For the purpose of this project, I utilized the lesson plan “The
Life and Poetry of Emily Dickinson” from my previous English Language Learner’s
class and adapted it to include helpful technology-based tools.
The primary purpose of this lesson plan is
for students to use biographical information of a poet to aid their
interpretation of poetry.
The anticipatory
set consists of a picture of Emily Dickinson being presented to the class with
a few verbal questions on who she is and characteristics students may know
about her. On the matrix, this is represented by the standards NETS-S 1 D &
NETS-1 C, which use technology to explore issues and identify trends. The
questions probe students into considering the recurring characteristics of Emily
Dickinson based on projected images. With the use of a projector, multiple
images can be shown so that students can have a reinforced understanding of
Emily Dickinson consistently being portrayed as a sad and introverted woman
from the 1800s.
The three
driving curricular standards behind this lesson plan are
CCSS.ELA-Literacy.RI.9-10.3,
CCSS.ELA-Literacy.RL.9-10.1
and
CCSS.ELA-Literacy.RL.9-10.2.
RI 9-10.3 focuses on analyzing how an author unfolds their ideas or analysis,
with attention paid to the connection of ideas. This is taught through the
lecture connecting Dickinson’s biography to the concepts presented in her
poetry that serves to illustrate that in order to fully understand and analyze
a poem, it is important to understand the background of that poet because poetry
tends to be reflective of the poet’s life. This brief lecture strategy is also supported
by the projection of Emily Dickinson pictures, which serves to emphasize the
importance of a poet in relation to their work.
RL.
9-10.1 focuses on using textual evidence to support an analysis or
interpretation. This standard is taught through a volunteer read-aloud
conducted with a short biography of
Emily Dickinson. This biography provides students with a source to later be
used to ground their interpretations of her poetry with background information
on her life. While the original lesson plan only includes one physical handout
biography, it would be useful for the students to have access to different
sources. The integration of an internet-based technology such as a content
manager (ex: Blackboard) or a class blog would enable the teacher to post
useful links with more information on Dickinson that students could rely on as
supplemental material as textual evidence to support or refute their
interpretations.
RL.
9-10.2 concentrates on identifying and analyzing the central idea or theme of a
text. This is taught with a variety of strategies oriented toward the analysis
of recurring characteristics of Emily Dickinson present in her work. A
teacher-led modeling of reading to find characteristics shows students how to
identify themes in a text. This strategy is supported with the use of a graphic
organizer made with Microsoft Office smart art software that categorizes the characteristics
of Emily Dickinson found in each of the 4 texts used in the lesson. This
supportive technology can be used throughout the lesson as students encounter 4
different texts (the picture, the biography, and two poems). This organizer
acts as a visual aid to help students identify recurring themes concerning Emily
Dickinson. A second strategy used to support this standard is a guided practice
read-aloud of a poem by Dickinson followed by a brief question and answer
session. This practice guides students to focus on identifying the
characteristics of Dickinson present in poem, encouraging students to find and
analyze the themes of the poem. This strategy can be supported with the use of
an audio technology to provide a more professional reading of the poem. This
would support the analysis of the text by allowing students to hear the tone of
the poem and feel the mood it sets. The
third strategy used to promote this standard is group work. By dividing
students into groups to interpret a Dickinson poem, students will be able to
continue a more indirect guided practice in which they focus on interpreting
the poem through the themes of the poet’s life. To keep students oriented
toward this goal, the supportive technology of a chalkboard or smart-board is
used for students to share their findings with the class. This will enable the
entire class to see the identifications of themes within the text.
The
original lesson plan calls for an in-depth biography and poem as a homework
assignment, but I have transformed this to instead be a visual presentation of
pictures or graphics that represent the characteristics of Emily Dickinson as
evident in her biography and poetry with either a paper or presentation
explaining how each picture symbolizes a characteristic from a text. In
addition to supporting the standards RL 9-10.1 and RL 9-10.2 through the usage
of textual citation and theme identification, this assignment supports NETS-S
1B by requiring students to use technology to create an original collage of
images. The supporting technology for this assignment is PhotoVoice, which
allows students to create a presentation of pictures that may include a
voiceover, special effects, or music that opens the doors to creative expression
for this standard-based assignment.
