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TPACK LESSON PLAN TEMPLATE

CSU-Global
Course:

Your Name:

Cristina Turbatu

Subject / Course:

English Language Arts


Narrative Writing (Fostering Creativity, Visual, and
Collaborative Fluencies)
Effective Narrative Writing Through Techniques,
Details, and Sequences
Four Class
Grade 7
Lesson
Periods, each 60
(regular)
Duration:
min

Topic:
Lesson Title:
Level:

OTL 545

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH


RESEARCH THAT SUPPORTS ITS EFFECTIVENESS.
Common Core or State Standard(s) & Learning Objective(s):
Florida State Standard LAFS.7.W.1.3 Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.
Unpacked Standard:
Write narratives to develop real or imagined experiences or events using
effective technique
Write narratives to develop real or imagined experiences or events using
relevant descriptive details
Write narratives to develop real or imagined experiences or events using wellstructured event sequences
Learning Objective: SWBAT use narrative techniques, such as dialogue,
characterization, pacing, and description, in their writing. SWBAT use details, vivid
language, and transitions to create an engaging, structured narrative. SWBAT use
their creativity to develop a written piece from beginning to end.
Understandings: Students will understand that narrative writing, to be effective in
capturing readers attention, needs effective techniques, descriptive details, and
structured event sequences.
Essential Questions: According to Wiggins and McTighe (2006), essential questions
should be broad in scope, thought-provoking, and challenging: How can we engage
readers through stories? Is there such a thing as good writing?

Target Audience

Knowing the Learner


Based on your survey data from earlier in the course, describe the target
audience for this lesson; what types of learning styles will you need to be
mindful of?
According to Edutopia (2009), there are eight major intelligences:
Bodily/Kinesthetic, Intrapersonal, Interpersonal, Logical/Mathematical, Musical,
Naturalistic, Verbal/Linguistic, and Visual/Spatial. After analyzing the survey
results of the four tutees, it became apparent that each student possesses all
eight intelligences or multiple intelligences; some have higher percentages
(inclinations) for certain intelligences than others. Given this fact, it is

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important to present students with choice in completing assignments and


projects. Note that there are two students with high scores on the linguistic
and intrapersonal intelligences. This means that students should be given
opportunities to verbalize their understanding and reflect on their
progress/work. In the following lesson, students will engage in group work to
foster interpersonal intelligence, personal reflections to foster intrapersonal
intelligence, presentations and questioning to foster verbal/linguistic
intelligence, and interactive digital storytelling to foster visual/spatial, musical,
naturalistic, and logical intelligences.
Pedagogies (Remember to consider relevance and career/workforce
readiness skills around what is being taught):

Pedagogies
(How are technology, content, and pedagogical knowledge working
together in this lesson?)
The content of the lesson involves teaching students how to develop a narrative writing piece from
beginning to end using effective techniques, descriptive details, and structured event sequences.
The teacher will introduce this content by having students identify similarities and differences in
two stories: one is a story that contains effective technique, details, and event sequences, and one
lacks these elements. According to Marzano, Pickering, and Pollock (2000), identifying similarities
and differences is an effective instructional strategy. This exercise will be completed with the aid of
a technology tool: https://www.gliffy.com/, as students and teachers derive similarities and
differences and input them on an online Venn Diagram during class discussion. Marzano et al.
(2000) state that nonlinguistic representations and cooperative learning are also effective
instructional or pedagogical techniques. Students will be divided in cooperative groups of 3-4 and
tasked with creating a rubric and a diagram/flowchart/infographic for effective narrative writing.
Subsequently, they will use the rubric and infographic (text and images/visuals) they created with
their group partners to individually craft a narrative writing piece. The rubric/diagram can be
created using various engaging digital tools, such as http://en.linoit.com/
or https://www.gliffy.com. If using linoit, students can create a collaborative canvas with visuals
and text delineating steps to successful narrative writing. According to Goodwin and Hubbell
(2013), co-creating a rubric with the teacher can help students better understand criteria by
formulating them in student-friendly language.
Students will be assessed through their creation of an interactive narrative writing piece published
on a digital platform and shared with their peers during peer review. Students will b given a choice
as to which platform to use: Storybird.com, http://www.inklestudios.com/inklewriter/, or any of the
digital storytelling tools listed on http://www.techlearning.com/default.aspx?
tabid=100&entryid=5656. Each student will partner with another peer to review and comment on
each others work on the digital platform, denoting two praises and one suggestion for
improvement.
The teacher will assess each student using the student-friendly rubric created together with the
students at the beginning of the lesson. Afterward, each student will write a reflection of the
processes they were involved in while creating their stories. They will write their reflections in
their online blog (Weebly, Edublog, or Kidblog) and share their reflections with the teachers.
Subsequently, they will create a new writing goal in their blogs based on their reflections, thoughts,
progress, and feedback received from the teacher and their peers.
It is important to note that TPACK is a cohesive, intertwined framework based on content and
pedagogical knowledge, where suitable technology tools are integrated to create effective and

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engaging lessons (Common Sense Media, n.d.). In other words, technology is not the end-goal; but
rather a means.

Technology Being Used by Students

Digital Storytelling Apps for narrative writing and peer review: Storybird.com,
http://www.inklestudios.com/inklewriter/, or any of the digital storytelling tools listed on
http://www.techlearning.com/default.aspx?tabid=100&entryid=5656
Infographic for effective storytelling: https://www.gliffy.com/ or http://en.linoit.com/
Rubric creation: www.forallrubrics.com
Reflective Journal Writing/Blog: Weebly, Kidblog, or Edublog
Tablet/PC/Laptop, Internet Connection

Technology Being Used by Teacher

https://docs.google.com
https://www.gliffy.com for co-creating similarities/differences chart with the
students on various stories to determine elements that impact effectiveness,
engagement level, readability
Weebly, Kidblog, or Edublog for providing feedback to students on their
narrative writing (based on whichever blog the student chose for their
reflections/journal-writing)
Tablet/PC/Laptop, Internet Connection, Projector

Lesson Strategy and Required Materials


Required Materials: Internet Connection, Laptop/PC/Tablet (own device) for each
student and teacher, projector for co-creating similarities/differences chart
Lesson Strategy:

Day One:
Hook: Goodwin and Hubbell (2013) suggest that teachers should hook
student interest at the beginning of the lesson. Asking a question can be
the element that provides a hook. Teacher will tell students that they
will read two interactive digital stories together and that they must
answer the question: Which story is better? Why? Teacher will introduce
two stories on storybird.com (one is full of vivid details, clear event
sequences with transitions, and dialogue, foreshadowing, and other
narrative techniques, whereas another is lacking in these elements.
Survey: Teacher will survey students using Poll Everywhere (each student

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their own device) to decide which story was most engaging to students.
Once ascertaining the answer, the teacher will explain that there must
be certain narrative techniques that make a story more engaging and
effective for readers.
Questioning/Similarities and Differences Chart: Together with the class,
using questioning techniques, the teacher will co-create a
similarities/differences chart or venn diagram (https://www/gliffy.com) to
ascertain which elements stand out and make a particular story more
engaging. Marzano et al. (2000) suggest that questioning and identifying
similarities and differences are two essential instructional strategies.
Key terms: Teacher will present a short 5 minute presentation on
storytelling using Google Presentations. The presentation will contain
purposeful imagery to allow students to engage with the material.
Burmark (as cited in Schaffhauser, 2012) contends that visuals can lead
to vivid experiences.
One-Minute Essay: At the end of the first class period dedicated to this
lesson, students will complete a one-minute essay on their individual
blog, writing about the big ideas they learned during class and questions
that they may still have. Wiggins and McTighe (2006) suggest that a
one-minute essay can be used as a check for understanding.

Day Two:

Collaborative Work: The Pennsylvania Department of Education (n.d.)


suggests that grouping students in groups can enhance student
performance. Teacher will divide students into groups of 3-4 and task
them with creating their own group rubric for effective storytelling using
the prior class discussion and chart. They are also tasked with creating a
group infographic/diagram/flowchart to delineate steps to effective
storytelling. Teacher will circle the room during collaborative work and
provide both written and narrative feedback to group members. This
group project is also aimed at enhancing students collaborative fluency.

Day Three:
Group Presentations: Each group will present its infographic and rubric to
the class in 5 minute presentations. During presentations, they will
receive questions and verbal feedback from peers and the teacher. They
will use this feedback to revise or improve their work as needed.
Performance-Based Project: Students will choose a digital storytelling
app, such as Storybird.com or one listed on
http://www.techlearning.com/default.aspx?tabid=100&entryid=5656 to develop their own
creative story from beginning to end, based on elements of an effective story. They will
incorporate text and visuals to create an interactive story. The project is also aimed at
enhancing students creative and visual fluencies, which are necessary in a 21st century
environment. Students will work on their performance-based project during the third class
period and as homework.
Day Four:
Assessment: Students will submit their individual story links to the teacher and the teacher
will provide rubric-based feedback on each students individual blog (Weebly, Edublog, or
Kidblog).
Peer Review/Feedback: Teacher will group each student with another partner. Each partner

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will review their peers digital story and provide feedback using the digital storytelling
platform. They will use two stars and a wish process, where they provide two praises and
one suggestion for improvement. Goodwin and Hubbell (2013) contend that two stars and
a wish is a suitable peer assessment feedback mechanism.
Reflective Writing/Goal-Setting: Students will write a journal reflection on their individual
blogs discussing the processes they underwent while completing their performance-based
project and answering the essential questions: How can we engage readers through
stories? Is there such a thing as good writing? Students will also set writing goals on
their blogs using teacher and peer feedback, as well as their own reflections. Lee and
Reeve (as cited in Turkay, 2014) found that goal-setting increases student learning and
motivation.

Feedback Strategy (Frequent checks for understanding):

Questioning: Students will co-create a digital chart with the teacher exposing
the similarities and differences in two different stories with regard to technique,
descriptions, and event sequences. Teachers will use questioning during
classroom discussion to derive the similarities and differences. According to
Marzano et al. (2000), cues, questions, and advanced organizers encompass
one of nine effective instructional strategies.
Rubrics and Verbal Feedback: According to Marzano et al. (2000), feedback
should be corrective and rubrics are a suitable method of providing this type of
feedback. Students will be divided in a group where they create their group
rubric by which their narrative writing pieces will be judged. They will also
create a group infographic/diagram/flowchart delineating the steps to
successful storytelling. Groups will share their rubrics and diagram/infographic
with the class during group presentations. Teacher will provide formative
feedback to groups using the class presentation rubric. Teacher will also
provide verbal feedback as she circles the room during collaborative work.
One-Minute Essay: Students will complete a one-minute essay at the end of
class revealing the big ideas they learned during class and the questions they
may still have about the topic. According to Wiggins and McTighe (2006), the
one-minute-essay is a quick and effective check for understanding.

Assessments (How do you know students met the learning objectives and
targets?)
For their final project, students develop their own narrative writing piece in the form
of an interactive, digital story. The digital storyboard will contain visuals, text, and
video/graphics as needed for the story to evolve. In this sense, it enhances students
visual fluency. The teacher will assess each students project based on the rubric each
student co-created with their group members (which the teacher previously reviewed
and provided feedback on during group presentations). The teacher will provide the
assessment feedback in the form of a rubric with corresponding score on each
students blog (which only the student and teacher can access). The teacher will
know that the students have met learning objectives and targets once assessing their
projects using rubric criteria and reading students reflections on their blogs.

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Modifications/Enrichments (implanted in this lesson or ideas for future


lesson delivery)
Crockett, Jukes, and Churches (2011) contend that collaborative fluency involves
being able to cooperate effectively with both real and virtual partners. Therefore, an
enrichment for future lesson delivery would be for students to research digital stories
from around the world and research common themes, similarities, and differences in
different regions of the world. They can comment on other storytellers stories and/or
ask questions. Subsequently, they can compile their research and present it to the
class. They can also use their research to gain inspiration for their own stories.

References
Common Sense Media. (n.d.). Introduction to the TPACK Model. Retrieved
from https://www.commonsensemedia.org/videos/introduction-to-the-tpack-model#
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for the
digital age. Thousand Oaks, CA: Corwin.

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Edutopia. (2009). Multiple intelligences: Digging deeper. Retrieved from https://www.edutopia.


org/your-multiple-intelligences
Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying
focused every day. Alexandria, VA: Association for Supervision & Curriculum
Development.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2000). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: ASCD.
Pennsylvania Department of Education, Bureau of Teaching and Learning, Bureau of Special
Education. (n.d.). Secondary response to instruction and intervention (RtII): Tier 1 core
instruction. Retrieved from http://static.pdesas.org/content/documents/Sec-RtII-Tier1.pdf
Schaffhauser, D. (2012). Picture perfect: Teaching to visual literacy. The Journal. Retrieved from
http://thejournal.com/articles/2012/12/19/picture-perfect-teaching-to-visual-literacy.aspx
Turkay, S. (2014). Setting goals: Who, why, how? Harvard Initiative for Learning and Teaching.
Retrieved from file:///C:/Users/crist/Downloads/Goal_Setting_Article_-_Harvard%20(3).pdf
Wiggins, G., & McTighe, J. (2006). Understanding by design (2nd ed.). Upper Saddle River, NJ:
Pearson Prentice Hall.