Integrating Technology Into the Curriculum

Lesson Plan 2 Diana Bassi

Date: January 2002

Unit: Introduction to American Romanticism

Grade Level: 11

Lesson: Henry David Thoreau and “Civil Disobedience”

Standards Addressed:

• 1B Students who meet the standard can apply reading strategies to improve understanding and fluency.

• 1C Students who meet the standard can comprehend a broad range of reading materials.

• 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. Computer for each student
2. Set up Delphi Forum
3. Computer connected to a tv
4. Literature books
5. Video of Liberty Celebration

Internet URLs/e-mail addresses:

http://www.delphi.com/englishdiscussi

www.edline.net

Lesson Activities

1. Journal on meaning of civil disobedience
2. PowerPoint presentation on the life of HD Thoreau (students did research at the beginning of the unit and in pairs they present these as we address each author)
3. View Liberty Celebration video about Henry David Thoreau, the meaning of Civil Disobedience, and modern examples of those who have exercised their right to put civil disobedience into action
4. Discuss as a whole class
5. Go to lab and log into Delphi Forum. Each student will post a response to each question I have listed on the Delphi site, and then they will react to at least 2 of their classmates’ reactions. We will read these during the next class period. This activity forces those who like to remain silent during a discussion to become an active learner!
6. assign: write 1 paragraph about a belief that you hold that you would be willing to take this level of a stand

Assessment:

1. Delphi sends an automated message to me each time someone posts to the site so I can assess each student’s participation in the activity
2. PowerPoint presentations are graded on a rubric
3. Writing assessed on a rubric

Reaction to the Experience:

Journal writing was a great way to begin a class. Students were forced to instantly make a connection to the topic. Students in junior English are doing a great job at researching and then presenting using PowerPoint. The presentation on Thoreau was engaging and filled with audio and video material. The video from the Liberty Celebration worked very well because students began to take sides with each of the people who exercised their right to use civil disobedience. They had definite reactions to the two girls whose school would not allow them to attend prom together. When we went to the lab, students were instantly able to express their opinions about Thoreau’s idea of Civil Disobedience. They are used to this form of communication because it is similar to chatting but more formal. They each reacted to the questions I posted, and then they responded to what their classmates wrote. It was fun to watch because even though they were all in the same room, they still enjoyed this form of “silent” communication. Their responses were very good, and everyone was involved in the discussion. After class I was able to read all of the responses and send a message to each of them. (Delphi sent me a notification each time someone posted) This was a lot of work, but I enjoyed it. I also enjoyed the fact that everyone had to participate.