Patterson 1

Task 6b – Portfolio Overview

Cara Patterson
EDLA 615
11/16/08
Mark Mabrito

Task 6b – Portfolio Overview

Lession Plan #1 -Using Inspiration
Title: The Most Dangerous Game: Plot Diagram
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Objectives:
1. Students will read the short story, The Most Dangerous Game by Richard Connell.
2. Students will use the Inspiration 8.0 software to create and design a plot diagram based
on the short story, The Most Dangerous Game. Students must have a minimum of five
graphics included in the plot diagram.
3. Students will determine the setting, basic situation, main events, climax, and resolution
of the short story, The Most Dangerous Game in their plot diagrams.
Standards:
NC Standard Course of Study:
• Competency Goal 4: The learner will create and use standards to critique
communication.
• 4.03: Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print critical texts appropriate to grade level and course literary focus, by
summarizing key events and/or points from text.
• Competency Goal 5: The learner will demonstrate understanding of various literary
genres, concepts, elements, and terms.
• 5.01: Read and analyze various literary works by explaining how the writer creates
character, setting, motif, theme, and other elements.

• Competency Goal 6: The learner will apply conventions of grammar and language
usage.

• 6.02: Discern and correct errors in spoken and written English.

NETS-S:
• 1b - Basic operations and concepts: Students are proficient in the use of technology.
• 2b – Students practice responsible use of technology systems, information, and software.
• 3a- Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 4b – Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
• 5a - Students use technology to locate, evaluate, and collect information from a variety of
sources.
Topic: Short Stories
Content: English I
Grade Level: 9
Technologies Used:
• Computer
• Internet
• Software: Inspiration 8.0
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• Printer
Websites:
• Inspiration 8.0 Tutorial
http://www.sd6.k12.mt.us/techhelp/inspiration/inspiration.html
• BookRags
http://www.bookrags.com/studyguide-mostdangerousgame/
Relative Advantages:
• Researching on the Internet is fast and efficient.

• Creating a plot diagram using Inspiration 8.0 software develops professional and creative
skills.

• Sharing diagrams to the class will improve communication skills.

Description:
1. Project structure and goals: Research revolved around these questions.
• How can Inspiration 8.0 software help me design a creative plot diagram?

• What is the setting, basic situation, main events, climax, and resolution of the short story,
The Most Dangerous Game?
2. Learning strategies: Students can work individually or with a partner when trying to
determine the setting, basic situation, main events, climax, and resolution. They will use the
Internet and their textbooks as valuable resources.
3. Presentations and assessment: After students have researched to determine the setting, basic
situation, main events, climax, and resolution, students will use Inspiration 8.0 software to create
their own plot diagram. Students can present their completed diagrams to the class once
everyone has completed this assignment. There should be a difference in the creativity of the
diagrams, since students will be using the Inspiration software and all the many features and
graphics it has available. This can be another opportunity where students can be paired up based
on their strengths and weaknesses.
4. Follow up/Conclusion: Quiz the following day. Students will be given a blank plot diagram
where they will have to fill in the specific areas of the plot diagram discussed the previous day.
5. Required resources:
• Inspiration 8.0
• Textbook - Elements of Literature: Third Course
6. Assessment: Teacher made rubric for student created plot diagrams.

Lesson Plan #2: Creative Writing

Title: Give Me Liberty or Give Me Death: Persuasive Essays
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Objectives:
 Students will free write for five minutes about a time they persuaded someone to do
something for them.

 Students will share their free write responses out loud to the class and explain if they
were successful or not in their persuasion.

 Students will read the historic speech titled, Give Me Liberty or Give me Death, by
Patrick Henry.

 Students will identify the successful methods of persuasion that Patrick Henry used in his
speech to persuade the Virginia House of Burgess to go to war against the British.

 Students will work cooperatively with others to create a PowerPoint presentation based
on a controversial issue that affects them as young adults.
 Students will use a computer-based multimedia presentation program to organize and
present information to the rest of their classmates.
Standards:
NC Standard Course of Study:
• Competency Goal 1: The learner will demonstrate increasing insight and reflection to
print and non-print text through personal expression.
• Competency Goal 2: The learner will inform an audience by using a variety of media to
research and explain insights into language and culture.

• Competency Goal 3: The learner will examine argumentation and develop informed
opinions.

• Competency Goal 5: The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.

• Competency Goal 6: The learner will apply conventions of grammar and language
usage.

NETS-S:
• 1b - Basic operations and concepts: Students are proficient in the use of technology.
• 2b – Students practice responsible use of technology systems, information, and software.
• 3a- Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 4b – Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
• 5a - Students use technology to locate, evaluate, and collect information from a variety of
sources.
Topic: American Literature
Content: English III
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Grade Level: 11
Technologies Used:
• Computer
• Internet
• Software: Microsoft PowerPoint
• Printer
• Large-screen monitor, LCD panel, LCD projector, or classroom television connected to a
computer in order to display students PowerPoint presentations.
Websites:
• Microsoft PowerPoint Tutorial
http://www.microsoft.com/education/tutorial/classroom/pub2k/default.asp
• The Top Seven Ways of Successful Persuasion
http://top7business.com/?id=191
• General Persuasion Techniques
http://changingminds.org/techniques/general/general.htm
Relative Advantages:
• Researching on the Internet is fast and efficient.

• Creating a PowerPoint presentation develops professional and creative skills.

• Sharing PowerPoint presentations to the class will improve communication and

confidence skills.
Description:
1. Project structure and goals: Research revolved around these questions.
• What methods of persuasion can I use to successfully persuade my audience?
• How can Microsoft PowerPoint software help me design a creative persuasion
presentation?
2. Procedure: Students will start this lesson by completing a free write for five minutes about a
time they persuaded someone to do something for them. Students are to share whether they are
successful or not in their persuasion. Students will then read aloud Patrick Henry’s, Give me
Liberty or Give me Death speech from their textbooks. While reading, students will underline
key words of persuasion and rhetorical questions that Henry uses in his speech. Students will
then be given a list of several controversial issues about a policy or rule that affects them as
young adults. For example: later curfews, off campus lunches, no homework, lower driving age
etc. Students will pick a partner who shares the similar feelings on one of the controversial issues
listed above. Once the students have picked their partners for this project, the teacher will assign
them to a computer based on the group size and the number of available computers in the
classroom. Groups of two to three students per computer are ideal for this activity. The groups
will create a PowerPoint presentation consisting of at least ten slides to persuade their audience
to grant them the freedoms they want. Students are to use at least two rhetorical questions and
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five key words of persuasion. Students should also incorporate graphics and sound into their
PowerPoint presentation. The teacher should assist with any problems that arise during the
collaboration and exchange of information and the presentation component of this activity.
Students will then share their PowerPoint’s to the class and possibly a member of their target
audience such as an administrator, fellow teachers, or even parents. After completing their
PowerPoint presentation as a group, students will write up a reflection paragraph of this entire
project targeting information learned, items liked, items disliked, etc.
3. Presentations: Students will present their completed persuasion presentations to the class.
There should be a difference in the creativity and originality of the presentations since students
will be choosing one item from a list of controversial issues and using the PowerPoint software
and all the many features and graphics it has to offer. While students are presenting the rest of the
class will be able to critique each other’s presentations. This will provide groups with some
constructive criticism as to whether or not they were successful in their persuasion. At the
conclusion of the lesson, students will be able to reflect on each other’s successful tactics or non
successful tactics in persuading someone.
4. Required resources:
• Microsoft PowerPoint
• Textbook - Elements of Literature: Third Course
5. Assessment:
• Teacher Observation
• Peer Critique Forms
• Teacher made rubric for student created PowerPoint presentations.
• Student reflection paragraphs

Lesson Plan #3 - Educational Software Overview

Title: Frederick Douglass: In Chronological Order
Objectives:
• Students will analyze the life of Frederic Douglass by reading an excerpt in their
textbooks and searching on the Internet.

• Students will gather the significant information that they discovered about Frederick
Douglass and will construct a timeline of his life by using the software program,
Timeliner XE.

• Students will read a section of the Narrative of the Life of Frederick Douglass: The Battle
with Mr. Covey in their textbooks.

• Students will take a list of events that occurred in, The Battle with Mr. Covey, and put
them in chronological order using the software program, Timeliner XE.
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Standards:
NC Standard Course of Study:
• Competency Goal 1: The learner will demonstrate increasing insight and reflection to
print and non-print text through personal expression.
• Competency Goal 2: The learner will inform an audience by using a variety of media to
research and explain insights into language and culture.

• Competency Goal 5: The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.

• Competency Goal 6: The learner will apply conventions of grammar and language
usage.

NETS-S:
• 1b - Basic operations and concepts: Students are proficient in the use of technology.
• 2b – Students practice responsible use of technology systems, information, and software.
• 3a- Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 4b – Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
• 5a - Students use technology to locate, evaluate, and collect information from a variety of
sources.
Topic: American Literature
Content: English III
Grade Level: 11
Technologies Used:
• Computer
• Internet
• Software: Timeliner XE.
• Printer
Websites:
• Frederick Douglass
http://www.history.rochester.edu/class/douglass/home.html
• People and Events: Frederick Douglass
http://www.pbs.org/wgbh/aia/part4/4p1539.html
• Timeliner XE
http://www.tomsnyder.com/timelinerxe/
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Relative Advantages:
• Researching on the Internet is fast and efficient.

• Creating a timeline and putting things in chronological order develop organizational and
creative skills.

• Sharing timelines to the class will improve communication and confidence skills.
Description:
1. Project structure and goals: Research revolved around these questions.
• What significant events impacted Frederick Douglass’s life?

• How can Timeliner XE software help me put things in chronological order?

• What events led to the Battle with Mr. Covey?

2. Procedure: Students will start this lesson by reading an excerpt in their textbooks about the
life of Frederick Douglass. Students will take notes and gather more information using the
Internet and provided resources. Students will use the information from their textbooks and what
they gathered from the Internet to construct a timeline using the software program, Timeliner XE.
Students’ timelines should consist of at least fifteen significant events from Frederick Douglass’s
life and must contain a minimum of five graphics incorporated throughout the timeline. Students
will then read a section of, The Narrative of the Life of Frederick Douglass: The Battle with Mr.
Covey in their textbooks. After reading, students will be given a list of thirteen events that they
must put in chronological order. Students can be paired up to use the software program,
Timeliner XE to help them put the events in chronological order. Students should use a minimum
of five graphics incorporated throughout the chronological order.
3. Presentations: Students will present their timelines to the class. There should be a difference
in the creativity and originality of the timelines since students will be choosing which events of
Douglass’s life they thought were significant. In addition, there will be some difference in
graphic selections used for the timelines. Students may also share their interpretation of the
chronological order of the events that led to the battle with Mr. Covey. At the conclusion of the
lesson, students will be able to reflect on the significant events of Frederick Douglass’s life and
the events that led him to engage in the battle with Mr. Covey.

4. Required resources:
• Timeliner XE
• Textbook - Elements of Literature: Fifth Course
5. Assessment:
• Teacher Observation
• Teacher made rubric for student created timelines on Douglass and chronological order
charts on the events that led to the battle with Mr. Covey.
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• Quiz the following day on significant events of Frederick Douglass’s life and the events
that led to the battle with Mr. Covey.

Lesson Plan #4 - Educational Software Overview

Title: The Most Dangerous Game: The Sequel
Objectives:
• Students will read the short story, The Most Dangerous Game together as a class.

• Students will develop their creative thinking skills by creating a sequel to the short story,
The Most Dangerous Game, using the software program, Hollywood High.

• Students will improve communication skills by presenting their sequels to the entire
class.
Standards:
NC Standard Course of Study:
• Competency Goal 1: The learner will express reflections and reactions to print and non-
print text and personal experiences.

• Competency Goal 4: The learner will create and use standards to critique
communication.

• Competency Goal 5: The learner will demonstrate understanding of various literary

genres, concepts, elements, and terms.

• Competency Goal 6: The learner will apply conventions of grammar and language
usage.

NETS-S:
• 1b - Basic operations and concepts: Students are proficient in the use of technology.
• 2b – Students practice responsible use of technology systems, information, and software.
• 3a- Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 4b – Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
• 5a - Students use technology to locate, evaluate, and collect information from a variety of
sources.
Topic: Short Stories
Content: English I
Grade Level: 9
Technologies Used:
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• Computer
• Internet
• Software: Hollywood High
• Printer
Websites:
• Hollywood High
http://www.tomsnyder.com/products/product.asp?SKU=HOLHIG&Subject=LanguageArt
s
• BookRags
http://www.bookrags.com/The_Most_Dangerous_Game
Relative Advantages:
• Researching on the Internet is fast and efficient.

• Creating a sequel will improve critical thinking and creative skills.

• Sharing sequels to the class will improve communication and confidence skills.
Description:
1. Project structure and goals: Research revolved around these questions.
• What would happen next in, The Most Dangerous Game?
• How can Hollywood High software help me create a sequel to, The Most Dangerous
Game?
2. Procedure: Students will start this lesson by reading the short story, The Most Dangerous
Game in class. The ending of, The Most Dangerous Game is abrupt causing many students to
wonder what happened next. The teacher will supply students with their assignment to write a
sequel to the short story. Students will use the software, Hollywood High to create their sequels.
Students will be instructed to select different settings, characters, incorporate dialogue, and
assign voices. Students will probably work best in pairs or in small groups for this assignment.
3. Presentations: Students will present their sequels to the class. There should be a difference in
the creativity and originality of the sequels since students will be choosing how they want the
story to continue. However, students are instructed to use the same characters, similar setting,
and previous background information. In addition, there will be some difference in graphic
selections used for the sequels based on what the software, Hollywood High has to offer.
4. Required resources:
• Software: Hollywood High
• Textbook - Elements of Literature: Third Course
5. Assessment:
• Teacher Observation
• Teacher made rubric for student created sequels
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Lesson Plan #5 – Website Overview

Title: Subject Verb Agreement
Objectives:
• Students will determine the five trouble spots of subject-verb agreement and will identify
the different ways to correct subject-verb agreement problems by viewing a PowerPoint
presentation from the website: Guide to Grammar and Writing.

• Students will practice identifying and correcting subject-verb agreement problems by

completing several interactive subject/verb agreement online quizzes from the site: Guide
to Grammar and Writing.

• Students will critique and evaluate their interactive online subject-verb agreement quiz
results.

Standards:
NC Standard Course of Study:
• Competency Goal 6: The learner will apply conventions of grammar and language
usage.

• 6.01 – Demonstrate an understanding of conventional written and spoken expression.

• 6.02 – Discern and correct errors in spoken and written English

NETS-S:
• 1b - Basic operations and concepts: Students are proficient in the use of technology.
• 2b – Students practice responsible use of technology systems, information, and software.
• 3a- Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 4b – Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
• 5a - Students use technology to locate, evaluate, and collect information from a variety of
sources.
Topic: Grammar: Subject and Verb Agreement
Content: English I
Grade Level: 9
Technologies Used:
• Computers
• Internet Access
• LCD projector
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• Television
• Printer
Websites:
Guide to Grammar and Writing
http://grammar.ccc.commnet.edu/grammar/

Relative Advantages:
• Viewing a PowerPoint presentation on subject-verb agreement helps students’ better
process information.

• Reinforcing grammar skills on the internet is fast and efficient.

• Critiquing quiz results provides students with an assessment of how well they understand
subject/verb agreement.

Description:
1. Project structure and goals: Research revolved around these questions.
• How can the website Guide to Grammar and Writing help me learn how to identify and
correct problems with subject and verb agreement?
2. Procedure: Students will start this lesson by viewing a PowerPoint on subject-verb agreement
from the website: Guide to Grammar and Writing. The teacher can display this presentation
through an LCD projector or using a television in the classroom. While viewing the presentation,
the teacher will have students complete a guided notes handout. The teacher will make this
handout prior to students viewing of the presentation. This handout should be a close replica as
to what is found on the presentation, however students will be filling in or correcting information
that is missing. This should be done together as a class and each student should have their own
handout. The teacher should discuss and reinforce the material found on the presentation. In
addition, the teacher should use a pace that is aligned with the students in the class, not going to
the next slide until all students are ready.
Once students are finished viewing the PowerPoint presentation they will use their notes to
complete selected interactive grammar quizzes found on the website: Guide to Grammar and
Writing. Students will complete quiz numbers 31-33. Students will print out their results and
make an assessment on how well they understand subject-verb agreement. Students will write
down their score for each quiz. Students will then complete quiz numbers 34-36. Students will
print out their results and re-access this group of quizzes writing down their scores. Lastly,
students will add up their scores for the six quizzes and divide by the total number of quizzes
taken (6) giving them their percentage of how well they have mastered subject-verb agreement.
3. Required resources:
• Internet Access
• Teacher made guided notes for PowerPoint presentation.

4. Assessment:
• Teacher Observation
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• Interactive grammar quiz results

• Total percentage of subject/verb agreement comprehension.
• Quiz the following day on the different types of subject/verb agreement and how to
correct problems of subject/verb agreement.

Lesson Plan #6 - Multimedia Software Overview

Title: Slave Spirituals
Objectives:
• Students will recall the history and origin of slave spirituals by playing a review game
constructed by the teacher.

• Students will classify slave spirituals by viewing and listening to selected youtube clips,
while playing the review game.

• Students will distinguish between prominent figures from the civil rights literary
movement while playing the review game.
Standards:
NC Standard Course of Study:
• Competency Goal 1: The learner will demonstrate increasing insight and reflection to
print and non-print text through personal expression.
• Competency Goal 2: The learner will inform an audience by using a variety of media to
research and explain insights into language and culture.

• Competency Goal 5: The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.

• Competency Goal 6: The learner will apply conventions of grammar and language
usage.

NETS-S:
• 1b - Basic operations and concepts: Students are proficient in the use of technology.
• 2b – Students practice responsible use of technology systems, information, and software.
• 3a- Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 4b – Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
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• 5a - Students use technology to locate, evaluate, and collect information from a variety of
sources.
Topic: American Literature
Content: English III
Grade Level: 11
Technologies Used:
• Computers
• Internet access
• Microsoft PowerPoint software
• LCD projector
• Television
• Timer
Websites:
Negro Spirituals
http://www.negrospirituals.com/history.htm
Traditional Slave Spirituals
http://www.lclark.edu/~ria/SPIRIT~1.HTM
African American Spirituals
http://africanamericanspirituals.com/spirituals.htm
Sweet Chariot: The Story of the Spirituals
http://ctl.du.edu/spirituals/Freedom/index.cfm
Microsoft PowerPoint Tutorial
http://www.bcschools.net/staff/PowerPointHelp.htm
Relative Advantages:
• Researching on the internet is fast and efficient.

• Viewing a PowerPoint review game helps students’ process information.

• Having a time limit promotes working efficiently and quickly.

Required resources:
• Microsoft PowerPoint software
• Textbook - Elements of Literature: Third Course
Description:
1. Prerequisite skills/knowledge: Students need to be familiar with their textbooks and
researching on the internet. Students also need to be familiar with viewing Microsoft PowerPoint
presentations in order to play the game. If students are creating stacks on their own, then basic
knowledge of Microsoft PowerPoint and typing skills would be required.
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2. Overview: Students will be playing a review game on the history and origin of Slave
Spirituals. Students have previously studied slave spirituals earlier that week and this lesson is to
serve as a review for their unit test. Students can be divided into teams, in pairs, or even
individually based on the teacher’s discretion. Students will view stacks created by the teacher on
an LCD projector in the front of the room. The stacks will supply a question; students will then
have to find the answer using the internet on their own computers or a textbook, as resources if
needed. Students will have two to three minutes to answer these questions. When the timer
buzzes, students are to hold up their answer. The teacher will reward points to the students or
team who have answered correctly and keep a tally on the board. The game will continue until
questions run out and a winner is determined.
3. Instructional activities/strategies: The teacher can determine when slides change by setting a
time limitation on each slide transition. The teacher can set up the PowerPoint on individual
computers if he/she doesn’t want it to be a competitive game setting. If students do create their
own stacks they should go through a guided tutorial in creating PowerPoint slides. More time
should be set aside for this lesson in order for them to play each other’s games.
4. Assessment options: By keeping the tally on the board the teacher can determine which
students understand the material the most or what areas need to be re-taught if applicable. The
students can also keep a written record of their responses to turn into the teacher. If the teacher
decides to have the students create their own stacks then a teacher made rubric will be available
for grading purposes. Ultimately the unit test that students will take at the end of this lesson will
be a determining factor in how well students comprehended the material.

5. Teaching Suggestions/Extensions:
• Depending on the level and different types of learners the teacher should consider giving
more time to answer the questions.
• Have an extra question available if a tie-breaker is needed.
• Have students create their own stacks and develop their own review game. Then have
students pair up and play each other games.
• Match students up according to their strength and weaknesses.
• Graphics, videos, and animations should be used in the slides for the game.

Lesson Plan Summary

The six lesson plans above are based on a Language Arts, secondary grade level

curriculum, and incorporate technology in a variety of ways. Each lesson plan meets most

NETS-S student standards and is aligned with the North Carolina Standard Course of Study.

Lesson plan #1 is an example of a productivity tool based lesson. This lesson is titled,

The Most Dangerous Game: Plot Diagram. This lesson is for a 9th grade level audience and
 Patterson 16

focuses on the topic of short stories. This lesson meets several of the North Carolina Competency

ninth grade goals: Competency Goal 4: The learner will create and use standards to critique

communication. Competency Goal 5: The learner will demonstrate understanding of various

literary genres, concepts, elements, and terms. Competency Goal 6: The learner will apply

conventions of grammar and language usage (NC Standard Course of Study, 2006). They are

also aligned with several state objectives: 4.03: Demonstrate the ability to read, listen to and

view a variety of increasingly complex print and non-print critical texts appropriate to grade

level and course literary focus, by summarizing key events and/or points from text. 5.01: Read

and analyze various literary works by explaining how the writer creates character, setting, motif,

theme, and other elements. 6.02: Discern and correct errors in spoken and written English (NC

Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b - basic

operations and concepts; 2b – students practice responsible use of technology systems,

information, and software. 3a- students use technology tools to enhance learning, increase

productivity, and promote creativity. 4b – students use telecommunications to collaborate,

publish, and interact with peers, experts, and other audiences; and 5a - students use technology to

locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005).

Lesson Plan #1 incorporates a productivity tool such as Inspiration 8.0 software. First

students will read the short story, The Most Dangerous Game by Richard Connell. Students will

then use the Inspiration 8.0 software to create and design a plot diagram based on the short story,

The Most Dangerous Game. Students must have a minimum of five graphics included in the plot

diagram. Lastly, students will determine the setting, basic situation, main events, climax, and

resolution of the short story, The Most Dangerous Game in their plot diagrams. Some relative

advantages that this lesson offers to students are: researching on the Internet is fast and efficient,
 Patterson 17

creating plot diagrams using Inspiration 8.0 software develops professional and creative skills,

and sharing diagrams to the class will improve communication skills and confidence skills.

Lesson plan #2 is another example of a productivity tool based lesson plan. This lesson is titled,

Give Me Liberty or Give Me Death: Persuasive Essays. This lesson is for an 11th grade level

audience and focuses on the topic of American Literature and creative writing. This lesson meets

several of the North Carolina Competency goals for eleventh grade: Competency Goal 1: The

learner will demonstrate increasing insight and reflection to print and non-print text through

personal expression. Competency Goal 2: The learner will inform an audience by using a

variety of media to research and explain insights into language and culture. Competency Goal

3: The learner will examine argumentation and develop informed opinions. Competency Goal

5: The learner will interpret and evaluate representative texts to deepen understanding of

literature of the United States. Competency Goal 6: The learner will apply conventions of

grammar and language usage (NC Standard Course of Study, 2006). This lesson also meets

several NETS-S standards: 1b - basic operations and concepts; 2b – students practice responsible

use of technology systems, information, and software. 3a- students use technology tools to

enhance learning, increase productivity, and promote creativity. 4b – students use

telecommunications to collaborate, publish, and interact with peers, experts, and other audiences;

and 5a - students use technology to locate, evaluate, and collect information from a variety of

sources (Bitter and Pierson, 2005).

Lesson plan #2 incorporates a productivity tool such as Microsoft PowerPoint. This

lesson plan is designed to use technology to improve creative writing skills. First, students will

free-write for five minutes about a time they persuaded someone to do something for them.

Second, students will share their free write responses out loud to the class and explain if they

were successful or not in their persuasion. Third, students will read the historic speech titled,
 Patterson 18

Give Me Liberty or Give me Death, by Patrick Henry. Fourth, students will identify the

successful methods of persuasion that Patrick Henry used in his speech to persuade the Virginia

House of Burgess to go to war against the British. Next, students will work cooperatively with

others to create a PowerPoint presentation based on a controversial issue that affects them as

young adults. Lastly, students will use a computer-based multimedia presentation program to

organize and present information to the rest of their classmates. Some relative advantages that

this lesson plan offers to students is: researching on the Internet is fast and efficient, creating a

PowerPoint presentation develops professional and creative skills, and sharing PowerPoint

presentations to the class will improve communication and confidence skills.

Lesson plan # 3 is an educational software based lesson. This lesson is titled, Frederick

Douglass: In Chronological Order. This lesson is for an eleventh grade curriculum and focuses

on an aspect of American Literature. This lesson meets four of the North Carolina Competency

goals for eleventh grade: Competency Goal 1: The learner will demonstrate increasing insight

and reflection to print and non-print text through personal expression. Competency Goal 2: The

learner will inform an audience by using a variety of media to research and explain insights into

language and culture. Competency Goal 5: The learner will interpret and evaluate representative

texts to deepen understanding of literature of the United States. Competency Goal 6: The

learner will apply conventions of grammar and language usage (NC Standard Course of Study,

2006). This lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b

– students practice responsible use of technology systems, information, and software. 3a-

students use technology tools to enhance learning, increase productivity, and promote creativity.

4b – students use telecommunications to collaborate, publish, and interact with peers, experts,

and other audiences; and 5a - students use technology to locate, evaluate, and collect information

from a variety of sources (Bitter and Pierson, 2005).

 Patterson 19

Lesson plan # 3 incorporates the educational software program: Timeliner XE. First

student will analyze the life of Frederic Douglass by reading an excerpt in their textbooks and

searching on the Internet. Second, students will gather the significant information that they

discovered about Frederick Douglass and will construct a timeline of his life by using the

software program, Timeliner XE. Next students will read a section of the Narrative of the Life of

Frederick Douglass: The Battle with Mr. Covey in their textbooks. Lastly, Students will take a list

of events that occurred in, The Battle with Mr. Covey, and put them in chronological order using

the software program, Timeliner XE. Some relative advantages that this lesson plan offers is:

researching on the Internet is fast and efficient, creating a timeline and putting things in

chronological order develop organizational and creative skills, and sharing timelines to the class

will improve communication and confidence skills.

Lesson plan #4is another educational software based lesson plan. This lesson is titled, The

Most Dangerous Game: The Sequel. This lesson is for a ninth grade curriculum and focuses on

the topic of short stories. This lesson meets four of the North Carolina Competency goals for

ninth grade: Competency Goal 1: The learner will express reflections and reactions to print and

non-print text and personal experiences. Competency Goal 4: The learner will create and use

standards to critique communication. Competency Goal 5: The learner will demonstrate

understanding of various literary genres, concepts, elements, and terms. Competency Goal 6:

The learner will apply conventions of grammar and language usage (NC Standard Course of

Study, 2006). This lesson also meets several NETS-S standards: 1b - basic operations and

concepts; 2b – students practice responsible use of technology systems, information, and

software. 3a- students use technology tools to enhance learning, increase productivity, and

promote creativity. 4b – students use telecommunications to collaborate, publish, and interact

 Patterson 20

with peers, experts, and other audiences; and 5a - students use technology to locate, evaluate, and

collect information from a variety of sources (Bitter and Pierson, 2005).

Lesson plan #4 incorporates the educational software program: Hollywood High. First

students will read the short story, The Most Dangerous Game together as a class. Next, Students

will develop their creative thinking skills by creating a sequel to the short story, The Most

Dangerous Game, using the software program, Hollywood High. Lastly, Students will improve

communication skills by presenting their sequels to the entire class. The relative advantages that

this lesson offers students is researching on the Internet is fast and efficient, creating a sequel

will improve critical thinking and creative skills, and sharing sequels to the class will improve

communication and confidence skills.

Lesson plan #5 is an internet based lesson plan. This lesson is titled, Subject-Verb

Agreement. This lesson is for a ninth grade level audience and focuses on the topic of grammar

and language skills. This lesson meets several of the North Carolina Competency goals for ninth

grade: Competency Goal 6: The learner will apply conventions of grammar and language usage.

This lesson is aligned with the state objectives: 6.01 – Demonstrate an understanding of

conventional written and spoken expression and 6.02 – Discern and correct errors in spoken and

written English (NC Standard Course of Study, 2006). This lesson also meets several NETS-S

standards: 1b - basic operations and concepts; 2b – students practice responsible use of

technology systems, information, and software. 3a- students use technology tools to enhance

learning, increase productivity, and promote creativity. 4b – students use telecommunications to

collaborate, publish, and interact with peers, experts, and other audiences; and 5a - students use

technology to locate, evaluate, and collect information from a variety of sources (Bitter and

Pierson, 2005).
 Patterson 21

Lesson plan #5 incorporates the educational website: Guide to Grammar and Writing.

First, students will determine the five trouble spots of subject-verb agreement and will identify

the different ways to correct subject-verb agreement problems by viewing a PowerPoint

presentation from the website: Guide to Grammar and Writing. Next, students will practice

identifying and correcting subject-verb agreement problems by completing several interactive

subject/verb agreement online quizzes from the site: Guide to Grammar and Writing. Lastly,

students will critique and evaluate their interactive online subject-verb agreement quiz results.

The relative advantages that this lesson offers students is viewing a PowerPoint presentation on

subject-verb agreement helps students’ better process information, reinforcing grammar skills on

the internet is fast and efficient, and critiquing quiz results provides students with an assessment

of how well they understand subject/verb agreement.

Lesson plan #6 is an example of a multimedia based lesson. This lesson plan is titled,

Slave Spirituals. This lesson is for an eleventh grade audience and focuses on the topic of

American literature. This lesson meets several of the North Carolina Competency goals for ninth

grade: Competency Goal 1: The learner will demonstrate increasing insight and reflection to

print and non-print text through personal expression. Competency Goal 2: The learner will

inform an audience by using a variety of media to research and explain insights into language

and culture. Competency Goal 5: The learner will interpret and evaluate representative texts to

deepen understanding of literature of the United States. Competency Goal 6: The learner will

apply conventions of grammar and language usage (NC Standard Course of Study, 2006). This

lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b – students

practice responsible use of technology systems, information, and software. 3a- students use

technology tools to enhance learning, increase productivity, and promote creativity. 4b – students

use telecommunications to collaborate, publish, and interact with peers, experts, and other
 Patterson 22

audiences; and 5a - students use technology to locate, evaluate, and collect information from a

variety of sources (Bitter and Pierson, 2005).

Lesson plan #6 incorporates the multimedia software: Microsoft PowerPoint. First

students recall the history and origin of slave spirituals by playing a review game constructed by

the teacher. Next, students will classify slave spirituals by viewing and listening to selected

youtube clips, while playing the review game. Lastly, students will distinguish between

prominent figures from the civil rights literary movement while playing the review game. Some

relative advantages that this lesson plan offers students is researching on the internet is fast and

efficient, viewing a PowerPoint review game helps students’ process information, and having a

time limit promotes working efficiently and quickly.

Integration and Connection

Lesson plans #1, 4, and 5 are all based on a ninth grade curriculum. Lesson plans 1 and 4

are connected and can be used in the same unit. Both plans are centered around the short story,

The Most Dangerous Game. In lesson plan # 1 students will be using the Inspiration 8.0 software

to create a plot diagram and in lesson plan #4 students are creating a sequel to the story using the

educational software program, Hollywood High. These two lesson plans will provide a very

engaging technology based unit for ninth grade level students. Lesson plan #5 is based on the

ninth grade curriculum as well, but can be used in any secondary level language arts classes. In

lesson plan #5, students will use the internet site Guide to Grammar and Writing to improve and

practice subject-verb agreement. This lesson could be done at any time and if incorporating into

a unit such as, The Most Dangerous Game, then it would be best to practice grammar skills

before completing a writing assignment.

Lesson plans #2, 3, and 6 are all based on an eleventh grade language arts curriculum. In

the state of North Carolina language arts students in the eleventh grade study American
 Patterson 23

Literature. All three of these lesson plans, fit into this curriculum perfectly. Lesson plan #2 uses a

productivity tool such as Microsoft PowerPoint to improve creative writing skills based on the

historic speech, Give Me Liberty or Give me Death, by Patrick Henry. Lesson plan #3 uses the

educational software program: Timeliner XE based on a chapter of the Narrative of the Life of

Frederick Douglass: The Battle with Mr. Covey. Lesson plan #6 uses the multimedia software:

Microsoft PowerPoint based on the topic of slave spirituals. All three lessons above focus on

significant parts of the American literature curriculum.

All six lesson plans can easily be incorporated into any secondary language arts

classroom across the country. Each lesson is focused on significant content that every secondary

language arts teacher should be focusing on in their classrooms. These lessons offer a valuable

use of technology that will not only improve student learning, but also add to the teachers’

experiences and comforts of using technology. Each lesson is filled with rich material that makes

learning fun and exciting. These lessons can also be adapted and tweaked easily to add

cooperative learning opportunities and modifications for special education students. Therefore,

these lessons are efficient and ready to be used in a language arts classroom today.

Resources

Gary Bitter and Mellissa Pierson (2005). Using Technology in the Classroom: Sixth Edition.
Boston: Pearson.

Laura Wood (2005). Elements of Literature: Third Course. Austin: Holt Rinehart Winston.
 Patterson 24

Laura Wood (2005). Elements of Literature: Fifth Course. Austin: Holt Rinehart Winston.

2006). NC Standard Course of Study. Raleigh: Public Schools of North Carolina. Retrieved

November 14, 2008 from

http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/29english3