Interactive White Board Activies/Lessons:
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Learning Targets
1. I can differentiate between an alliteration, an allusion, a metaphor, and a simile.
2. I can write my own examples of an alliteration, an allusion, a metaphor, and a simile.
2. I can write my own examples of an alliteration, an allusion, a metaphor, and a simile.
Lesson Plan Section Five: Resources and Technology:
Resources:
The use of these particular technologies and resources allows for students to interact with the material they are learning. The use of the Interactive White Board enables students to engage in learning games to help students differentiate between the four literary terms, while the pen and paper allows for more independent work and assessment. Additionally, working with the Interactive White Board gives the opportunity for immediate feedback on certain assessment items and practice activities, helping students to further understand the material and meet learning targets.
- pencils/pens and paper (students)
- Interactive White Board
- Interactive White Board Notebook Software and presentation
- Cell phones or computers (students)
- Various internet websites
The use of these particular technologies and resources allows for students to interact with the material they are learning. The use of the Interactive White Board enables students to engage in learning games to help students differentiate between the four literary terms, while the pen and paper allows for more independent work and assessment. Additionally, working with the Interactive White Board gives the opportunity for immediate feedback on certain assessment items and practice activities, helping students to further understand the material and meet learning targets.
Lesson Plan Section Six: Lesson Procedures
5 minutes - I will display an example of alliteration, allusion, metaphor, and simile on the board (without explaining what is significant about these examples) and, as a class, we will work to identify what is significant and what the identifying features are for each one. Once we have identified key characteristics of each phrase, I will reveal, with great enthusiasm, what each example is!
15 minutes - Students will be directed to a page with a bubble map. In the center of the bubble map is the term "Literary Devices" and on the four spokes coming out of the center bubble are alliteration, allusion, metaphor, and simile. Each one of the spoke bubbles, when clicked, links to either a video that explains that particular literary term, or a website with a readable explanation. Students will be allowed to explore each spoke/term in the order that they choose and ask questions as needed through student-directed exploration on the Interactive White Board. An example of this type of bubble map activity can be found in my Interactive White Board Activities for Victorian Novelists.
15 minutes - The students will play four different rounds of a balloon popping game as a class. Four different sets of eight balloons will be displayed in which they need to pop the balloons that show examples of the literary term displayed, meanwhile leaving those balloons that do not display an example of the specific literary term untouched. An example round of this can be found in my Interactive White Board Activities for Alliteration. As students go through this, I will give them feedback and lead discussion to help clarify any misunderstandings students have on any of the terms.
15 minutes - Students will be provided with a handout that displays several different examples (about 16 total without about 4 per term) of each literary device (alliteration, allusion, metaphor, and simile) mixed up and in no particular order. Students will be asked to identify what each one is and then turn in the paper in order to assess for Learning Target Number One. Once complete, we will use the Interactive Whiteboard and an Activity Builder for sorting to go through those examples and further clarify the difference between each term. An example of this Activity Builder can be found in my Interactive White Board Activities, though it is currently only set up to sort for metaphors and similes.
10 minutes - Students will complete a brief assessment using their phones or a computer where they complete questions that not only show students can differentiate between the four literary devices, but have them write their own example of each. A partially complete version of this assessment can be found in my Interactive White Board Activities, though it currently does not assess for the second Learning Target for all four literary terms as it will in a final draft.
15 minutes - Students will be directed to a page with a bubble map. In the center of the bubble map is the term "Literary Devices" and on the four spokes coming out of the center bubble are alliteration, allusion, metaphor, and simile. Each one of the spoke bubbles, when clicked, links to either a video that explains that particular literary term, or a website with a readable explanation. Students will be allowed to explore each spoke/term in the order that they choose and ask questions as needed through student-directed exploration on the Interactive White Board. An example of this type of bubble map activity can be found in my Interactive White Board Activities for Victorian Novelists.
15 minutes - The students will play four different rounds of a balloon popping game as a class. Four different sets of eight balloons will be displayed in which they need to pop the balloons that show examples of the literary term displayed, meanwhile leaving those balloons that do not display an example of the specific literary term untouched. An example round of this can be found in my Interactive White Board Activities for Alliteration. As students go through this, I will give them feedback and lead discussion to help clarify any misunderstandings students have on any of the terms.
15 minutes - Students will be provided with a handout that displays several different examples (about 16 total without about 4 per term) of each literary device (alliteration, allusion, metaphor, and simile) mixed up and in no particular order. Students will be asked to identify what each one is and then turn in the paper in order to assess for Learning Target Number One. Once complete, we will use the Interactive Whiteboard and an Activity Builder for sorting to go through those examples and further clarify the difference between each term. An example of this Activity Builder can be found in my Interactive White Board Activities, though it is currently only set up to sort for metaphors and similes.
10 minutes - Students will complete a brief assessment using their phones or a computer where they complete questions that not only show students can differentiate between the four literary devices, but have them write their own example of each. A partially complete version of this assessment can be found in my Interactive White Board Activities, though it currently does not assess for the second Learning Target for all four literary terms as it will in a final draft.
SAMR Level and the TPACK Model
Modification - Because of the interactive and game-like quality of this lesson, the use of the Interactive White Board results in a modification of the lesson. Without technology, students would have to learn about each of these literary terms through handouts, examples, explanations, and drilling. The addition of technology allows for all of these things but in a modified and more engaging/authentic format.
This lesson aligns with the TPACK Model by combining knowledge of technology, pedagogy, and English content. The use of technology allows for teaching methods to be enhanced while also allowing for the inclusion of instant feedback from activities alongside my assistance and input. This not only allows for students to accomplish more in the form of practice, but allows for work that is both student-directed and teacher-directed, thus enhancing pedagogy. Overall, this lesson allows for more content to be covered in a more thorough, in-depth manner.
This lesson aligns with the TPACK Model by combining knowledge of technology, pedagogy, and English content. The use of technology allows for teaching methods to be enhanced while also allowing for the inclusion of instant feedback from activities alongside my assistance and input. This not only allows for students to accomplish more in the form of practice, but allows for work that is both student-directed and teacher-directed, thus enhancing pedagogy. Overall, this lesson allows for more content to be covered in a more thorough, in-depth manner.