Verizon Thinkfinity Integration Plan

General Information Name: Andrew Carroll Subject Area/Topic: Language Arts

District/School or Organization: Davis & Elkins College Grade Level(s): 9-12

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Part 1 List the appropriate standards (State or National Standards for Content, Technology or 21 Century Skills) and one or more related Verizon Thinkfinity learning object(s) aligned to the standards. st State or National Standards; 21 Century Skills Title and URL for Learning Object RL.9-10.7. Analyze the representation of a subject or a key scene in two Ekphrasis: Using Art to Inspire Poetry different artistic mediums, including what is emphasized or http://www.readwritethink.org/classroom-resources/lessonabsent in each treatment (e.g., Auden's ''Musee des Beaux plans/ekphrasis-using-inspire-poetry-1093.html Arts'' and Breughel's Landscape with the Fall of Icarus). Part 2 Determine instructional elements - Integration A. Which type of learning object is this? B. Where will I use this learning object in the instructional cycle? Learning Object for Teacher Use Opening Motivational Activity Online (requires a computer) Central Focus of Lesson Plan Offline (no computer required) Research Tool for Students Closure Activity Learning Object for Student Use Assessment Tool Remediation Tool Online (requires a computer) Enrichment Tool Offline (no computer required)

C. Which instructional strategies will I employ? Direct instruction Indirect instruction Experiential learning Independent study Interactive instruction Other

Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed. Notes: Technology is integrated into this lesson in manner that both provides access to other wise unavailable materials and then enables students to create something new because of the that access. The teacher accesses artwork and poetry to prove examples of ekphrasis and then allows the students to find what art suits their interest and then are allowed to create their own poetry based off of it. Part 3 Plan for student success - Implementation A. How will I configure my classroom for the learning activity? Classroom Configuration: Computers not needed - printable resource Whole group instruction, using a projector and / or interactive white board Whole group activity, with small groups using mobile laptops simultaneously Small group, using classroom computers or mobile laptops as rotating stations One to one, using classroom computers or mobile laptops as rotating stations One to one, in a computer lab setting One to one, with individual student laptops Other Notes: The first class session will be whole class instruction in order to clearly show students how people have wrote about art successful. Also in doing this literary devices and terms can be introduced and reinforced. After this section is completed and students are introduced to ekphraisis and have been given their assignment. After which students will rotate between using art books or computers to find a piece of art to write poetry about. The follow class can be used for more work or depended on the level of students could be completed at home then shared together in class.

B. How will I manage implementation? Classroom Management: General computer rules / procedures Specific directions for activity Notes: Students will uphold previously established classroom procedures and research procedures. If student is misusing internet directing the student towards art books could solve problem without conflict. Differentiating the research so that students who will be

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10

Verizon Thinkfinity Integration Plan

Helping Hands Other more successful with books or the internet get their first and can move into the assignment in the quickest fashion possible.

C. What additional considerations will support successful implementation? Software Hardware Supplemental Materials Other Notes: Needed technology items: internet access, projector, speakers, word processing, and color printing. Other: Books of artwork, Poetry books, Heart to Heart: New Poems Inspired by Twentieth-Century American Art. Backing into Ekphrasis: Reading and Writing Poetry about Visual Art

Part 4 Develop the student learning activity A. Learning Activity Description - What will my students do with the learning object(s)? Students will use the artwork they find on the internet or in art books to inspire poems. In doing so they will examine examples of art and poetry that represent and examine the same thing. How will this learning activity support students development of 21st Century Learning and Innovation Skills (Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration)? Students will critically analyze the relationship between art and the poetry they examine and then use discovers to create poetry. In doing so they will creatively and innovatively take art and translate it into words that are symbolic of the piece of art. This task also provides a lesson in visual communication and implores students to examine the message are gives to them and also how those messages could differ from the ones communicated to their classmates from the same pieces of work. How will this learning activity support students acquisition of current, accurate, and up -to-date information or reinforce concepts in core content areas? In students research their exist potential for students to see recent art work and draw conclusions about how art changes over time. In a traditional sense art is timeless and current, accurate, and up -to-date information is irrelevant. This less could be integrated to support social studies CSOs and could also be used to reinforce CSOs relating to literature in regards to helping student visually understand a time period in literature or to teach and reinforce literary devices.

B. Differentiation - How will I modify the activity to meet the diverse needs of my students? This can be done in very simple and deliberate ways. While all students receive the same instruction in doing the assignment students can be directed by the teacher to pieces of art that they could relate with and understand better. Also because the assessment is poetry beyond the basic requirements on the rubric through observation of the students the teacher can direct and encourage students to push further into ideas in concept. In that same fashion the teacher can offer ideas and support to students who need that. Further enrichment can be supplied by allowing students to complete the assignment share their poems with each other in small groups and discuss their motivations for their poems. C. Effectiveness What indicators do I expect to see / hear from students, which will inform me about the effectiveness of the learning activity? Student response and discussion should be the biggest clues. If the lesson is success the students will be eager to talk about what the poems they read will mean to them and will also be engaged readers; annotations on their texts would be an encouraging sign of this. However, if students dont respond something isnt connecting with the students and the angle of presenting the less on should be adjusted or students if the students cause the lesson to fail the teacher must stand their ground and command involvement from the students. Part 5 Consider the bigger picture How does this learning activity fit within my lesson or unit plan? NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10

Verizon Thinkfinity Integration Plan

The first portion of this activity reinforces and supplements more basic lessons in art, poetry, and literature. This lesson could serve well in a unit focused on How Poetry Communicates that could have lessons focused on how poetry communicates internal emotions, how poetry communicates place, how poetry communicates civil unrest, how poetry functions in advertising, ect. In having students investigate these relationships they gain knowledge about the basic concepts of poetry, the famous poets, how poetry changes over time, what tools do poets have to communicate (literary devices), and then learn how to construct their own creative works using imitation as a means to both assess student learning and also promote creativity in students.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10