Jen Harkness

4/14/09

Mode Affordance Pedagogical ELA Objectives Software/Tools

Possibilities
Newscast • Students learn • Students learn • 2B, 4A, 4B, 5A • Computer
how to work in sequencing of • Editing software
teams to events • Video camera
produce a • Students use • Sound boom
common product new technology
• Students use • Students publish
audio and visual their work,
technology thereby
increasing
motivation
• Students engage
in
transmediation
Website (wiki) • Students learn • Students • 1A, 1C, 2B, 3A, • Computer
how to create a critically think 3B, 3C, 5A, 5B • Internet
collaborative about F=A + P
online space in respect to
• Students use publication
new technology • Students use
technology
• Students will
learn how to
logically
separate and
categorize
information
Podcast • Students will • Students go • 2B, 3C, 4A, 4B, • Audio system
 Jen Harkness
4/14/09

experiment with through the 5A • Computer

how tone and process of • Audacity
voice affects the revision in order
meaning of a to have a
piece of work finished is
finished product
• Once the is
finished,
students are
able to publish
the work in a
new form
iMovie • Students can • Students must • 1C, 2B, 3A, 3B, • iMovie
experiment with plan for all 3C, 4A, 4B, 5A • Computer
portraying their aspects of the • Audacity/audio
written ideas project before software
into visual form beginning • Movie board
• Work in pairs to • Students will handouts
complete a task understand the
• Problem solving importance of
skills visual, audio,
and written
expression and
how they all
work together
within a product
• Students engage
in revision
• Students
encorporate
 Jen Harkness
4/14/09

multiple
intelligences
Blog • Students learn • Students engage • 1A, 1C, 2B, 3A, • Computer
how to write in in revision 3B, 3C, 5A • Internet
an inform space • Students • Blog site
in a formal consider F = A +
manner P
• Students • Students use
experiment with technology
different
fonts/dividing to
convey a
meaning
Photo Collage • Learn to • Students must • 1C, 2B, 3C, 5A • Camera
interpret interpret visual • iPhoto/Kodak
photographs for representations Gallery
meaning and • Students must • Printer
themes find a common • Scrapbook
• Use photographs theme and website
to convey convey it
themes through photos
Comic Strip • Students use a • Students engage • 1C, 2A, 2B, 3A, • Paper
mix of visual and in multiple 3B, 5A • Art supplies
written text to intelligences (crayons,
convey a theme • Students must makers, colored
• Students learn evaluate a pencils, etc)
to relate visual different form of • Comic panels
representations text
to themes and
 Jen Harkness
4/14/09

texts
Song • Students learn • Students learn • 1A, 1C, 2B, 3C, • Sound System
to see a song as to analyze 5A • Lyrics
a poem poetry
• Students use
variations in
music to add to
the theme of the
piece

Discussion: How does/will the above help you plan pedagogically meaningful experiences for your
students in the MG Res Unit?
I am able to see the “why” for each mode I plan on teaching. It will help me with my rationales and with my
decisions for the daily lessons. If I know why something is important to teach, I can try to figure out how to best
teach those specific components (yay backward planning!).