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.

 

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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

  1. Evaluate how technology affects the individual and society
  2. a) Evaluate technology’s influence on the individual 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.

  • Analyze the relationships between and among ideas throughout the text.
  • Synthesize relevant evidence to identify 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.

 

Or

 

 

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

 

  1. Students will be asked to analyze a visual of a human arm embedded with technology. The students will be asked to spend 5 minutes writing a possible beginning to an article which would contain this graphic.

 

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.”

 

  1. After the quickwrite, have students share their paragraphs with a small group.
  2. Ask the students to listen to each other in order to identify how their quickwrites were alike.
  3. Read the objective with the students.

 

Vocabulary Development: 20 minutes

  • modus operandi – method of doing business
  • Lazarus maneuver- reference to a biblical man who was resurrected from the dead
  • Jobsian- Of or pertaining to Steve Jobs (1955-2011), American businessman and co-founder of the computer company Apple Inc.
  • Frog-boiling moment- The boiling frog story is a widespread anecdote describing a frog slowly being boiled alive. The premise is that if a frog is placed in boiling water, it will jump out, but if it is placed in cold water that is slowly heated, it will not perceive the danger and will be cooked to death. The story is often used as a metaphor for the inability or unwillingness of people to react to significant changes that occur gradually.[
  • Wearables- are clothing and accessories incorporating computer and advanced electronic technologies. The designs often incorporate practical functions and features, but may also have a purely critical or aesthetic agenda
  • Glassholes-someone who is creepy or rude while wearing Google Glass
  • Haptic- a tactile feedback technology which recreates the sense of touch by applying forces, vibrations, or motions to the user.[1
  • Digital crown- a physical dial that rests on the right side of the device. Using this, users can interact with the device without a need to touch the screen, which would obscure it.
  • Posthuman- means a person or entity that exists in a state beyond being human.
  • Digital body print-The persona imprint made by wearable technology
  • Gamification- he use of game thinking and game mechanics[1] in non-game contexts to engage users in solving problems[2] and increase users’ self contributions.
  • Phablets- the piece of technology that exists when combining phones with tablets.
  • iMplant-a piece of internal Apple technology that will exist after humans are accustomed to wearing technology on their bodies.

 

  1. Have students read the vocabulary words and their definitions on the handout. 2. Have students participate in a kinesthetic activity to  complete the assignment and compare the vocabulary words.

 

During Reading – 30 minutes

 

  1. Distribute copies of the text.
  2. Have students skim and scan the text to confirm or refute the alignment of their quickwrite “prediction” with their prediction now that they can view additional graphics, the title, and additional text features.
  3. Tell students they will be reading the article twice. The first time they will be reading in order to identify the main idea and most important details. The strategy used during reading will be the QtA strategy.
  4. Explain that the use of the QtA (Questioning the Author) strategy will assist the reader to think deeply and construct meaning during reading.
  5. Identify the STOP signs in the text and the correlating questions.
  6. Have students write their responses on the text.20 minutes
  7. After the first read, have students work with a partner to debrief and share their first impressions and responses written during reading.
  8. Have students read the text again. Explain that this is a close read and it has a specific purpose.
    9. Before embarking on the second read, remind students of the objective.Students will analyze the author’s purpose for writing an article about technology’s influence on the individual and society.

 

20 minutes

  1. Have students share possible purposes for writing. Ask students to keep these purposes and others in mind as they reread.
  2. Have students underline words or phrases that help the reader to determine the author’s purpose for writing.

 

20 minutes

After Reading

 

  1. Following the second read, students will be asked to respond to the following prompt.As you read the text the second time, you paid close attention to the words, phrases, format, text features and graphics selected by the author. Make a statement to tell the author’s purpose for writing the article and include examples from the text to support your statement. Be sure your examples are text relevant and demonstrate that you have read and understood the article.

 

20 minutes

  1. Once students have composed a draft of their response, have students compare their ideas with a small group of students. Ask students to listen to the ideas of others and determine the similarities and differences between their response and the responses of others.
  2. Distribute the next handout. This is a two-sided document. On side one, students will find the article It’s Personal. Technology’s biggest advances have come from making our machines moreintimate. The other side includes the article. Too Cool for School ,Disruptive tech is changing how kids learn..
  3. Have students preview the articles and predict the author’s purpose for each.
  4. Have students select one of the articles to read closely.

 

30 minutes

  1. Have students read the article to identify if the author’s purpose is the same or different than the author of the Apple Watch article.
  2. Have students compose a response to the following prompt.

 

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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