Running Head: TECHNOLOGY INTEGRATION UNIT 1

Courtney Penton
July 30, 2014
Dr. Witte
Technology Integration Unit
Title of Lesson: Getting to Know Authors
Purpose/Rationale: This lesson is designed for a tenth grade Language Arts class. The purpose
of this lesson is to give students the opportunity to use technology to perform research and create
a visual presentation. This lesson will also allow students to learn about authors that we will be
reading throughout the year by doing research on basic facts and information about the authors.
This lesson will allow students to not only learn about the famous works of particular authors,
but it also provides a cross-subject connection, by learning about the history of the authors. This
lesson is to take place at the beginning of the year and it will be used to familiarize students with
authors of books that they are going to read throughout the year. From this lesson students will
learn basic facts about authors they are going to read, as well as learning how to use technology
in order to perform research and create a visual presentation. I chose to do this lesson because it
is important for students to understand how to use technology for research, as well as
understanding how to create presentations using technology. I chose this topic for the technology
unit because I think it is a good way for students to familiarize themselves with the authors that
they will be reading throughout the year. From this activity students will gain a better
understanding of the author and know more of what to expect when it comes time to read their
books.
Common Core Standards:
CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience,
and task.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate
TECHNOLOGY INTEGRATION UNIT 2

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Objectives:
Students Will Be Able To:
Use a computer to perform research
Create a presentation using technology resources
Perform a presentation in front of the class
Work together with classmates as a small group
Materials:
Computers
Projector
Blank paper
Writing utensils
Day One
Anticipatory Set: Today will be used to introduce the project that will be completed over the
next four days. This lesson will be introduced at the beginning of the class period. I will begin
the lesson by asking students to take out blank paper and a writing utensil so they can take any
notes they need as I explain the activity.
Teaching Strategy/Activity:
Time Student is doing Teacher is doing
Anticipatory Set: 2 minutes
(See above)
Taking out paper and writing
utensils.
Asking students to take out
paper and a writing utensil and
explaining that she is about to
introduce a project for the
week.
Introduction of Project: 20
minutes
Listening and taking notes on
instruction.
Explaining the project.
Students will be assigned to
groups of either two or three
to do research on an assigned
author. (Groups will be
assigned based on teacher
judgment). There will be five
different authors and ten total
student-groups, meaning that
TECHNOLOGY INTEGRATION UNIT 3

there will be one author for
every two groups. Students
will be assigned either John
Green, John Steinbeck, Jay
Asher, Harper Lee, or Nawal
El Saadawi. In their groups
students will then use
computers to do research on
their assigned author. They
will need to prepare a 4-5
minute presentation that
includes information such as
date of birth, death (if
applicable), where they were
born, places they have lived,
books that they have written,
famous quotes from some of
their works, images of the
author as well as cover art of
their books. They can also
include video interviews of the
author, sound clips, a timeline
of their works, or any other
interesting media. Students
will be encouraged to make
their presentations as diverse
as possible.
Introduction of presentation
tools: 25 minutes
Listening and taking any notes
they need.
Introducing students to
different presentation tools.
Students will be introduced to
PowerPoint, Google Drive,
Prezi, and Zoho Show. To do
this the teacher will access
each program and go through
the basic features of each,
briefly explaining how to use
each one.
Assigning groups and authors:
3-4 minutes
Listening and taking note of
which group they are a part of
and which author they will be
researching.
Telling the students will group
they will be a part of as well
as which authors they will be
researching.
Closure: 4-5 minutes
(See below)
Asking any questions they
may have.
Answering any questions
about the project.

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Closure: To end the class today students will ask any questions they may have about the project,
presentation tools, or authors that they will be using for the assignment.

Assessment:
The assessment for todays class will be informal since the project was only being
introduced. Students understanding of the project will be monitored by any questions they may
ask about the activity.
Homework: None.
Day Two
Anticipatory Set: For todays class students will be working with their groups to conduct
research on their authors and discuss how they want to present their information. Once the class
period begins I will ask the students to split into their assigned groups and go to the computers to
begin their research on their author.
Teaching Strategy/Activity:
Time Student is doing Teacher is doing
Anticipatory Set: 3 minutes
(See above)
Listening to directions
and asking any questions
they may have.
Instructing students to
separate in to their groups and
go to the computers to begin
research. Answering any
questions the students may
have.
Research: 50 minutes Working with their
groups at the computers
to find information about
their author.
Observing students, providing
constructive criticism, and
feedback. Answering any
questions.
Closure: 2 minutes
(See below)
Asking any questions
they may have.
Answering any questions.
Telling students what to
expect for tomorrows class
(Finish research/begin
creating presentations).

Closure: To end todays class the students will ask any questions that they have about the
project. The teacher will answer all questions and tell students what to expect for tomorrows
class.
Assessment: The assessment for today will be informal. Student understanding of the activity
will be based on any questions asked about the project during the class period.
TECHNOLOGY INTEGRATION UNIT 5

Homework: None.

Day Three
Anticipatory Set: Today will be very similar to day two. The students will be working with their
groups doing research on their authors. When the students feel that they have found enough
information on their authors they are then to begin working on their presentations. Once students
enter the classroom they will be asked to separate in to their groups. I will ask them to continue
researching their authors and, when they feel they have enough information, begin creating their
presentations.
Teaching Strategy/Activity:
Time Student is doing Teacher is doing
Anticipatory Set: 2 minutes
(See above)
Listening to instructions.
Separating into groups.
Asking any questions they
may have.
Asking students to separate in to
their groups to continue their
research. Telling the students to
begin creating their presentations
when they feel they have enough
information about their author.
Research/Creating
presentations: 50 minutes
Researching their author.
Beginning to create their
presentation.
Observing students working,
providing constructive criticism,
feedback, and answering any
questions.
Closure: 3 minutes
(See below)
Asking any questions
about the project.
Answering any questions and
telling students what to expect in
tomorrows class (Creating
presentations).

Closure: Students will ask any questions they have about the project. The teacher will answer
any questions and tell students what to expect for tomorrows class.
Assessment: The assessment of student understanding for todays class will be informal. Student
understanding will be monitored by the teacher as she observes students working with their
groups to research and create their projects. She will monitor progress and make sure students
are where they are expected to be (finishing up research/beginning presentations).
Homework: None.


TECHNOLOGY INTEGRATION UNIT 6

Day Four
Anticipatory Set: In todays class students will be working with their groups to create and
polish their presentations. Once the class begins the teacher will ask students to separate in to
their groups to create and finish their presentations. All research should be complete at this point
and students are expected to focus on creating their presentations. However, it is understood that
students may want to look up some last-minute facts they may think of when creating their
presentations.
Teaching Strategy/Activity:
Time Student is doing Teacher is doing
Anticipatory Set: 3 minutes
(See above)
Listening to directions.
Asking any questions they
may have.
Explaining what students will be
doing that day. Telling students
that they will need to focus on
creating and polishing their
project today, rather than doing
more research.
Creating presentations: 50
minutes
Working with their groups
to create and polish their
presentations.
Observing students, providing
feedback, suggestions, and
answering any questions they
may have. If they finish their
presentation during the class
period, they will then need to
email it to the teacher.
Closure: 2 minutes Asking any questions they
may have.
Answering any questions the
students may have. Telling
students what to expect for
tomorrows class (Students will
present their projects to the class).
The teacher will ask if all groups
finished their projects and, if they
didnt, tell students to finish their
projects for homework. Once they
complete their projects, they will
need to email it to the teacher.

Closure: To end todays class students will ask any questions they may have. The teacher will
answer any questions, and tell students that they will be presenting their projects to the class
tomorrow. If students did not finish their presentations in class, they will need to finish it for
homework and then email it to the teacher.
Assessment: Today will be an informal assessment, and student understanding of directions will
be monitored by whether they work with their group to finish their projects. The teacher will ask
TECHNOLOGY INTEGRATION UNIT 7

if all groups finished their projects. They will not be rewarded or penalized based on whether or
not they finished by the end of class, it is merely for assessment.
Homework: If necessary, work with their groups to finish projects. Email projects to teacher.
Day Five
Anticipatory Set: In todays class students will be presenting their projects to the class. When
students come in to the classroom they will be asked to split in to their groups so they will be
ready to present to the class. There will be no particular order for students to present; it will be
based off of each group volunteering to go next. If no one volunteers, a group will be randomly
selected. Since the students emailed their presentations to the teacher, the teacher will already
have each presentation opened on her computer. This allows students to just go to the computer
and open their groups project.
Teaching Strategy/Activity:
Time Student is doing Teacher is doing
Anticipatory Set: 2 minutes Dividing in to their groups
and preparing for their
presentations.
Asking students to divide in to
groups. Before class begins she
will have opened all projects on
her computer, allowing quick and
easy access for each group when
it is their turn to present.
Presentations: 50 minutes One group will present for
4-5 minutes. All other
students will listen and
provide positive feedback
when the group finishes and
the next group is preparing.
Watching presentations. Grading
presentations based on overall
effect (eye-catching, different
types of media), preparedness
(how well the group presents the
information), thoroughness (does
the group cover a wide array of
information), and basic
understanding of the project (did
they present on the correct author,
did they show a valid attempt at
creating a presentation).
Closure: 3 minutes
(See below)
Asking any questions. Providing praise and positive
feedback on student
presentations. Answering any
questions.

Closure: To end the class today the teacher will provide positive feedback and praise for student
presentations. She will answer any questions students may have.
TECHNOLOGY INTEGRATION UNIT 8

Assessment: Todays assessment will be a formal assessment. Students will be graded on overall
effect (eye-catching, different types of media), preparedness (how well the group presents the
information), thoroughness (does the group cover a wide array of information), and basic
understanding of the project (did they present on the correct author, did they show a valid
attempt at creating a presentation).
Homework: None.
Accommodations/Adaptations:
Students receiving special education instruction will be provided with the following
accommodations: preferential seating, check for understanding, extended time. Written
instructions will be provided, as well as large print instructions for those with visual
impairments. A voice amplification system as well as one-on-one instructor will be provided to
those with hearing disabilities. For English Language Learning students I will provide assistance
with translations and cue words, as well as providing them with a dictionary that translated their
L1 to English. Since this lesson is interactive for the students and they will have to complete
several different things to complete the assignment, it will allow students with ADHD to stay
focused on the task. Students will physical disabilities (such as being paralyzed) will have access
to computer desks with extra space in order to fit a wheelchair, as well extra time to go to the
front of the class for their presentation. A student who is repeating the grade level will need no
special accommodations for this activity. Students who read below reading level will need no
special accommodations for this activity. Gifted and Talented students can be accommodated by
having them help the ELL students if they are struggling with using any of the presentation tools,
or doing any of the research.
Attachments/Appendices: None.
Resources: None.