$e &aragra&h what they learned y $o%&leting their &roBe$t( as
well as ,&redi$t- how they elieve this &roBe$t will relate to our ook"
.isual
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
1usi$al
#ntra&ersonal
#nter&ersonal
.isual
Kinestheti$
Naturalisti$
/ogi$al01athe%ati$al
#ntra&ersonal
#nter&ersonal
.isual
.eral
Kinestheti$
1usi$al
#ntra&ersonal
#nter&ersonal
Naturalisti$
/ogi$al01athe%ati$al
Pr#duct:
4ee5 One:
Day )! Day ) Fournal Co%&leted 5Gn Google Do$ or lined &a&er in $lass
'older6
Day 3! Cli& Gutline Finished 5outline $an e done on &a&er or on iPad6
Day 3 Fournal Co%&leted 5Gn Google Do$ or lined &a&er in $lass 'older6
Day <! *n o&inion &ie$e answering the Auestion( *(s technology affecting
us more negatively or more positively)+
Day E Deate Credit 5Students %ust $ontriute in so%e way to gain $redit6
!ntelli"ence:
#ntra&ersonal( .eral
1athe%ati$al0/ogi$al(
Naturalisti$( .eral(
#ntra&ersonal( .isual
1athe%ati$al0/ogi$al(
Naturalisti$( .eral(
#ntra&ersonal
Kinestheti$( .eral(
#nter&ersonal( 1usi$al(
4ee5 T6#:
Day 1! 2rainstor% #ndex Card
Day 3! Co%&lete #n'or%ation Gutline 51ind 1eister6 H Sour$e Pa&er
5Google Do$ H Dro&ox6
4ee5 Three:
Day D!Co%&lete 3e$hnology 3i%eline 5digital ti%eline students will &ost
to Dro&ox( i' non8digital they will turn into the tea$her6
Day :!3e$hnology 3i%eline Presentation
Day 1;!Five Senten$e Su%%ative ProBe$t Paragra&h
#ntra&ersonal(
#nter&ersonal( .eral(
.isual
/ogi$al01athe%ati$al(
Naturalisti$( .isual(
Kinestheti$(
#nter&ersonal
.isual( Kinestheti$(
1usi$al( Naturalisti$(
/ogi$al01athe%ati$al
.isual( .eral(
Kinestheti$( 1usi$al
#ntra&ersonal
.eral( #nter&ersonal(
Naturalisti$(
/ogi$al01athe%ati$al
$ement 1:uantitative rubric3:
*tta$hed! ProBe$t 3 9uri$s Do$u%ent