Artifact 2:

Grounded Technology Lesson Plan

 

Subject Area(s): English Language Arts

Grade Level(s): 4th Grade

 

1. Choose learning goals

 

Standards:

CCSS.ELA-LITERACY.RL.4.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

CCSS.ELA-LITERACY.RL.4.9 - Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 

 

Learning Goal(s):

 At the end of this lesson, students will be able to:

• Compare and contrast between two different cultural versions of Cinderella

• Construct a virtual Venn Diagram to demonstrate their knowledge of the two stories

 

2. Make pedagogical decisions

 

Eight Corresponding Continua:

 

• More Student Centered: This lesson is driven towards the essence of students being in total control of their own learning. At the beginning of the lesson, the teacher will activate background knowledge of Cinderella (cultural content of this “original” story), as well as inform students of the purpose and learning goals of the lesson. For the remainder of the lesson, students will be working in groups (same interest/mixed ability) of four to read and compare/contrast two different cultural versions of Cinderella. Groups will be given the freedom to choose the two books/cultural versions of Cinderella that they study (10 books to choose from). In that the focus of the lesson will be on the cultural content of these two stories, each group member will have a different cultural aspect(s) to focus on while working in his or her group (clothing, food, education, economics, government, religious or other celebrations, gender roles, social roles). Before group interaction, these cultural aspects will be reviewed and examples provided. Groups the different cultural aspects and then create a Venn diagram to showcase their findings and understandings of the two stories. Most importantly they will be able to choose the device to complete the Venn diagram (iPad or MacBook) and the web tool to create the Venn diagram (list of web tools will be provided). After all groups have completed their Venn diagrams, groups will present to the class their findings via the SMARTboard. Following presentations, students will choose two groups (not their own group) to make cultural content connections based upon their group’s analysis.

  

•  Divergent/ Hands-on Learning: This lesson provides the opportunity for both hands-on learning and divergent thinking. In the essence that students will be working in different groups studying the cultural content of different books, there will be a variety of ideas and conclusions that arise based upon the two stories of Cinderella they are focusing on, the discussion of the different cultural aspects, and the information presented by the other group members. Students will also make connections with not only their own background knowledge, but also two other groups, based upon the two versions of Cinderella their group studied. Divergent thinking in this lesson is encouraged by way of hands-on learning. Students are not just reading, but reflecting, engaging in discussion, and demonstrating their understanding through the production of a Venn diagram.

 

•  More Relevant Prior Experiences: In regards to the content of this lesson, many students (mostly girls) have heard Cinderella by way of Disney. Background knowledge will be activated during the beginning of the lesson, focusing students attention on the cultural content of the story and then serve as a guide in helping them to understand the story told through a different cultural lense. In a multicultural classroom, there will also be students whom are able to connect to a particular cultural text and encourage his or her group members to gain deeper meaning from what they are reading (i.e. authentic learning experience). In light of the technology used in this lesson, students will have previously used the iPad, MacBook, and all web tools, thus they will know how to interact with the technology. Nevertheless, rules of engagement with these devices will be reviewed and strictly enforced.

 

• Deeper Knowledge: Through this lesson students are encouraged to explore and develop a deeper knowledge of different cultures through their story of Cinderella. With focus on cultural content, students will specifically looking at the clothing, food, education, economics, government, religious or other celebrations, gender roles, and social roles of these different cultures. Groups will showcase their new knowledge through their Venn diagram presentation. Students will specifically reflect and make connections to their Venn diagram in comparison to two other groups’ Venn diagram.

 

• Shorter Duration Plan: This lesson can be completed in two days during the 90 minute reading block. In providing students will two days, it is giving them ample time to read both books, discuss and analyze the text, construct their group’s Venn diagram, present the diagram, and personally reflect in a meaningful way. This is definitely subjective in that this lesson is to be tailored your students and their needs. If more time is needed, allow more time and plan accordingly.

 

• More- Structured Learning: Although student learning and demonstration of learning is in the hands of the students, there is a formal structure that has been created to help guide students as they learn. This structure is as follows: Select two “Cinderella” books and read them in your group (make close attention to the cultural aspect(s) you are focusing on), discuss the cultural aspects in your group, use technology and a web tool to create Venn diagram, present Venn diagram to the classroom, reflect and connect your Venn diagram with two other groups’ diagram.

 

• Mixed-Type Small Group: During the majority of this lesson, students will be working in small groups that are compiled of students who have similar interest, but mixed abilities. The purpose of this is that students with varying abilities would be able to work with students that share similar interest and learning profiles as they do. In working together, students can support one another to shine in the areas that they excel and be strengthened in the areas that they may need improvement.

 

•  More Additional Resources Required: Students need access to a collection of “Cinderella” stories in order for their group to meaningfully compare and contrast cultural aspects between the two stories. Although this lesson is focused on content, technology serves as a vehicle for students to demonstrate and showcase learning. Therefore it is a vital part of the lesson. Students will need either an iPad or MacBook to create their Venn diagram through their chosen web tool. As well as the class SMARTboard to present their Venn diagram.

 

3. Select activity type to combine

 

Activity type(s):

• Compare and Contrast – Students interrogate information to understand multiple characteristics, evidence, and/or perspectives on a topic

• Develop a Knowledge Web - Using teacher or student created webs, students organize information in a visual/spatial manner; written or digital format

• Present – Students share their understanding with others; oral or multimedia approach, synchronous or asynchronous

• View Presentation – Students gain information from teachers, guest speakers, and peers; synchronous/asynchronous, oral or multimedia

 

The reasoning behind the four activity types chosen for this lesson is best explained in two parts. “Compare and Contrast” and “Develop a Knowledge Web” work together in that students will compare and contrast two cultural variations of “Cinderella” by develop a Venn diagram using a web tool. The compare and contrast aspect is specially focused on the cultural content which will be displayed in their Venn diagram. “Present” and “View Presentation” also work together in that students will create their Venn diagram on either an iPad or MacBook and then present it to the class by way of the class SMARTboard. The SMARTboard will also be the mechanism through which students in other groups, view their classmates work.

 

4. Select assessment strategies

 

Assessment:

 Formative assessment: As students are working in groups, the teacher will facilitate the classroom, observing student conversations and aiding groups as needed. An observation checklist will be used to assess the students.

 

Informal Assessment: Students will be informally assess on their group presentation and reflection of the connections made between their diagram and that of two other groups. Both things will be submitted to the teacher and reviewed based upon accurate compare and contrast of cultural aspects specific to the student (which aspect they were assigned to study), the overall Venn diagram, and their reflection.

 

5. Select tools/resources

 

Materials:

• 5 iPads

• 5 MacBooks

• Web Tools Links

  • readwritethink.org

  • classtools.net

  • creately.com

  • Google Docs

  • popplet.com

• SMARTboard

• Angkat: The Cambodian Princess by Jewell Reinhart Coburn

• Cendrillon: A Caribbean Princess by Robert D. San Souci

• Domitila: A Cinderella Tale from the Mexican Tradition by Jewell Reinhart Coburn

• Mufaro’s Beautiful Daughters by John Steptoe

• Smoky Mountain Rose: An Appalachian Cinderella by Alan Schroeder

• The Golden Slipper: A Vietnamese Legend by Darrell Lum

• The Egyptian Cinderella by Shirley Climo

• The Persian Princess by Shirley Climo

• The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition by Nina Jaffe

• Yeh-Shen: A Cinderella Story from China by Ai-Ling Louie

 

Links to Prior Knowledge: 

In light of the technology used in this lesson, students will have previously used the iPad, MacBook, and all web tools. Therefore students should already know that technology is used only for the purpose of the lesson and to ask for help first from their group member and then the teacher if they are unsure of something. Nevertheless, rules of engagement with these devices will be reviewed and strictly enforced. Students will need to know the difference of using an iPad (touch screen keyboard) compared to a MacBook (physical keyboard), which is why the choice of tool is given to the student so that they can work with what they are most comfortable with as a group.

 

 

TIM Rationale:

Constructive Infusion

• Student(s): In this lesson students have the opportunity to select the technology (iPad or MacBook) and web tool that they believe will best facilitate their construction of understanding from their reading of two cultural variations of “Cinderella”(Venn diagram).

• Teacher: In this lesson, students given the freedom to select the technology and web tool they desire in order to build and demonstrate their understanding of the two “Cinderella” stories. The teacher is supportive of student autonomy.