TAKEAH DOLLISON

COLLEGE OF SOUTHERN
NEVADA

May 10, 2019

 Do Not Fail Students Now

The world is rapidly changing. If asked, no one would dispute this fact. They also

would not deny the fact that, if children are not prepared for this changing world, then the

US will soon find itself behind its allies and enemies. This cannot be allowed to happen.

For this reason, our school cannot allow budget cuts and pressure from education

agencies take technology from our classrooms. The benefits of this technology far out

way any risks or cons. To begin with, businesses in almost every field are dependent on

technology to push new innovations, which students need to have pre-existing skills for.

When looking directly at the classroom, there are several notable benefits, of which

includes an increase in student motivation, enabled teachers to address multiple learning

styles, and allowed students to become active learners and set their own pace.

PBS LearningMedia did a study that reviewed answers given by pre-k through 12

grade teachers to questions about how they integrate technology in their classrooms and

if it was having a positive effect. It was during this survey that it was learned that

seventy-four percent of teachers found technology increased student motivation and

seventy-three percent believed it enabled them to respond to each student based on their

learning style (2013). Capella university has also looked into the integration of

technology in the classroom and found similar results. Among their findings were special

notes on how technology changed the way students took charge of their learning. They

were found to be more active during virtual lessons and actually charge ahead in their

excitement (2017).

With results like these, it would be senseless to pull technology from classrooms.

If this were to go through, the school board would be failing the students in the most

basic way. This school promised to give these children everything they needed for a

successful future, so please help keep that promise.

 References

Capella University (2017, May 23). 5 Reasons to Incorporate Technology into Your

Classroom. Retrieved from https://www.capella.edu/blogs/cublog/benefits-of-

technology-in-the-classroom/

PBS (2013, February 4). PBS Survey Finds Teachers are Embracing Digital Resources to

Propel Student Learning. Retrieved from

https://www.pbs.org/about/blogs/news/pbs-survey-finds-teachers-are-embracing-

digital-resources-to-propel-student-learning/
 When researching state and national standards, there were two things that really

stuck out to me. When looking at the Nevada Compute and Technology Standards, they

took the national standards and expanded on them. This meant that, by grade twelve,

students were expected to be above and beyond national expectations. It was also really

interesting to see how the state standards accomplished this goal. Usually, starting at

grade two, the standards were lower than the nationals. This way, through fifth and eighth

grade, students could build upon their knowledge until they were able to surpass they

minimum expectations. This was the second thing that stood out to me. How state

standards took the basic national standard and expanded it and made it more precise. This

way, teachers are able to focus their lesson plans even more and achieve a definitive

result.

With my lesson plan, I will address the 1.B.8.1 Nevada Computer and

Technology Standard which states ‘students will create an original, digital

work as a form of personal or group expression. It will also address creative

communicator standard 6d under ISTE, which explains ‘students publish or present

content that customizes the message and medium for their intended audiences’.
Literary Device Comics
I. Grade Level Appropriateness: 9/10

II. Technology Content Standard Addressed:

 1.B.8.1 - Create an original, digital work as a form of personal or group expression.
 ISTE Creative Communicator 6d - Students publish or present content that customizes
the message and medium for their intended audiences.

III. Other Content Standard Addressed:

 CCSS.WRITING.W.2 - Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.

IV. Objectives: Students will be able to demonstrate creativity and originality through
their use of computer software to break down complex literary devices for their peers.
Students will be able to recognize literary devices in others’ writing and integrate
them into their own.

V. Materials: computers (OS doesn’t matter), access to Pixton.com, project outline with
student join link

VI. Suggested Group Size: Individuals (no groups)

VII. Procedures:
A) Introduction - The introduction will include a:
1. Explaining what literary devices are with examples:
o Alliteration: words in the phrase begin with the same letter/sound.
 Peter Piper picked a peck of pickled peppers.
o Hyperbole: words and phrases that exaggerate the basic statement.
 I am so hungry I could eat a whole cow.
2. Announce each student will be making their own, short comic strip to
introduce a specific literary device of their choice.
3. Lesson Purpose: to be able to recognize when literary devices are
being used and incorporate them into their own writings.

B) Lesson Body – The lesson body will include:

1. Explain that each student needs to choose an uncommon literary
device. A list of prohibited devices will be on the project outline, but
include any you use as an example.
2. At this point allow students to login into computers and begin
researching which literary device they would like to introduce.
 Watch for students going to unnecessary sites.
 Should take no more than 15-20 minutes.
3. After they have chosen their device, students can go to the student
join link from the project outline and create an avatar based off
themselves. (Walk around and help with any technical difficulties.)
 Should be a link to pixton.com
 4. Once they have completed their avatar, they are going to use
themselves to create a short comic strip introducing their literary
device.
o After their avatar is complete they should be at a page that reads
My Dashboard.
 Underneath the header there will be tabs, one of which will
read My Comics, have them click on it.
 Once on the page that reads Comics I’ve Created the
student will be able to choose the red button on the right of
the screen. It will read New Comic.
o Minimum of three squares:
 1 – Introduces themselves and their literary device.
 2 – Explains what their literary device does/achieves.
 3 – Shows an example of their literary device.
 Text does not have to be formal but must be school
appropriate. (Reference example attached to project
outline.)
o The left side of the screen will show each panel that has been
added and what it currently looks like. There will also be a button
to Add Panel.
o The top has tabs to let the student edit each function of the chosen
panel. This includes background, character (should be the one they
created), zoom, words, faces, poses, and effects.

 NOTE: If the student chooses to do more than 3 panels it is ok. Make sure
they understand they will not receive more points and the panels will be
graded as a whole, not individually.

VIII. Evaluation:

. A) Creativity:
1. Did the student base their avatar on themselves as much as
possible?
2. Were their panel backgrounds cohesive and go with the feeling of
their comic?
3. Did they successfully use the poses and other tools available to
make their comics more dynamic?
4. Was the comic fun and interesting to read?

B) Text:
1. Did the student choose a uncommon literary device?
2. Was the tone approachable and safe for school?
3. Was the definition of the chosen literary device accurate?
4. Did the provided examples accurate describe the chosen literary
device?