Integrating Technology Into the Curriculum

Lesson Plan 1 Diana Bassi

Date: January 2002

Unit: Introduction to American Romanticism

Grade Level: 11

Lesson: Review of the Concepts of Romanticism

Standards Addressed:

• 2A Students who meet the standard can understand how literary elements and techniques are used to convey meaning.

• 2B Students who meet the standard can read and interpret a variety of literary works.

• 3A Students who meet the standard can use correct grammar, spelling, punctuation, capitalization and structure.

• 3B Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.

Materials Needed:

1. One computer
2. PowertPoint Presentation on Romanticism
3. PowerPoint Presentation set up like “Who Wants to Be a Millionaire” game
4. Computer connected to a tv
5. Literature books
6. Handouts of the Romanticism presentation and garden handout

Internet URLs/e-mail addresses:

www.edline.net (for students who are absent)

Lesson Activities

1. Student will draw a garden
2. Give students a handout listing the qualities of Romanticism and 2 pictures of a garden—use these to determine if students are more Romantic or more Neoclassic
3. View teacher made PowerPoint presentation on Romantic Revolution (this has also been placed on Edline so students who are absent can view it)
4. Students take notes on PowerPoint handout.
5. Divide into teams
6. Use “Who Wants to Be a Millionaire” game template that has information from the PowerPoint in it to review the concepts of Romanticism. Play the game.
7. Take quiz

8. Assign: write two paragraphs in which you define the rain—one as a Romantic and one as a Neoclassic

Assessment:

1. Garden and Romanticism handout
2. Writing assessed on a rubric
3. Quiz grades will be analyzed
4. Assess how students react to the game

Reaction to the Experience:

Students were instantly involved with the drawing of a garden and the activity helped them understand the philosophy behind Romanticism. The PowerPoint presentation worked very well because students could use the handout to take notes. Two students were absent, and they used the on-line version of the presentation. They indicated they liked using the full presentation rather than just getting notes from someone in the class. I was surprised at how well the game went. Students suggested that we adapt my idea of teams by sending up one person from each team who could play until they no longer knew an answer and then the team would send up their next contestant. The quiz scores were consistent with how this class typically performs on quizzes; however, they were all very actively involved in the review process. This was because the rules I enforced for the game were consistent with the celebrity version of the television in which all contestants can help out. I have used other technology driven games for the review process (bingo, for example), and kids just seem to respond very well to these activities. I also have tons of prizes from the dollar store, and for some reason those goofy prizes are also wonderful motivators. The next time I do this activity, I want to try it in the lab. I want to set up partners who will play the game together.