Lesson Plan: PBL – Personal Digital Technology in our School: Friend or Foe? Grade Level: 9th and 10th Related Lessons: Persuasive Writing using Technology; Finding Answers in Collaboration Unit: Persuasive Writing
GOALS Content Standards: Delaware State English Language Arts Prioritized Standards
persuasive text that:
Presents a clear defensible position that supports or opposes a debatable issue or question;
Supports the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, examples, and/or insightful commentary;
Acknowledges and evaluates readers’ anticipated position(s) on the issue and/or anticipated opposition (e.g., recognize alternative view points, propose solutions, make concessions, present a rebuttal);
Uses words that create consistent style and tone for the writing occasion.
, to include:
Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader);
Listen attentively, demonstrating respect for the opinion of others;
Respond responsibly and courteously to other’s remarks;
Explain opinions by citing evidence and referring to sources;
Evaluate the stated ideas and opinions of others, seeking clarification through questions;
Invite ideas and opinions of others into the discussion.
, including · Formulate a research question or thesis statement; · Determine a clear purpose, topic and audience for research.
ISTE NETS-S 1. Creativity and Innovation
*
2. Communication and Collaboration
*
3. Research and Information Fluency
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4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship
*
6. Technology Operations and Concepts
Instructional Objective: Students will compose an argument in support of a new personal technology policy by researching the current policy, identifying other uses and adoptions of personal technology, and identifying and researching counter-arguments.
ACTION Before-Class Preparation: Obtain copies of the current Student Handbook section on Electronic Device Usage, the District policy on Telecommunications, and the District policy on Portable Communication Devices. Obtain current year data on discipline related to these policies.
DURING CLASS
Time
Instructional Activity
Materials & Resources
10 mins
Activating Strategy – Students will complete an anticipation guide on cell phone & other electronics usage in school.
Anticipation Guide
40 – 50 mins
Whole class introduction/review of cell phone & electronic usage policies. This can be accomplished through the use of teacher workstation and a projector or in a computer lab with students accessing appropriate documents through the school website. Students will use graphic organizer to record the specifics of the policy and any supports provided in the documents. Assignment guidelines will be distributed, including steps and goal dates to be met.
Policies & Handbook (print for whole class intro) or through school website (bookmarked)
20 mins
Students will work in pairs to brainstorm both sides of the possible issue of cell phone OR personal electronic devices (iPods, MP3s, etc.) in school. Class discussion of the relevance of current policy and prospective changes.
Concept Mapping software or Word processing software
2 – 3 hours (1 to 2 classes) plus homework
Whole class review of how to structure an argument; small group analysis of several persuasive articles dealing with current issues to identify argumentative elements.
Persuasive articles; graphic organizer for argument structure
3 hours (2 classes) plus homework
Individually or in original pairs, students will return to the brainstorming activity and identify key terms to use in an internet search on their chosen topic. During research, students will identify key topics for the issue, arguments for and against the issue (cell phones or electronic devices) and supporting data or research for both sides.
Computer lab with internet access; QUEST model for research; Word processing software for taking notes as research
20 mins /
After research, individual students will draft a position statement outlining what they believe the new policy should be and summarizing their supports.
Word processing software
1 class period
Students will form groups based on their chosen positions and the group will draft a final position paper, utilizing the models for arguments found in the prior group activity.
Word processing software, presentation software
MONITOR Ongoing Assessment(s): Student work including graphic organizers, research notes, rough draft of position statement, and rough draft of group position paper.
Accommodations and Extensions: Students will be provided multiple examples of arguments and persuasion through modeling and examples in articles. Group work will allow for multiple drafts of both position statements and papers. Outline for QUEST and suggested sites will be listed on class website.
Back-up Plan: Obtain appropriate numbers of copies of policies and articles in case internet access is limited.
EVALUATION Individual position statement will be graded according to the statement rubric. Final group paper will be graded with project rubric for clearly stating the position taken, providing details and support, and acknowledging the opposition as well as basic presentation including grammar and voice.
Grade Level: 9th and 10th
Related Lessons: Persuasive Writing using Technology; Finding Answers in Collaboration
Unit: Persuasive Writing
GOALS
Content Standards: Delaware State English Language Arts Prioritized Standards
persuasive text that:
, to include:
, including
· Formulate a research question or thesis statement;
· Determine a clear purpose, topic and audience for research.
ISTE NETS-S
1. Creativity and Innovation
5. Digital Citizenship
Instructional Objective: Students will compose an argument in support of a new personal technology policy by researching the current policy, identifying other uses and adoptions of personal technology, and identifying and researching counter-arguments.
ACTION
Before-Class Preparation: Obtain copies of the current Student Handbook section on Electronic Device Usage, the District policy on Telecommunications, and the District policy on Portable Communication Devices. Obtain current year data on discipline related to these policies.
DURING CLASS
MONITOR
Ongoing Assessment(s): Student work including graphic organizers, research notes, rough draft of position statement, and rough draft of group position paper.
Accommodations and Extensions: Students will be provided multiple examples of arguments and persuasion through modeling and examples in articles. Group work will allow for multiple drafts of both position statements and papers. Outline for QUEST and suggested sites will be listed on class website.
Back-up Plan: Obtain appropriate numbers of copies of policies and articles in case internet access is limited.
EVALUATION
Individual position statement will be graded according to the statement rubric. Final group paper will be graded with project rubric for clearly stating the position taken, providing details and support, and acknowledging the opposition as well as basic presentation including grammar and voice.