This group of students is enrolled in a technology course and are learning about the history of technology and its impact on society. They have been reading articles from different sources and have discussed the concept of ethical journalism practices. Given that the internet is an example of technology in our current society, the students have had an opportunity to consider reliability and validity of sources when accessing information via the internet.
This course is taught by a professional who regularly accesses information about new technologies via a variety of online sources and regularly blogs to remain connected to other like-minded professionals. The teacher holds true to the concept that it is valuable to showcase authentic opportunities for reading and writing about technology.
The students who read on grade level prefer reading from the screen in lieu of receiving paper copies of articles. Students reading below grade level, access text via the computer in order that they might use the screen narrator tools. Most of the students prefer to compose using a word processing program; students requiring a scribe access the speech dictation software to support their independent writing.
The BDA, vocabulary, and writing strategies selected for this lesson were determined to be most appropriate to support students’ attainment of the objective, Students will analyze the author’s purpose for writing an article about technology’s influence on the individual and society. This objective supports the attainment of the technology and ELA state standards determined to be appropriate for the students enrolled in this 6th grade elective class.
To engage the student, a quick write was selected to allow for free thinking and associations related to a graphic that is meant to arise curiosity. The vocabulary activity was designed to spark curiosity and engage the learner in continuing to make associations and connections with background information in preparation for reading. To account for the need of the kinesthetic and field dependent learner, a kinesthetic activity was incorporated into the vocabulary activity. Since this is a non-threatening activity that will allow students to work together to build knowledge, those students whose vocabulary proficiency is deficient will continue to engage with the learning experience.
As the goal of the lesson is to support students in identifying the author’s purpose, the during reading activity will begin to support the students in thinking deeply through the QTA strategy. The close reading is incorporated in this lesson to support students attainment of skills related to the PARCC assessment. CCSS have identified close reading to be a strategy that supports students in making meaning and developing a deep understanding of the text. To showcase the connection between reading and writing, the second opportunity for a close read guides the learner to consider purposes for writing. As the lesson continues, the students will be supported by frequent checks with a partner and opportunities to underline and highlight. Since this is being accessed on the screen, students will need to consider ways to engage with a text that is not a paper copy. The after reading strategy asks the student to compose in response to reading. This again is in alignment with the PARCC assessment and CCSS. Students need frequent opportunities to write to source and respond in structured formats.
As an extension of the lesson and to encourage independent learning and thinking, the students will be given an opportunity to hone their reading and writing skills by reading two additional texts for the same purpose. They will be expected to predict the purpose for writing and practice close reading
without teacher directed processes. The students are expected to be in charge of their own learning and practice independence and application of the previously guided experience.
Maryland Technology Literacy Standards for Students
Standard 2.0 – Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety
.A. Technology and Society
Maryland Common Core State Curriculum Framework English Language Arts
Standards for Reading Informational Text (RI)
(RI 6) Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. *************************************************************************************
Maryland Common Core State Curriculum Framework Reading Standards for Literacy in Science and Technical Subjects
Anchor Standard #6 Assess how point of view or purpose shapes the content and style of a text.
RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Essential Skills and Knowledge
Evaluate how structure (format, text features) and key ideas are used to support the author’s purpose.
o providing an explanation o describing a procedure
o discussing an experiment
Lesson Objective: Students will read an article about technology’s influence on the individual and society in order to analyze the author’s purpose.
Lesson Objective: Students will analyze the author’s purpose for writing an article about technology’s influence on the individual and society.
Before Reading: 10 minutes
Student Writing Prompt
“Imagine you have been provided with this graphic and 5 minutes to develop an introductory paragraph for the article in which it appears. Consider the style of writing and the possible themes of the magazine article. Think about the author’s purpose for including this graphic and think about the impact the graphic will have on the reader.
Now, compose a rough draft of an introductory paragraph of an informational article in which this graphic might appear.”
Vocabulary Development: 20 minutes
During Reading – 30 minutes
Make a statement to tell the author’s purpose for writing the article you selected. Include examples from the text to support your statement.
Closure: Review the objective. Discuss the student’s analysis of the author’s purpose.
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