ABCDEFGHIJKLMNOPQ
1
StandardsStrategiesTechnologies
2
3.3.12.C.1: incorporate precise key words to express ideas effectively in oral and written communication. NETS-S: Creativity and Innovation: apply existing knowledge to generate new ideas. The cluster maps, paper or online, help students activate their prior knowledge of specifically assigned words, then apply them to something new. For example, students outline their understanding of the word 'love', then further that understanding by creating a skit that can portray it properly.Students create cluster maps based on concepts like love and rejection, loss and hope, quarreling and pleading. These are specific ideas to begin working with.At this point of the procedure, technology isn't incorporated. Film will be the primary technology eventually. However, right now, both the standard and strategy of this step emphasize WORD CHOICE.
3
3.3.12.D.2: Use a variety of organizational strategies. NETS-S: Communication and Collaboration: students communicate information and ideas effectively to multiple audiences using a variety of media and formats. NETS-T: Design and Develop Digital Age Learning Experiences: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. All of these standards are met because students used not only digital media (the films/audio recordings and online cluster maps) to express their points, but other strategies as well, like the written and performed skits. All types of learners, visual, auditory, kinesthetic or otherwise, have a chance to learn the way that is best for them.The cluster map is a strategy the students use to organize thoughts inspired by the specific words provided above (i.e. love and rejection could presume someone wants something from someone else, as the lesson says.This continues to focus on the pertinence of word choice. After students are done, however, I, as the teacher, can use an open source or otherwise applicable technology like Aduna Cluster Maps (http://www.thevantagepoint.com/resources/training-materials/631-working-with-aduna-cluster-maps.html) to create a class map and show students what the greater whole of their peers dictated to be important, upon consideration of key words. This technology was found very simply through Google. It also matches the standard given here because it can be used to organize students' thought processes better than simple discussion or outlining on a sheet of paper.
4
3.3.12.A.2: Support, modify, or refute a position in small or large-group discussions. NETS-S: Critical Thinking, Problem Solving and Decision Making: Collect and analyze data to identify solutions
and/or make informed decisions. Both of these standards require students to choose a position and defend it. Students take the words they are responsible for, decide together how best to express these concepts, then create and record a skit to finalize this idea.		Students are divided into small groups. Each group is responsible for one of the pair of words above. They must prepare a brief skit using the words and concepts gathered.This is yet another student centered task. Students aid each other in gaining a fuller understanding of concepts, but do not yet incorporate technology. If students have access to laptops/computers, they can use something like the technology linked above to graph their thoughts. However, small groups, if done well, can often be an opportunity for the teacher to observe group mechanics and make value judgments based on them (i.e. by shifting from group to group and silently observing, I can not only gauge who is doing what, but understand thought processes. Students are responsible for supporting the words they chose using their skits as a means of scaffolding, to build understanding of their words, as dictated by the standards.
5
3.3.12.B.2: Extend peer contributions by elaboration and illustration. NETS-S: Creativity and Innovation: Create original works as a means of personal
or group expression; Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Throughout this lesson, students and their teacher work together to weigh student progress. Students first have individual cluster maps, then use a technology like ADUNA to make a class cluster map, then work together to create and record a skit, which is finally shown to the entire class. There is a sense of responsibility that goes beyond the teacher, in this scenario. Students can more objectively consider each other's input to the class.		Finally, students record their skits for further and more comprehensive analysis, because they will be able to see and hear more objectively what they are doing and may self-diagnose issues I, the teacher, have also noted.This is the procedural of the lesson plan that has technology built into it. Students will be given film equipment to capture their skits for later analyses. iMovie and Audacity, two digital technologies used to edit film and sound, can be used after students judge the intricacies of their performances to decide what should be kept and what shouldn't.
6
3.3.12.B.3 Analyze, evaluate, and modify group processes. NETS-T: Facilitate and Inspire Student Learning and Creativity: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. By having the students' final product viewed by the entire class, I can see where many students struggled and formatively asses the success of my own lesson plan. Also, giving students the ability to gauge their own products and their peers' offers them resposnibility and encourages them to self-reflect and diagnose.This is the last procedural goal of this lesson. Students have to complete what they recorded and depict it to the whole class. Then, as a larger group, including myself, their processes can be dissected.This is the point where everything students have done with their technologies is 'graded', not only by the teacher, but by the class. Everyone will listen/see their classmates' products and discuss what they've found. This is teacher-centered because I, as the teacher, can weigh the value of my lesson. If, for example, students ended up at similar themes, I know they are not off-base when it comes to the words and motifs in the Twelfth Night that I have introduced to them. If, on the other hand, I see and my students see that many of them struggled on something particular, I know to revise before repeating this lesson with another class. This becomes a means of formative assessment. According to the lesson plan itself, a few questions I have to consider are, were basic instructions followed? Were students able to generate enough words to construct a scene? Did they understand the concept of creating cluster maps? Did students work together and focus on the specific themes? These fall in line with the standards.
7
Greg Long, Lake Park High School, December 2010, http://www.folger.edu/eduLesPlanDtl.cfm?lpid=867
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100