Final Project

Technology Integration Matrix

The lesson plan that I used to incorporate in my Final Project was from my CURR 310 course. I had to apply modifications for a child with Autism in a lesson plan for 8^th and 9^th graders regarding point of view. The assignment was to complete a worksheet about Points of View, using specific stories such as To Kill a Mockingbird by Harper Lee and a story entitled, “The True Story of the Three Little Pigs” by Jon Scieszka. While the Point of View worksheet would be very beneficial and helpful to the students, this lesson plan’s lack of opportunities for the use of technology is disconcerting, especially since the lesson plan states that this will be one entire unit. While I did incorporate the worksheet in my matrix, I decided to add more assignments to make it a more substantial and technology filled unit.

For the point of view worksheet, I applied it under the first standard listed in my matrix, regarding the ability to citing textual evidence. According to the lesson plan, I, as the teacher, would begin my reading “The True Story of the Three Little Pigs”. After, I would begin my discussion of point of view and its importance in the literary community. The first thing I would do is present a Powerpoint presentation explaining the definitions of the different types of point of view, such as first person, second person, third person omniscient, third person objective, amongst others. I would continue to discuss this with the specific protagonist in the short story, which in this case, is the wolf. I would have the students read aloud certain passages, and discuss in groups of two or three about the differences between the wolf’s point of view and the story that they were told growing up by using graphic organizers with the sections marked “Wolf”, “Pigs”, and “Same”. Then we would come together as a class and discuss all together what was written on their graphic organizers. The point of view worksheet would be assigned for homework.

The next day I would have them get into groups in order to delve more into the lesson on point of view. I would have them choose passages that they feel best demonstrates Scout’s point of view in To Kill a Mockingbird, and create the same scene in the point of view of another character. I would then have them note the differences of perception, outcomes, and discriminations based on which character they decided to replace Scout with. I will specify that it does not have to be a character that was in that particular scene. It would be interesting to read about her father’s point of view during a scene with Scout and her brother. After the new stories are created, I will set up an activity that involves one person from each group alternating groups in order to share their new creative stories and observations. After that activity, I would have the class come together for a class discussion involving a couple of volunteers to read their stories aloud, and to play YouTube clips of various recordings of the novel in order for the students to get a better idea of what the tone and theme of the book is. Their homework assignment would be to write a reflection on that day’s class, including their stories and how they worked with their group, and what they observed about various points of view.

Later in the unit, I will assign a group project on racism. Point of view is tied in because I will want them to use Scout’s point of view of racism throughout the novel and compare it to other characters, including her father. This project must include direct quotes from the text with page numbers, and using their creativity to create new perceptions of characters, giving a purpose to the new points of view activity from earlier in the unit. They will do research on several sites that discuss racism and apply their new knowledge to the novel’s characters and plots, and how it is a crucial theme in this novel. I would also suggest to them that YouTube is a great way to see clips of various documentaries regarding racism and inspirational speeches such as Martin Luther King’s “I Have a Dream” Speech. This project will give them a wide variety of technological opportunities while applying the theme of racism to what they know about the novel. These assignments and activities include the usage of technology in order for the students to produce a vast knowledge of what is going to be an essential part of their academic and personal lives.