FinalExamProject

SuperCoolHighSchool
June28,2015
MorganWhite

FinalExamProject

PositionPaper
Theexpansionanddevelopmentoftechnologyismovingfasterthanpeoplecankeepup
with.Therearephones,tablets,ereaders,computers,laptops,andsomanymorethereisa
wholeworldofcomputerprogrammingandappdevelopmentthatstudentsarenotawareof.
Paperandpencilwillnothelpstudentswhentheirfutureemployerswantthemtodevelopa
spreadsheet,oragameapp,orsomesortoftechnology.Teachingstudentstousetechnologywill
givethemskillstothriveinthenewandfastpacedtechnologicalworld.
Manyschoolsareapprehensivetoincorporatetechnologyintotheircurriculum.Eventhe
teacherschoosepenandpaperessaysoverwordprocessedandspellcheckedessays.Itis
understandablethatstudentsneedtolearntousepenandpaper,incasetheymightnothave
accesstoacomputeroneday,butnohavingaccesstosomesortoftechnologyisalmostunheard
ofnowadays.PaulaResta,thedirectoroftheLearningTechnologyCenterattheUniversityof
Texas,Austinbelievesthat...technologyisoftenputintoclassroomswithlittletechnical
supportandthusisseldomaseffectiveasitmightbe.(Clemmitt,2011)Manyteacherseitherdo
nothavetheresourcesorskillstoeffectivelyincorporatetechnologyintotheirclassroom,and
becauseofthis,studentswillsufferintheworldofvasttechnologicaladvancementthattheylive
inandwilleventuallyhavetocompetein.
Schoolsarenotwillingtouseamajorityoftheirbudgetstowardskeepingupwiththe
rapidlydevelopingtechnologicalmarket,buttheydonothaveto.Yes,allthelatestdevicesare
alwaysupdatingandchanging,butmanyoftheoldermodelsworkjustaswell.Forexample,all
iPadsusethesameapps,sothereisnoreasonforaschooltobuythestudentsthelatest
generation,whentheprevioustwogenerationswouldworkjustaswell.Givingthestudentsthis
kindoftechnology,especiallybeingsoexpensive,isscary.Theycoulddropitorloseitorhave
itstolen,whichisagoodconcerntohave.Teachingstudentstousethetechnologyand
emphasizingthecostandapplicationofitcouldpotentiallyinstillanunderstandingofhow
importantitis,aswellashowtotakepropercareofit.
Schoolslackthefundingandteacherslacktheskillsandresourcestoeffectively
incorporatetechnologyintotheclassroom.Microsoftwordandpowerpointareimportantandall,
butbeingbarelyproficientinthoseprogramsisnotwhatthestudentsneed.Technologyclassand
constantimmersionistheonlywaythatschoolscaneffectivelyprepareitsstudentsfortheir
futures.

Clemmitt,M.(2011,December2).Digitaleducation.
CQResearcher
,
21
,10011024.Retrieved
fromhttp://library.cqpress.com/

FinalExamProject

IdentificationofStandards
InNevada,thecomputerandtechnologystandardsbeginingradelevelthree.Whether
thecurriculumwritersrealizeitornot,childrenarebeingexposedtotechnologybeforetheycan
eventalk,mostofthetime.Studentscangointothirdgradeandbecompletelyproficientin
internetexploringandtabletusage.Thesestandardsareverybasic,typingskillsandwhatnot,
whichisunderstandablefortheentrylevel.Then,asthelevelsincreased,theskillsgofrombasic
typingtocomputeruse,andthentowebbrowsing,andthenresearchskills.Researchskillsare
probablyoneofthemostimportantbecausestudentsneedtoknowhowtofindreliable,scholarly
sources,insteadofjustclickingonthefirstlinkinthesearchengine,whichusuallyhappensto
beaWikiwebsite.
TheNevadaDepartmentofEducationcommoncorestandardscangetprettyconfusingto
read.Goingthroughtheenglishlanguageartsandwritingstandardscanbetough,buteventually
selfexplanatory.Whatisinteresting,though,ishowtheninthandtenthgradestandardsarethe
sameforall,andtheeleventhandtwelfthgradestandardsarethesame.Thesearecompletely
differentgradelevelsandjuststagesinlifeforstudents,theyshouldbeadvancing,insteadof
learningthesameskillstheydidinthepreviousyear.
TheInternationalSocietyforTechnologyinEducation,though,isprettyinnovativeand
amazing.Theyhavestandardsforteachersandstudents,whichisnicesoeveryoneknowswhat
parttheyneedtoplayinlearningandteachingthetechnology.Thestandardsarealsosimple.
Theyredividedintocategories,givenanoverview,andthreeorfourquickbulletsofwhatneeds
tobelearned.Short,sweet,andtothepointisoneofthebestwaystogiveteachersenough
wiggleroomintheirclassestobeabletoteachthestandard,buttodoitinawaythattheyare
familiarandcomfortablewithteachingandawaythattheyknowtheystudentswillreceiveand
fullyunderstand.

FinalExamProject

LessonPlan
NameofLesson:QuietLiteraryDeviceCompetition
GradeLevelAppropriateness:612(standardstakenfromgrades912)
TechnologyContentStandardAddressed:
Standard1:Studentsdemonstratecreativethinking,constructknowledge,anddevelop
innovativeproductsandprocessesusingtechnology.
Standard2:Studentsusedigitalmediaandenvironmentstocommunicateandwork
collaboratively,includingatadistance,tosupportindividuallearningandcontributeto
thelearningofothers.
OtherContentStandardAddressed:(nottechnological,corestandard)
Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualor
sharedwritingproducts,takingadvantageoftechnologyscapacitytolinktoother
informationandtodisplayinformationflexiblyanddynamically.
Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(including
aselfgeneratedquestion)orsolveaproblemnarroworbroadentheinquirywhen
appropriatesynthesizemultiplesourcesonthesubject,demonstratingunderstandingof
thesubjectunderinvestigation.
Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,using
advancedsearcheseffectivelyassesstheusefulnessofeachsourceinansweringthe
researchquestionintegrateinformationintothetextselectivelytomaintaintheflowof
ideas,avoidingplagiarismandfollowingAastandardformatforcitation.
Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and
research.
Objective:
Studentswillbeabletoidentifymultipleliterarydevices,explaintheiruses,andprovide
examples.
Studentswillbeabletoeffectivelyuseonlinedrawingprogram,aswellaseffectively
collaboratewithotherswithintheprogram.
Studentswillbeabletoorganizeapresentationwithlimitedtimeandeffectivelypresent
aquick,concise,andorganizedideatoanaudience.
Studentswillbeabletoidentifyliterarydevicesusedincurrentpopculture,aswellas
literature,advertisements,andotheraspectsofdailylife.
MaterialsNeededtoFacilitateLesson:
Twoclassperiods

FinalExamProject

Computerswithinternetaccess
EachstudentneedsaGoogleDriveaccount(studentsalreadyproficientwithprogram)
Bowlfullofpaperswithonecurrent,popularsonglyricseach
Projector
Timer
SuggestedGroupSize:
Procedures:
Firstclassperiod
1. Teacherwillshortlyreviewliterarydevices(usingthisasaclosingactivitytoaliterary
devicesunit)andintroducetheactivity.
2. Studentswillchoosetheirowngroupsof34.
3. AllstudentswillbeinstructedtologontoacomputerandlogintoGoogleDrive.
4. OnestudentwillopenaGoogleDrawdocumentandinvitetheotherstudentsinthegroup
tojointhedocument,andgivethemeditingabilities.
5. Chosenrandomly,eachgroupwillbeassignedasonglyric,whichtheycannottellthe
othergroups.
Songlyricexamples
Alliteration
:And,baby,nowwegotbadblood.(BadBlood,Taylor
Swift)
Metaphor:
Because,baby,youreafirework.(Firework,KatyPerry)
Onomatopoeia:

I'monthatsupersonicboom,y'allhearthespaceship
zoom.(BoomBoomPow,BlackEyedPeas
Allusion:
Dontbitetheapple,Eve.(EmpireStateofMind,JayZ)
Simile:
Youandmebaby,werestucklikeglue.(StuckLikeGlue,
Sugarland)
Euphemism:
Soletmegetyouinyourbirthdaysuit.(Birthday,Katy
Perry)
Hyperbole:
Forthefirsttimeinhistory,itsgonnastartrainingmen.
(ItsRainingMen,TheWeatherGirls)
6. Studentswillbeinstructedtoremainsilent,onlyusingthedocumentchatanddrawingto
communication.
7. Withlimitedtime(determinedbylengthofclassperiod),studentswillhavetoidentify
theliterarydevice,createanimageonGoogleDrawbasedonthesonglyricgiven,andbe
preparedtopresenttheirimageanddevicetotheclass.

FinalExamProject

Duringthetime,theteacherwillenterthechatsandmakesurestudents
areontask.Ifnot,theteacherwillguidethembacktotheassignment.
8. Oncethetimeisover,studentswilldroptheimagesintoaGoogleDrivefoldersharedby
theteacher.

SecondClassPeriod
1. Studentswillenterclassandbeinstructedtoremainintheirgroupsfromtheprevious
class
2. Teacherwillreviewpreviousclassandhomeworkassignment.
3. Imageswillbechosenatrandomandprojected.
4. Thestudents,besidethegroupthatcreatedit,willguessthesongand/orlyric.
5. Oncethesongand/orlyricisidentified,thegroupthatwasassignedthatdevicepresent
abouttheirdeviceandwillleadagroupdiscussionaboutitanditsuses.
6. Repeatsteps35untilallgroupshavepresented.
7. TeacherwillshareaGoogleFormasasurveytoreceivestudentfeedbackonthelesson.
Refertoimage1
8. Studentswillbeassignedhomework,sharedfromaGoogleDocument,toevaluatethe
effectivenessofthelessonandwhattheylearned.
Refertoimage2

Image1:StudentswillhavethisGoogleSpreadsheetsharedwiththestudentsbeforetheclass
periodbegins.Oncetheactivityiscompleted,therestoftheclassperiodwillbetocompletethis
survey.

FinalExamProject

Image2:StudentswillhavethisGoogleSpreadsheetfilesharedwiththem.Theywillbe
expectedtohaveitcompletedandsavedintheclassfolderbythestartofthenextschoolday.

Assessment:
Attheendofthelesson,asurveywillbegiventothestudents.Thissurveywillhavea
varietyofquestionsevaluatingwhatthestudentsthoughtofthelesson,includingwhatthey
believeshouldbechanged.Studentfeedbackisimportantsinceitisthemwhohavetotake
somethingawayfromit.
Toassesstheeffectivenessofthelesson,homeworkwillbeassignedandgraded.Sinceit
istakehome,thisgivesthestudentstheopportunitytocollaborate,aswellasdosomeresearch
onthecomputer.

FinalExamProject

StudentSample

Thisisthefirstpiecethestudentswillcreate.Theywillmakeitwiththeirgroupsdepictinga
songandlyricsthatcontainsaliterarydevice.ThisimageisthesongItsRainingMenbythe
WeatherGirls,whichcontainsahyperboleinthesongtitle,andtherepresentedlyricinthesame.

FinalExamProject

FinalExamProject

10

Thisisanexampleofafilledoutsurvey,beforesubmission.Oncethesubmitbuttonispressed,
theanswerswillbesenttotheteacher.

Thisisthehomeworkassessmentthatwouldbegivenuponcompletionoftheactivity.