Technology-Integrated Lesson Plan
In the lesson plan that follows, I have integrated technology
according to the following scenarios:
Scenario 1:
In the one computer classroom with internet access and
overhead projection of the computer screen
1. Power Point
Presentation of notes on Romantic Poets.
2. Instead of handouts of
various poems, (see attachments) display the poems in Word so that the students
can see the poems and so that the poems can be easily manipulated.
3. Instead of
transparencies of paintings, go on the internet to a website to display to the
class William Blake’s colored Plates of “Songs of Innocence and of Experience.”
Scenario 2;
In the six computer classroom, the computers arranged so that
four students can work at each computer and they are linked to the internet
1.
Take turns typing poem in Word.
2. Have the
remaining students write drafts of their poem at their seats until it is their
turn.
Scenario 3:
In the computer laboratory, one computer per student, each
computer networked to the internet
1. Go into Paint and
show students an example of the picture I drew to coincide with the poem I
wrote.
2. Have the
students create their own picture in Paint to accompany their poem.
Lesson Plan
http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/LIT0211.html
1.
Grade: 12th
2.
Course: British Literature
3.
Unit: Romantic Period
4.
Lesson: William/William Mix-up
5.
Goals: Pennsylvania Academic Standards for Reading,
Writing, Listening, and Speaking :
6.
Objectives:
a. General:
1. The students will be able to appreciate the talent
and hard work it takes to become a successful
writer of sonnets and a painter of pictures that
correlate with the sonnets.
2. The
students will eventually grow to like poetry and
recognize that each poet has his or her own unique style.
b. Specific:
1. The students will be able to define what a
sonnet is.
2. The
students will be able to differentiate between the
writings of William Blake and William Wordsworth.
3. The
students will be able to determine which painting
belongs to which poem by William Blake.
4. The
students will be able to notice Blake’s symbols within his poems and relate them
to the
symbols in his paintings and discuss the meanings of the symbols in both.
7.
Materials needed:
a.
Overhead Projector
b. Transparencies of paintings
and poems.
c. Handouts of poems for the
students to take home.
d. Handouts of the homework
assignment with the guidelines.
8.
Activities:
a.
Attention-getter: Name me some of the poets who have William as their
first name. (William
Blake, William Wordsworth, William Shakespeare, William Carlos Williams, etc.)
(2 mins.)
b. Lecture on similarities and
differences of writings styles between William Blake and William
Wordsworth.
(both British Romantic Poets, Blake-is more radical in his ideas & also paints,
Wordsworth-likes nature.) (Show transparencies of some of Blake’s paintings)
(Handout
poems) (Go
over transparencies of poems – students already have handouts) (Define terms:
Sonnet - 16
line poem with 3-4 line ballad stanzas and 2 lined rhymed couplet. & Couplet –
two
successive
lines of rhyming verse.) (20 mins.)
c. Have students try to guess
which poems on their handout are by Blake and which are by
Wordsworth
(write in with pencil). Then call on students for their answers and tell them
if they
are right or
wrong. (After lecture on the styles each poet possess) (Throw in William
Shakespeare’s
sonnet 116 to see if the students can see the difference) (10 mins.)
d. Place students in groups of 3
and have them describe what the painting is of on the overhead
and have them
decide which poem on their handout goes with the painting and why. (There will
be one writer
in the group, one coordinator of discussion, and one speaker; decided amongst
themselves.)
I will call on each group for their responses. (15 mins.)
e. Have the students return to
their seats and begin composing a sonnet and drawing a picture to
accompany the
sonnet. (Handout of directions) (10 mins.)
f. Go over any
questions the students may have about the assignment. (2 mins.)
g. Conclusion:
Review the main poems by William Blake and William Wordsworth and have the
students tell me which poet and poem they liked the best and why. (10 mins.)
9.
Assignment:
a.
The students will take home and complete by the end of the week the
sonnet and picture that
they began in class. (Already gave directions for the assignment)
b. The students will write a 1-2
page paper telling me: what
they thought of the assignment,
why they wrote what they did in their sonnet…what was their
motivation, and they will
describe what they drew in their picture and tell how it relates to their
sonnet.
10.
Evaluation:
a. progress
toward objectives
1. I will have some of the
students (volunteers or selected at random) share their pictures and
describe why
they drew what they did in relation to the sonnet they wrote and what symbols
they used
within the picture. (Blake=Lamb=Innocence & Blake=Tyger=Experience)
2. I will collect the sonnets
that they write for homework to see if they understand what a
sonnet is.
3. I will collect the pictures
and the paper to see if the students understood that the picture
and sonnet
where supposed to represent one another like Blake’s do.
b. self-evaluation
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© Krista M. Antonis-Wagner, 2003, all rights reserved / Revised
February/26/2003
