MMP Proposal Week 5

After determining that my audience will be my students in the English class I have decided that some of the instructional needs consist of creating a step-by-step direction for students to follow when working with technology so that time is properly utilized for classroom collaboration. My goals for instruction is to guide students to lead one another in collaboration. I would like for my students to work simultaneously to develop or respond to projects. I would really like students are taking upon themselves to utilize sources for an interactive environment. Some information that I would need is using extremely collaborative tools that can be utilized for the classroom. Each tool will have to work in conjunction with the lesson. For instance if students are peer editing essays a different tool would be used as opposed to students working collaboratively on a digital  graphic organizer. The instruction will be delivered through a student website called Skedula where students can access assignments and documents that I upload. Here I can upload Google doc lesson plans without having to type every single student email each time

Rationale:

The purpose of my multimedia project(s) is to ensure that there is collaboration among students and they are developing work that is needed to be done in unison yet addresses the standards. My ultimate goal is to ensure that students are relying on one another to create a larger outcome. This also requires me to be a lot more creative about the projects I assign.

I am currently teaching I am currently teaching and American dream unit using The Great Gatsby as my anchor text. My goal for this unit is for

Students to explore how foundational American literature treats the topic and consider different perspectives. In this unit, Students will analyze authors’ choices in their development of theme/central ideas, compare and contrast similar ideas across multiple texts. They will read non fiction text and write an argument synthesizing multiple text and supporting their claims with evidence from multiple texts. This unit asks students to explore three essential questions: What is the American Dream? To what extent has the American Dream been achievable? Does the American Dream exist? Multimedia fits into my larger objective because students can use technology for the following: creating graphic organizers to analyze the impact of symbols in the Great Gatsby, presenting student work, annotating non fiction text in groups, writing synthesis essays, peer editing essays, comparing elements of the American Dream throughout fiction and non fiction text, providing resources for students in case students are absent.

Audience:

This project is designed for an 11th grade classes . Because my students are in the lowest third of the class, I will have to provide careful written step by step directions and scaffold as much as I possibly can. I will also have to provide a model of the exemplar assignment so students can imitate this model and have an idea and direction of the final product. Students are expected to have gmail accounts and access to their Skedula account to assure that collaboration is effectively possible.

Overview of Your Instructional Plan and Your Learning Objective/s:

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.

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.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)

Theses standards will be addressed by creating informal and formal assessments

  Technological Tool/s & Rationale:

For our unit, there are a few tools that will assist in meeting the learning objectives. First and foremost, Google docs, Caccoo, Animoto and Todaysmeet will assist me in meeting the learning objectives. Ultimately for my formative assessments students will needs use Google Doc so they can share documents with one another, leave comments and feedback. On caccoo, I would also like to create a graphic organizer for students to outline their essays and analyze the symbols. I would like to use todaysmeet.com for online discussion and exposure of ideas. After students complete written assessments they have to present key components of their written essay through a multimedia presentation.

Theory and idea

The role of the teacher in the social constructivist classroom is to help students to build their knowledge and to control the existence of students during the learning process in the classroom. In other words, my role is to facilitate discussion while students interact to problem solve. This theory should help with instructional strategies. Students rely on each other for assistance in problem solving.  

Timeline

 The formative assessment will take approximately be due in three weeks from the start of the unit. Students will be assigned a chapter a day from the Great Gatsby in conjunction with 5 articles of non fiction text. While students are reading the great gatsby, students will be creating as follows using multimedia, a presentation for assigned symbol, a graphic organizer discussing which article achieve the American dream, which do not, a graphic organizer outlining student essay, peer editing student work, and presentation of Gatsby essay.The tentative reading schedule for students will be as follows:  

DUE DATE	DUE DATE	ASSIGNMENT DESCRIPTION
February 27	Monday	Read chapter 1& NY times article Journal Entry Post
February 28	Tuesday	Read chapter 2& Hollywood Dreams of Wealth article Journal Entry Post
March 1	Wednesday	Read Chapter 3 Journal Entry Blog Post
March 2	Thursday	Read Chapter 4 & why the Americans are so restless  Journal Entry Blog Post (Graphic Organizer using Cacoo)
March 3	Friday	Read Chapter 5 Journal Entry Blog Post
March 6	Monday	Read Chapter 6 & Journal Entry Blog Post
March 7	Tuesday	Read Chapter 7 & “The Fallacy of Success”  Journal Entry Blog Post (Graphic Organizer using Cacoo)
March 8	Wednesday	Read Chapter 8 & utilize classtime for symbol presentation creation using Animoto-  Journal Entry Blog Post
March 9	Thursday	Read Chapter 9 & Journal Entry Blog Post
March 10	Friday	Outline Essay -Google Doc
March 13	Monday	Create essay using outline-Google Doc
March 14	Tuesday	Create essay using outline-Google Doc
March 15	Wednesday	Peer Edit & Revise using Google Doc Collaboration
March 16	Thursday	Animoto Presentation of Essay
March 17	Friday	Animoto Presentation of Essay
March 20	Monday	Animoto Presentation of Essay