Lessons
Lesson 1:
Introduction to Hysteria and Media Unit Lesson 2: Discussion Activity for Part 1 of Conversion Lesson 3: Broadcasting Media- Television and Radio Lesson 4: Television Activity Lesson 5: Discussion Activity for Part 2 and 3 of Conversion Lesson 6: Periodical Media: Newspaper and Magazine Lesson 7: Newspaper/Magazine Activity Lesson 8: Socratic Seminar for Part 4 and 5 of Conversion Lesson 9: Social Media: Blogs, Facebook, Twitter Lesson 10: Social Media Activity Lesson 11: Writing and Editing of Analysis Essay |
Name: Lauren Tipton Grade Level: 11th grade
Date: TBA Practicum 1: _X_
Subject Area: Pre-AP English School District: Cedarville School District
Date: TBA Practicum 1: _X_
Subject Area: Pre-AP English School District: Cedarville School District
Lesson 6:
Textbook: “What Happened to the Girls in Le Roy” by Susan Dominus
Pages: N/A
Other: Current newspapers and magazines
Bloom’s Taxonomy: My lesson provides opportunities for: Creating Evaluating Analyzing Applying Understanding Remembering
Types of Activities: Co-op Learning Independent Work Small Group Teacher-assisted Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment?)
Two days prior to the lesson, students will be given an exit ticket that will ask if they have ever read an article where the author's purpose was unclear or unpersuasive. Students will then be asked to write down specific aspects that make an article's purpose uncertain. Using the results of the pre-assessment, I will be able to determine how familiar students are with informational articles and how much time will need to be spent going over the characteristics of effective and clear newspaper and magazine articles.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Objectives: (What should students be able to do at the end of the lesson?)
At the end of the lesson, students will be able to evaluate if an article is purposeful and analyze how the author's writing choices and perspective influenced the overall purpose of the text.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention?)
To engage students, I will have either a newspaper or magazine distributed on each students' desk. After they are seated, the students will be asked to find an article that they consider interesting in the newspaper or magazine they have been given. As they find their articles, students will also be asked to think about why they find the article interesting and what specific aspects of it capture the reader.
Instruction: (How will I present new material and make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed questions and anticipated responses from students.)
Guided and Independent Practice: (How will I get students to practice/apply what has just been taught?)
Students will be participating in small group work where they can discuss with their peers about what makes an article effective. This lesson will act as a gateway to the next lesson where they will be creating and writing their own newspaper or magazine articles.
Closure: (How can I bring closure to summarize learning and enhance retention of the material?)
At the end of the lesson, I will explain the importance of knowing how to identify an author's purpose of a text and how their writing choices influence the overall purpose of a text. I will also discuss how knowing how to identify if an article is truly purposeful or is only being used to add chaos to a stressful situation is important, especially when discussing media contributions to mass hysteria.
Alternate Plan “B”: (What will I do if students do not understand the material? What will I do if technology doesn’t work?)
If the students do not understand the material, I will model how to identify effective article characteristics and how to annotate an article correctly. If necessary, as a whole class we can annotate the main article together so that everyone can better understand the objective of the lesson.
Post-Assessment: (What data will give me information about students’ understanding of the lesson, and how will this assessment be used?)
Students will be given an exit ticket at the end of the lesson where they will have to revisit the article they chose during the anticipatory set and evaluate whether the author's purpose is clear and if the author's writing choices display the characteristics of an effective article. This will allow me to see if the students fully understand how to determine if a piece of writing is purposeful based on the writing choices of the author.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __ Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __ Other
Remediation
The students will be grouped in a way where students of the same ability level will be grouped together. This will allow for diverse groups that include students will all different levels of understanding. Group work allows struggling students to discuss their thoughts, opinions, and misunderstandings with their peers in order to fully understand the objective of the lesson.
Enrichment
Extension activities will be available as enrichment. Students will be given the choice to find an article that is not purposeful or effective and explain why the author's writing choices did not effectively contribute to the purpose of the article.
Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional References)
Pages: N/A
Other: Current newspapers and magazines
Bloom’s Taxonomy: My lesson provides opportunities for: Creating Evaluating Analyzing Applying Understanding Remembering
Types of Activities: Co-op Learning Independent Work Small Group Teacher-assisted Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment?)
Two days prior to the lesson, students will be given an exit ticket that will ask if they have ever read an article where the author's purpose was unclear or unpersuasive. Students will then be asked to write down specific aspects that make an article's purpose uncertain. Using the results of the pre-assessment, I will be able to determine how familiar students are with informational articles and how much time will need to be spent going over the characteristics of effective and clear newspaper and magazine articles.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Objectives: (What should students be able to do at the end of the lesson?)
At the end of the lesson, students will be able to evaluate if an article is purposeful and analyze how the author's writing choices and perspective influenced the overall purpose of the text.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention?)
To engage students, I will have either a newspaper or magazine distributed on each students' desk. After they are seated, the students will be asked to find an article that they consider interesting in the newspaper or magazine they have been given. As they find their articles, students will also be asked to think about why they find the article interesting and what specific aspects of it capture the reader.
Instruction: (How will I present new material and make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed questions and anticipated responses from students.)
- Anticipatory Set- Students will pick articles they find interesting from an article and newspaper, and then come up with reasons why they find the article interesting and discuss if the purpose is clear.
- Class Discussion- During this time, I will ask students to explain why they chose the articles that they did and if they thought the article's purpose was clear or not. This will act as a good transition into the main discussion of the activity, where students will be introduced to the characteristics of an effective newspaper and magazine article.
- Introducing Periodical Media: Newspapers and Magazines- Introduce and explain the purpose of newspapers and magazines. During this time I will provide examples of specific instances where newspapers or magazines have contributed to the hysteria of an event. I will also introduce the characteristics of effective newspaper and magazine articles.
- Group Evaluation Activity- Students will be divided into groups of 3-4 students. They will be given Susan Dominus' article "What Happened to the Girls in Le Roy." During the activity, students will be asked to evaluate the article based on the characteristics of an effective article that will be provided for them. While they are evaluating the article, they will also be annotating the text. Using the characteristics, students will be underlining specific aspects of the text that they think fit the criteria of an effective and purposeful article.
- Closure/Exit Ticket- As a closure, I will explain the importance of knowing how to identify the author's purpose and the influence of their writing choices when writing an article. At the end of the lesson, students will be given an exit ticket where they will evaluate their chosen article from the beginning of the class.
Guided and Independent Practice: (How will I get students to practice/apply what has just been taught?)
Students will be participating in small group work where they can discuss with their peers about what makes an article effective. This lesson will act as a gateway to the next lesson where they will be creating and writing their own newspaper or magazine articles.
Closure: (How can I bring closure to summarize learning and enhance retention of the material?)
At the end of the lesson, I will explain the importance of knowing how to identify an author's purpose of a text and how their writing choices influence the overall purpose of a text. I will also discuss how knowing how to identify if an article is truly purposeful or is only being used to add chaos to a stressful situation is important, especially when discussing media contributions to mass hysteria.
Alternate Plan “B”: (What will I do if students do not understand the material? What will I do if technology doesn’t work?)
If the students do not understand the material, I will model how to identify effective article characteristics and how to annotate an article correctly. If necessary, as a whole class we can annotate the main article together so that everyone can better understand the objective of the lesson.
Post-Assessment: (What data will give me information about students’ understanding of the lesson, and how will this assessment be used?)
Students will be given an exit ticket at the end of the lesson where they will have to revisit the article they chose during the anticipatory set and evaluate whether the author's purpose is clear and if the author's writing choices display the characteristics of an effective article. This will allow me to see if the students fully understand how to determine if a piece of writing is purposeful based on the writing choices of the author.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __ Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __ Other
Remediation
The students will be grouped in a way where students of the same ability level will be grouped together. This will allow for diverse groups that include students will all different levels of understanding. Group work allows struggling students to discuss their thoughts, opinions, and misunderstandings with their peers in order to fully understand the objective of the lesson.
Enrichment
Extension activities will be available as enrichment. Students will be given the choice to find an article that is not purposeful or effective and explain why the author's writing choices did not effectively contribute to the purpose of the article.
Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional References)
- Pen/Pencil
- Highlighter
- Chrome books (will be used to refer to the link I will provide with the article characteristics: http://www.estrellamountain.edu/library/guides/journals-magazines-newspapers)
- Newspapers and magazines
- Article Printouts
Lesson 8:
Textbook: Conversion by Katherine Howe
Pages: Conversion (the entire book)
Other: N/A
Bloom’s Taxonomy: My lesson provides opportunities for: Creating Evaluating Analyzing Applying Understanding Remembering
Types of Activities: Co-op Learning Independent Work Small Group Teacher-assisted Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment?)
The pre-assessment for this lesson will be given two days before. Students will be given a small writing activity at the end of the class where they will have to identify the theme of the novel and support their choice with evidence from the text. The format of the pre-assessment will be for the students to decide. They may write their response in a paragraph form or identify a theme and provide bullet points of textual evidence.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Objectives: (What should students be able to do at the end of the lesson?)
At the end of the lesson, students will be able to contribute to an academic conversation where the overall themes and central ideas of a text are discussed and supported with textual evidence.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention?)
Students will be given time before the actual Socratic Seminar to organize their thoughts and begin brainstorming their responses for the discussion. This will allow students to focus and begin preparing themselves for the academic discussion they are about to participate in.
Instruction: (How will I present new material and make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed questions and anticipated responses from students.)
Guided and Independent Practice: (How will I get students to practice/apply what has just been taught?)
The Socratic Seminar requires students to apply everything they have learned during the unit and the knowledge they have attained from reading the novel into the class discussion. The seminar allows the students to share their thoughts, ideas, and opinions, but it also requires them to think analytically and make their responses more credible by providing evidence from the text.
Closure: (How can I bring closure to summarize learning and enhance retention of the material?)
After the Socratic Seminar finishes, I will reiterate any interesting or important points that were discussed during the seminar. I will also provide the students with an overall summary of what exactly I thought they should pull from reading the text. I will then discuss specific themes and central ideas that were present throughout the unit and the texts the students interacted with, and connect them back to the overall objectives of the unit.
Alternate Plan “B”: (What will I do if students do not understand the material? What will I do if technology doesn’t work?)
If students seem to be confused and lack understanding of what they should be discussing, or if they just run out of things to talk about, I will act as a mediator and guide the discussion when and if it is needed. Furthering questioning will be implemented if the seminar does not seem to be working as anticipated.
Post-Assessment: (What data will give me information about students’ understanding of the lesson, and how will this assessment be used?)
Students will be assessed through their participation during the Socratic Seminar. All students must contribute to the academic conversation and provide insight into their own thoughts and opinions concerning the novel. This type of assessment will allow me to see which students actually completed the reading, understood the content of the novel, and could support their ideas with evidence from the text. By assessing the students in such a way, I will be able to determine if the class needs further discussion of the novel and the themes that were prominent throughout the text. I will also be able to determine if the students fully understand hysteria and media influences as I listen to their discussion.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __ Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __ Other
Remediation
Struggling students will be given topics of discussion the day before the Socratic Seminar. This will allow students who are struggling with the content and understanding to have additional time to brainstorm, come up with ideas, and write down possible responses that they will communicate during the seminar.
Enrichment
An extension activity will be offered where students write a blog post that discusses themes of the text and the unit with direct textual evidence within their blog post to ensure credibility.
Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional References)
Pages: Conversion (the entire book)
Other: N/A
Bloom’s Taxonomy: My lesson provides opportunities for: Creating Evaluating Analyzing Applying Understanding Remembering
Types of Activities: Co-op Learning Independent Work Small Group Teacher-assisted Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment?)
The pre-assessment for this lesson will be given two days before. Students will be given a small writing activity at the end of the class where they will have to identify the theme of the novel and support their choice with evidence from the text. The format of the pre-assessment will be for the students to decide. They may write their response in a paragraph form or identify a theme and provide bullet points of textual evidence.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Objectives: (What should students be able to do at the end of the lesson?)
At the end of the lesson, students will be able to contribute to an academic conversation where the overall themes and central ideas of a text are discussed and supported with textual evidence.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention?)
Students will be given time before the actual Socratic Seminar to organize their thoughts and begin brainstorming their responses for the discussion. This will allow students to focus and begin preparing themselves for the academic discussion they are about to participate in.
Instruction: (How will I present new material and make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed questions and anticipated responses from students.)
- Anticipatory Set/Individual Brainstorming- Students will organize their thoughts and brainstorm possible discussion responses before beginning the Socratic Seminar.
- Socratic Seminar- Students will participate in a Socratic Seminar. During this time, students will contribute to an academic discussion concerning the theme of hysteria, the influence of the media, the contributions of the media, and how these topics are present in Katherine Howe's young adult novel Conversion. Students' responses should be well thought out, intelligible, and credible with supporting evidence from the text. Two circles will be set up during the seminar. The inside circle will discuss the topics previously mentioned while the outside circle quietly listens, and then the outside circle will provide praises, constructive criticisms, questions, or further responses. After the outside circle finishes sharing, they will then become the inside circle, and the inside circle will move to the outside and the process with repeat.
- Closure- After the Socratic Seminar is done, I will revisit any interesting points that were brought up during the seminar. I will also provide an overall summary of what specific themes and central ideas I wanted the students to identify during and after their reading of the novel.
Guided and Independent Practice: (How will I get students to practice/apply what has just been taught?)
The Socratic Seminar requires students to apply everything they have learned during the unit and the knowledge they have attained from reading the novel into the class discussion. The seminar allows the students to share their thoughts, ideas, and opinions, but it also requires them to think analytically and make their responses more credible by providing evidence from the text.
Closure: (How can I bring closure to summarize learning and enhance retention of the material?)
After the Socratic Seminar finishes, I will reiterate any interesting or important points that were discussed during the seminar. I will also provide the students with an overall summary of what exactly I thought they should pull from reading the text. I will then discuss specific themes and central ideas that were present throughout the unit and the texts the students interacted with, and connect them back to the overall objectives of the unit.
Alternate Plan “B”: (What will I do if students do not understand the material? What will I do if technology doesn’t work?)
If students seem to be confused and lack understanding of what they should be discussing, or if they just run out of things to talk about, I will act as a mediator and guide the discussion when and if it is needed. Furthering questioning will be implemented if the seminar does not seem to be working as anticipated.
Post-Assessment: (What data will give me information about students’ understanding of the lesson, and how will this assessment be used?)
Students will be assessed through their participation during the Socratic Seminar. All students must contribute to the academic conversation and provide insight into their own thoughts and opinions concerning the novel. This type of assessment will allow me to see which students actually completed the reading, understood the content of the novel, and could support their ideas with evidence from the text. By assessing the students in such a way, I will be able to determine if the class needs further discussion of the novel and the themes that were prominent throughout the text. I will also be able to determine if the students fully understand hysteria and media influences as I listen to their discussion.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __ Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __ Other
Remediation
Struggling students will be given topics of discussion the day before the Socratic Seminar. This will allow students who are struggling with the content and understanding to have additional time to brainstorm, come up with ideas, and write down possible responses that they will communicate during the seminar.
Enrichment
An extension activity will be offered where students write a blog post that discusses themes of the text and the unit with direct textual evidence within their blog post to ensure credibility.
Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional References)
- Conversion by Katherine Howe
Lesson 9:
Textbook: "17 Teen Girls Hit in Twitching Epidemic--But Doctor's Say It's All in Their Heads" by Maureen Callahan
Pages: N/A
Other: N/A
Bloom’s Taxonomy: My lesson provides opportunities for: Creating Evaluating Analyzing Applying Understanding Remembering
Types of Activities: Co-op Learning Independent Work Small Group Teacher-assisted Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment?)
Two days before the lesson, students will given an exit ticket where they will have to identify the theme and central idea of Conversion, but they must do so in 140 characters or less. This type of pre-assessment will help me determine if students can identify the central idea of a text, while being selective with their words. This pre-assessment will be used to determine how much time will be spent at the beginning of class going over what central ideas are and how to determine them.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Objectives: (What should students be able to do at the end of the lesson?)
At the end of the lesson, students will be able to create a stream of tweets that communicate the themes and central ideas of a text.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention?)
As students enter the classroom, they will begin working on a bell work assignment. This assignment will require the students to write tweets that communicate their final reaction to Conversion, but they must do so in 140 characters or less. Because many students are familiar with Twitter and enjoy tweeting, this activity will engage students so that they will begin to wonder how Twitter will be incorporated into the lesson.
Instruction: (How will I present new material and make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed questions and anticipated responses from students.)
Guided and Independent Practice: (How will I get students to practice/apply what has just been taught?)
Through the pair activity, students will be able to demonstrate their understanding of how to identify a central theme, and communicate that understanding in a clear and concise way. Central ideas have been discussed prior to this lesson, so this activity acts as further practice and cultivation of identification skills.
Closure: (How can I bring closure to summarize learning and enhance retention of the material?)
After the pair activity, I will discuss the prominence of social media in today's society and how it can effect our lives. I will also discuss how social media can be contributor to mass hysteria, and that students should understand the major impact that social media has on the world today.
Alternate Plan “B”: (What will I do if students do not understand the material? What will I do if technology doesn’t work?)
If students' do not understand the concept of identifying the main idea or are struggling with communicating their ideas in 140 characters or less, I will model the activity and provide further instruction in order to ensure better student understanding.
Post-Assessment: (What data will give me information about students’ understanding of the lesson, and how will this assessment be used?)
The post assessment will be the stream of tweets that the students create in their pairs. This type of assessment will help me determine if the students fully understand how to determine the theme and central idea of text. It will also help guide my instruction for future lessons and units. If the students struggle with determining themes and central ideas, further instruction will be planned where I will model the activity so that they will be able to better understand the process of determining these aspects of a text.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __ Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __ Other
Remediation
Students will be grouped according to ability level. Students of the same ability level will not be grouped together, so every student will have the opportunity to work with someone who has a way of thinking that is unique to them. Struggling students will be able to learn and share their thoughts with students who have differing abilities than themselves, which will benefit both students. I will also provide further instruction if necessary for any students who may be struggling.
Enrichment
Students will be given the opportunity to research a point in history where mass hysteria occurred. They will choose an article over this point in history, identify the main idea, and create a Twitter thread on their own.
Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional References)
Pages: N/A
Other: N/A
Bloom’s Taxonomy: My lesson provides opportunities for: Creating Evaluating Analyzing Applying Understanding Remembering
Types of Activities: Co-op Learning Independent Work Small Group Teacher-assisted Hands-on
Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment?)
Two days before the lesson, students will given an exit ticket where they will have to identify the theme and central idea of Conversion, but they must do so in 140 characters or less. This type of pre-assessment will help me determine if students can identify the central idea of a text, while being selective with their words. This pre-assessment will be used to determine how much time will be spent at the beginning of class going over what central ideas are and how to determine them.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Objectives: (What should students be able to do at the end of the lesson?)
At the end of the lesson, students will be able to create a stream of tweets that communicate the themes and central ideas of a text.
Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention?)
As students enter the classroom, they will begin working on a bell work assignment. This assignment will require the students to write tweets that communicate their final reaction to Conversion, but they must do so in 140 characters or less. Because many students are familiar with Twitter and enjoy tweeting, this activity will engage students so that they will begin to wonder how Twitter will be incorporated into the lesson.
Instruction: (How will I present new material and make learning relevant? Bullet the order and content you plan to teach in the lesson. Include proposed questions and anticipated responses from students.)
- Twitter Bell work- Student will complete a bell work assignment where they must create a tweet that communicates their final thoughts or reactions of Conversion.
- Introduction to Social Media: Blogs, Facebook, Twitter- During this time, I will introduce and explain social media. I will then discuss how social media effected not only the characters in the novel, but also the actions of the girls that the book is based on. This will allow students to make correlations between the text and real world, and how social media contributes and influences hysteria.
- Pair Activity- Students will be broken into pairs for this activity. After the introduction to social media, students will read a short article that discusses how social media was influential in the case of the twitching girls from upstate New York. After they finish reading the article, students will then begin to discuss the theme and central focus of the article. As they determine the central focus, they will create a stream of tweets that illustrate the central idea. Each tweet must be 140 characters or less, so students must be selective and effective with their word choice.
- Closure- As students complete their Twitter threads, I will reiterate the influence of social media and how it contributes to hysteria.
Guided and Independent Practice: (How will I get students to practice/apply what has just been taught?)
Through the pair activity, students will be able to demonstrate their understanding of how to identify a central theme, and communicate that understanding in a clear and concise way. Central ideas have been discussed prior to this lesson, so this activity acts as further practice and cultivation of identification skills.
Closure: (How can I bring closure to summarize learning and enhance retention of the material?)
After the pair activity, I will discuss the prominence of social media in today's society and how it can effect our lives. I will also discuss how social media can be contributor to mass hysteria, and that students should understand the major impact that social media has on the world today.
Alternate Plan “B”: (What will I do if students do not understand the material? What will I do if technology doesn’t work?)
If students' do not understand the concept of identifying the main idea or are struggling with communicating their ideas in 140 characters or less, I will model the activity and provide further instruction in order to ensure better student understanding.
Post-Assessment: (What data will give me information about students’ understanding of the lesson, and how will this assessment be used?)
The post assessment will be the stream of tweets that the students create in their pairs. This type of assessment will help me determine if the students fully understand how to determine the theme and central idea of text. It will also help guide my instruction for future lessons and units. If the students struggle with determining themes and central ideas, further instruction will be planned where I will model the activity so that they will be able to better understand the process of determining these aspects of a text.
Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __ Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __ Other
Remediation
Students will be grouped according to ability level. Students of the same ability level will not be grouped together, so every student will have the opportunity to work with someone who has a way of thinking that is unique to them. Struggling students will be able to learn and share their thoughts with students who have differing abilities than themselves, which will benefit both students. I will also provide further instruction if necessary for any students who may be struggling.
Enrichment
Students will be given the opportunity to research a point in history where mass hysteria occurred. They will choose an article over this point in history, identify the main idea, and create a Twitter thread on their own.
Resources/Materials/Equipment: (Technology, Visuals, Supplies, Professional References)
- Pen/Pencil
- Paper
- "17 Teen Girls Hit in Twitching Epidemic--But Doctor's Say It's All in Their Heads" By Maureen Printout
Assessment
Students will be assessed informally throughout the unit in order to check for understanding and to guide the pacing of the progression of the unit. However, two major assessments will be given during this unit. These two assessments will be the Media Project and the Analysis Essay. The Media Project will be completed throughout the unit. Almost every week, students will be completing mini activities that will contribute to the completion of the Media Project. Each student will create a newscast or radio broadcast, a newspaper or magazine article, and a social media thread. At the end of the unit, students will combine these three smaller projects to result in one large Media Project. The project will act as an assessment of student understanding of the different mediums of media and their contributions and influences to mass hysteria. The Analysis Essay will act as a summative assessment. Students will be assigned an analysis essay where they will have to analyze the media's influence and contributions to the hysteria that was present in the young adult novel Conversion, and provide textual evidence to support their analysis. This type of assessment will allow me to determine if the students fully understand what mass hysteria is, how the media influences perspective, and also how the media contributions to the overall hysteria of certain situations.