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8/2/2019 Task1 Lesson Plan - E Long
1/19
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
8/2/2019 Task1 Lesson Plan - E Long
2/19
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/home8/2/2019 Task1 Lesson Plan - E Long
3/19
Elisa Long UbD Technical Writing
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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Elisa Long UbD Technical Writing
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.
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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.
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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.
8/2/2019 Task1 Lesson Plan - E Long
8/19
Elisa Long UbD Technical Writing
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
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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:
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.
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.
Product Performance and Purpose:
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.
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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:
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.
Situation:
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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:
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
Task #4 Creation of Animoto Video
Facet 1 Explanation
Facet 2 Interpretation
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:
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.
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.
Product Performance and Purpose:
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
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
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
Task #5 Creation of Slide Presentation using MS PowerPoint
Facet 1 Explanation
Facet 2 Interpretation
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:
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.
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.
Product Performance and Purpose:
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
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
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
Grammar &
Spelling
Points
Possible
InformationPresentation
Points
Possible
Slide Show
Quality
Points
Possible
Total Score
Comments
8/2/2019 Task1 Lesson Plan - E Long
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Elisa Long UbD Technical Writing
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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Elisa Long UbD Technical Writing
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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Elisa Long UbD Technical Writing
I love my job.