Technology Infused Lesson Plan - Wright

Name: Morgan Wright

Grade Level: 11th grade
Content Area: English
Topic: History vs Historical Literature
Length of Lesson: two to four day unit

Summary of Lesson (Please describe the overview of your lesson plan)

Students will be exploring the differences and similarities between the historical events of
the Salem Witch Trials and what Arthur Miller has written in The Crucible. At the
completion of this lesson, students will create a creative or research response to the events,
historically or in the play, to demonstrate their understanding.

The beginning of the class period will be centered around a reading about the events of the
Salem witch trials as they actually happened. A teacher created powerpoint was made to
simplify the reading and to make it a bit shorter. This way, we are able to tie in the contrast
of what is happening in the play. Students will read, write, listen, and discuss the contents of
this lesson during the lesson.

The goal at the end of this lesson is for students to create a response or project based on the
events of Salem. This could be an informational poster, a creative response, a blabber or
flipgrid video, or any number of responses as long as they meet the requirements. I will
attach below an example I created for a different book; my choice in response was a
multi-genre creative response.

https://drive.google.com/drive/folders/1VaBHehMXCzwlBCIAZE0D3v4XnUlcdsl6?
usp=sharing
Technology Infused Lesson Plan - Wright

Standards and Objectives

Content Standard(s): (NOTE: You can use either CCSS or other national content standards.

By the end of grade 11, read and comprehend literature, including stories, dramas,
and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range.

1.4 (This is from our school standards at my placement) Contrast real events with
the events in a historical fiction.

CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
Technology Infused Lesson Plan - Wright

Behavioral Objectives:
Objective Standard(s) Addressed
1. Upon completion of this lesson, students will be able to 1.4, “By the end of 11th
analyze the complexity of the text by contrasting the real grade…”
events with the events in a historical fiction.

2. Upon completion of this lesson, students will create a CCSS.ELA-LITERACY.SL.11-12.5

student chosen response (Video, poster, game, art, etc.) CCSS.ELA-LITERACY.SL.11-12.1.C
to the historical events of Salem and how the CCSS.ELA-LITERACY.SL.11-12.4
compare/contrast toThe Crucible.
Technology Infused Lesson Plan - Wright

Strategies

Activity Description Obj. Technology Used Justification

• Evidence for effectiveness
of using technology (e.g.,
TPACK connection, SARM
model)
Nearpod about the reading. #1 Computer or projector Presenting the content in an interactive
(Day 1) powerpoint style like Nearpod helps me to
teach the content in a variety of ways and to
test student knowledge and understanding.
Using this activity I can provide informal
assessments during the lesson and have
students collaborate and discuss from their
devices. Using the technology in this instance
(Nearpod) adds to the student experience and
learning because it allows for a level of
collaboration and near instant feedback that
just wasn’t possible with a typical lecture. It
allows for teachers to create tasks that students
would otherwise not experience.

Listen to the play being

read aloud and follow Computer, This activity will be done before the
along. Answer #1 Projector, YouTube lesson actually begins. I included it here
questions or discuss recording because I wanted to be sure to show the
when teacher stops the work we are doing together beforehand.
recording. (Day 1)

Discuss the differences Students will

#1 & 2
between the events of discuss first on the
the play so far and what nearpod, and
actually happened during aloud if questions
the Salem Witch Trials. arise.
(Day 1)
Technology Infused Lesson Plan - Wright

[after listening to the

recording] Presentation
#2
Explain the idea of a software (presi, The technology in this activity supports what
Multi-Genre response powerpoint, canvas, I am teaching because it allows for students
to students, and give etc), Video software to showcase their understanding of the text
them assignment (youtube, flipgrid, while also allowing them to use technology
instructions. etc), Art software, of their choice. If a student were to do a
the possibilities are presentation, they could use something like
endless the nearpod we looked at in class.

Students will begin

brainstorming/work at this
point. (Day 2) Student Example from
different book

Students will be given

work time for days 3 and
4. An extra day may be
added if some students
chose to present.

Evidence to be
Objective Methods of
Description collected
(outcome Collection
(Strategies) (Direct or
assessed) (Techniques)
Indirect)
Objective 1. 1.Informal assessment in 1. A. Collected in class by listening to 1. Direct, but
Upon completion of discussions aloud in class. teacher assisted discussion in class. can be
this lesson, students B. No technology for discussion indirect
will be able to analyze done aloud, but will be supported depending on
with Nearpod discussions and open the prompt
the complexity of the ended questions.
text by contrasting the
real events with the C. This portion of the assessment
events in a historical plan does not address the future of
assessment, but will add to the
fiction. outcome later.
2. Online responses during 2. Indirect
Nearpod
2)A. Collected during the presentation

B. Teacher will pick a few responses to open

ended questions to discuss out loud. Students
will also discuss collaboratively on NearPod
presentation in the designated slide.
Technology Infused Lesson Plan - Wright

C. This addresses the future of assessment

because it integrates learning and assessment.
Students are expressing their understanding by
responding to prompts provided by the teacher
(assessment) and responding to peers (further
learning). This is rather than presenting them
as separate things.

3. BOTH! Explained
3. This is explained under Objective 2. below
3. Culminating project at
the end of the lesson
Direct: Depending on
the questions, students
can express different
evidence. If we ask them
indirectly about what
they learned (ex: why do
you think that Reverend
Hale is refusing to sign
death warrants?), you
can discern the direct
evidence of learning.

Indirect: This would be

when you ask students
directly “What did you
learn?” Or surveys
about the assignment.
This could look like a
self-assessment at the
end of the project about
how they think they did

Objective 2. Culminating project A. This will be collected in the online class Both!
Upon completion of collected via an online platform my school uses (Buzz, Canvas,
this lesson, students platform at the end of the Google Classroom, etc)
will create a student lesson (Day 4)
chosen response B. This portion has many possibilities for
technology use. Videos (either of the students
(Video, poster, game,
or added to a students project) can be used to
art, etc.) to the explain a thought, a feeling, or to show the
historical events of events [historical or play wise].
Salem and how the Presentations can be a familiar way for
compare/contrast toThe students to present their learning; Art projects
Crucible. can show understanding of aspects of the play
and/or the history. This is a summative
assessment that will be graded with the rubric
attached at the end of this document. This
rubric looks at the more creative responses that
a student might submit as that is likely the
more popular option.

C. This promotes real-time feedback. If we see

that students are quickly grabbing onto the
assignment, and responding well, we know
that they are learning.
It also can be adapted easily by both the
student and the teacher to better fit the students
abilities. If you are no good at presentations
but love creative writing, you could write a
letter like you are a character from the book. If
you hate drawing, but want to make a video
about what you learned, you can do that. It is
easily flexible to test each learners knowledge.
Technology Infused Lesson Plan - Wright

Accommodations and Modifications

(Directions: As the last part of your TILP, you should demonstrate accommodations and modifications plan
that address your strategies with respect to how you could provide scaffolding, assistance, and/or special
intervention over the course of your lesson. Our Unit 6 learning module will help you develop this section.
Also, please refer to the TILP sample projects.)

Accommodations are often looked at as something a teacher does for students with a
disability. However, each of these small accomodations can actually be helpful to all students
regardless of ability. This is recognised as Universal Design for Learning (UDL). UDL sees these
modifications not as an extra thing that teachers need to do but rather as a different way to
create your lessons. If you begin planning with accomodations in mind or already imbedded
in the lesson, you will end up doing less work in the end and your students will be better set
up for success.

1. The youtube recording that I am using with students is an accommodation in a few

different ways. These small accomodations can help not only students with disabilities
but students in a traditional classroom as well.
a. It does not require students to read aloud to the class or to listen to just the
teacher talking. This helps students because it isn;t the same person droning
on and on.
b. The recording is multiple actors reading/acting out the scenes. This helps
students distinguish between the characters.
c. The recording is used in conjunction with a PDF version of the play that all
students have access to. I also scroll along on the projector so that students cal
follow along. This accomodation was chosen over the use of Closed Captioning
because it is a little easier to follow and also
2. Enlarged text and websites when possible
a. While scrolling through the PDF of the reading, I will have the screen zoomed
in and enlarged to accommodate students with visual impairments.
3. Translated text and movie available
a. For ESL students, I have a translated text available to them.
b. I also have a different version of the movie we plan to watch that is the older
spanish version.
c. Working to find a good Spanish recording of the text to listen to!
4. Students with difficulties hearing or auditory impairments are encouraged to read
along and can wear headphones if that helps to amplify the sound for them.

Resources
(Directions: Please list all the resources that you will be using for your lesson. It may include slides,
documents, websites, technologies, and the like. Please make a hyperlink so that I could locate them.)

"The Crucible" (audio) This is the audio recording I will use with students before the
lesson.

The Crucible (PDF)

● I am unable to link that document here, but I linked Act 1 above because students will
only have gotten this far in the play.
● Spanish PDF
Technology Infused Lesson Plan - Wright

NearPod lesson

Movie (watched after this lesson)

Spanish Version of the movie

Student Example of Creative Multi Genre Response

Rubric for Student Response

Criteria A B C Unacceptable
Depth It is self-evident that This response shows This response shows Upon inspection of
20% of grade the person who a better-than-average that the student the student response,
completed this level of understands and can not sure how deeply
project has a deep understanding and analyze the subject beneath the surface
understanding and analysis of the subject text and the historical the student
ability to analyze the text and the historical events of Salem. understands the
subject text and the events of Salem. subject text and the
historical events of historical events of
Salem. Salem.
Technology Infused Lesson Plan - Wright

Content Student response Student response Student response is Student response

30% of grade shows a clear and full shows an noticeably lacking in shows no
understanding of the understanding of the understanding of the understanding of the
events of the play vs events of Salem vs difference between events of the play vs
historical Salem. the events in the play. Historical vs Play historical Salem
Salem. AND/OR the project
is off topic
Overall Quality Student response Student response Student response Student response
40% of grade contains carefully contains finished shows pride in lacks the
polished, finished pieces of writing, art, workmanship, but is professionalism that
pieces of writing, art, or other responses noticeably lacking in goes into quality
or other response but may have some what makes up a work.
type. errors or a lack of finished piece of
continuity. work.
Comparability No one would argue This project shows A person doing an The amount of work
10% of grade that this is the result effort and quality, but academic paper done to complete this
of as much work and it could be argued probably did more project is
thinking as a that an academic work than the person indefensible, when
comparable academic paper would have who did this project. compared to a
essay at the high been “more work.” comparable academic
school level essay.