Caswell,+Jack


 * Integrating Edublogs into a Lesson Plan**
 * Jack Caswell**
 * Session 4: Deliverable #2**

This is an introductory lesson to //Player Piano//, Kurt Vonnegut's dystopian novel about technology's role in society. 1) Students will learn the historical context of the role that technology has played in society beginning with the Industrial Revolution in England after reading and discussing the Luddites. 2) Students will learn what a player piano is. c) Students will review and get reinforcement of metaphor as a literary device. 3) Students will be able draw inferences about the theme of the novel they are preparing to read based on its title, their knowledge of Luddites, player pianos, and metaphor. 4) Students will identify the role and relevance that various technologies play in contemporary society. 5) Students will identify specific technological devices and discuss their relevance in contemporary society. 6) Students will use their blogs to write grammatically proficient journal responses to the following prompts: (a) Write in paragraph format as many as 5 technological devices that are essential to the quality of your life and explain why they are essential. (b) Imagine what your life would be like without them, and describe it as best you can, using specific examples from your daily lifestyles. (c) Based on your knowledge of Luddites and player pianos, predict what Vonnegut's novel will be about and identify possible themes.
 * Objectives**:

1. Teacher will distribute literature in the form of printed handouts from the Internet (links below) on the topics of Luddites and player pianos. http://www.regent.edu/acad/schcom/rojc/mdic/luddites.html, http://www.pianola.com/ 2. Teacher will read each handout aloud to class or ask for a student volunteer to read. 3. Teacher will reinforce student understanding of the literature through brief question and answer discussion. 4. Teacher will review metaphor, provide examples, and ask for examples from students. 5. Students will respond orally to teacher questions about possible topic and themes of Vonnegut's novel. 6. Students will brainstorm current technological devices and their relevance and/or importance in their lives. 7. Students will begin rough drafting their blog responses to be completed for homework on any available personal computers. Assessment: Formative assessment (25%): Classroom participation in discussion and question and answer sessions: Summative assessment (75%): Blog rubric attached. http://www.masters.ab.ca/bdyck/Blog/ The success of this lesson should hinge largely on student participation and enthusiasm for the topic. The background reading on the Luddites and the player piano is brief, but it should be enough to arouse student curiosity and generate discussion on the role that technology has played and continues to play in society. The preponderance of technology and student use of it should give them ample examples to discuss and/or write about. Typically, my students will resist the writing, maybe even more so if it's on a blog for others to read. I will give them the option of either speaking about them to their classmates or producing a poster that displays images of the devices with brief explanations of their relevance. I would want to continue having students write journal responses in the form of blogs and continue to urge them to comment to their classmates' entries. Based on their reading and their blog responses, students should be able to produce a persuasive essay on the topics and themes from Vonnegut's Player Piano.
 * Activities**:

Jack Caswell 7/21/08**
 * EDC 921 Deliverable #3

To: XXXXX, Superintendent of WWW Schools Cc: XXXXX, Director of Curriculum XXXXX, Assistant Director of Curriculum XXXXX, Supervisor, English Language Arts XXXXX, TGHS Principal XXXXX, TGHS English Department Chairperson Re: Integration of Web 2.0 technologies, and specifically wikis, into the English Language Arts curriculum From: Jack Caswell, English teacher, TGHS

7/22/08

Distinguished Administrators and Colleagues: Evidence everywhere suggests that we are losing the battle to foster literacy not only in this school district, but in schools across the nation. According to a November 2007 National Endowment for the Arts survey, teenagers are now reading less and for shorter periods of time than at any previous time. According to a 2004 study by the National Endowment for the Arts, fewer than half of American adults now read literature, and that number continues to decline. The increase in the number of literacy classes at TGHS and in the district, as well as the recent hiring at TGHS of a reading specialist in lieu of an English teacher is further evidence that literacy is in decline locally as well as nationally. The prevalence of teenage computer use is often cited as a factor in this erosion of literacy. Indeed, the popularity of social networking websites, instant messaging, computer games, and e-mail has rendered traditional forms of communication, including print media, nearly obsolete. It has been estimated that today’s average 21-year old has logged a total of 250,000 hours instant messaging, as well as another 10,000 hours playing video games. However, the negative affects of computer use may be overblown. The Pew Internet and American Life Project found that 64% of adolescents aged 12-17 have created some type of online content. An April 2008 survey by Pew indicated that: 93% of teenagers write for their own pleasure; 85% of students aged 12-17 engage in some form of electronic communication; 86% of teenagers believe good writing skills are important for success in life; 82% of teens believe in-class writing time would improve their abilities to write, and 78% of them want their teachers to use computer-based tools to teach writing. A March, 2005 Netday News survey indicated that 97% of students believe that technology use is important in education. Additionally, a 2003 Center for Applied Research in Educational Technology (CARET) study indicated that, “Students participating in the technology related school reform effort demonstrated average increases of 94 points in combined S.A.T. 1 performances over students who participated in the traditional independent school experience.” Given the overwhelming evidence that today’s youth are immersed in and are creating content with digital technology, it is only logical that public schools should foster digital literacy – the ability to discern content accuracy, objectivity, and truth, among other skills -- in their students, and the ideal method to accomplish this is through Web 2.0, or Read/Write web technologies, such as Weblogs (blogs), wikis, podcasts, and videocasts. These technologies, if properly employed to promote student reading for the purpose of writing, foster literacy by enabling students to communicate, interact, and collaborate with broad audiences that extend far beyond the classroom. The open content should compel students to take more pride and care in their writing skills and final products. I propose using the free, easily accessed and managed pbwiki software (details later in letter) to pilot a class and/or staff wiki for school, administrative, and public perusal and evaluation. A “wiki” (Hawaiian word for “quick”) is a collaborative Webspace where users can create content for instant publication or add, edit, and embellish content that has already been published. The potential for both instructive and creative uses of wikis in the classroom, school-wide or even within individual departments is vast. For example, let’s say I want to teach //Things Fall Apart//, but I want my students to familiarize themselves with the Ibo history, culture, and religious beliefs before they begin reading. I could distribute a list of questions to be answered and/or guidelines for information to be researched, written about and posted on the class wiki. Setting up links under different categories such as: culture, religion, history, and posting student created content under those headings would compel students to read critically for accurate and objective information, negotiate the content to be posted, collaborate on the research and the writing, and write grammatically sound, coherent, and cohesive copy for peer and/or public perusal. Additionally, instead of giving students a list of vocabulary words from the text, I could require them to create their own word bank of unfamiliar words, complete with part-of-speech designation, definition, synonym(s) if applicable, and a sentence inclusive of the word, and I can give periodic quizzes on vocabulary from the word bank. Each student could be responsible for a minimum number of entries. Wikis have the added advantage of being multi-dimensional, so images and links can be added, and features such as vocabulary definitions can be embedded in the text. In this regard, wikis help to differentiate instruction and teach to multiple intelligences. Because most of the work is student generated and monitored, wikis are an excellent way for schools and districts to showcase student work. Furthermore, giving students control of the editorial content on a wiki affords them a sense of responsibility and ownership while cultivating social skills such as negotiating and collaborating. To get a better example of how wikis work well and how tech-savvy teachers and students can create a media rich, differentiated classroom, you can access the following websites: Sharon Peters’ wiki that includes projects, assignments, management tips, etc. at https://k12onlinespeters.wikispaces.com, or East Side Community School in Manhattan at http://schools,wikicities.com/wiki/Main_Page There are countless other assignments for which wikis would be the ideal medium of communication. For instance, I could assign a project for my students to research local businesses and establishments and post information on where in the city they can get: (a) the best workout for the least cost (b) the best haircut or makeover, (c) the best fast food, (d) the best automobile service, etc. Or maybe they can post a “Welcome to TGHS” page for incoming freshmen that offers tips on how to make the four years of high school both successful and enjoyable. Students could write book, music, and movie reviews. All of these activities promote research and reading for the purpose of writing for publication for as wide an audience as the students, their parents, the administration, and the school board feel comfortable with. A good example of a wiki that is used for these purposes is the Stanford University campus wiki at http://stanford.wikia.com/wiki. Individual departments could create wikis on which teachers post examples of best practices in the classroom, helpful hints on classroom management, suggestions for professional development, book reviews, etc. The possibilities, again, are endless, but good examples to see include but are not limited to: Rob Lucas’ (North Carolina) Teacher’s Lounge wiki at [|http://teacherslounge.editme.com], or the teacher resource site Curriki.org ([|http://www.curriki.org/xwiki/bin/view/main/webhome).] To see further evidence of how Web 2.0 technologies enhance pedagogy and promote student writing proficiency, you can reference Bette Manchester’s article for e-School News called “Maine writes a new ed-tech success story.” Manchester extols the virtues of technological tools such as wikis, explains how they are and can be used, and cites schools in Maine that have employed these technologies successfully. Her article can be accessed at http://www.eschoolnews.com/news/top-news/news-by-subject/technologies/?i=54003. Parents, school board members, administrators and some students will have justifiable objections to implementing this technology. Foremost would be safeguarding students’ privacy. The pb (short for peanut butter because it’s as easy as making peanut butter sandwiches) wiki program offers options for restricted or open access. It is password protected and, although students need some type of identifier (nickname, school code number) to keep track of who’s adding or changing content and when, their real names would not be used. If parents, administrators, the school committee or even students do not want “outsiders” accessing the site, changing content or vandalizing the wiki, it can be password protected. Contrarily, if all those with a vested interest would like students to share their knowledge and their work, collaborate with others beyond the district or community who share interest in particular topics, and enhance their understanding of any given topic, then the wiki can be made more open and accessible with a simple click of the mouse. Appropriate content and accuracy of the content posted on the wiki would also be a major concern. Although anybody with a password can change the content of a wiki, and the vandalism of wikis has been known to occur, each wiki should have a site manager (I volunteer for my class and/or department) whose job it is to maintain the appropriateness and accuracy of the content. Also, I would review and reinforce with my students the appropriate and inappropriate uses of the wiki before allowing any of them to access it. Students who violate the protocol will be temporarily banned from accessing and adding content to the wiki until they show they can follow rules, and I would make the creation of content on the wiki a part of each quarterly grade, so those who get temporarily banned would see their grades suffer. Furthermore, I would send letters home to my students’ parents explaining exactly what a wiki is, how their students would be using it in the classroom and at home, and the appropriate wiki protocol and penalties for violating it. The letter would also request parental and/ or guardian permission in the form of a signature. Any student who does not return a signed permission form will not be allowed to access a wiki. I will create traditional methods for the creation, evaluation and assessment of student work in those cases. The administrative burdens (maintaining content propriety and accuracy, managing access, etc.) are time consuming, but I volunteer to take on that responsibility. The most attractive aspects of tools such as pbwiki is that the software is free and so easy to both use and manage, so training students and/or staff would take minimal time and effort. If pbwiki is not to administrative and/or school board liking, google documents, SeedWiki.com and Wikicities.com offer free wiki sites with a variety of security, privacy, and access levels. The information age is upon us, and ours is a quickly changing world. Today’s learners should not be expected to learn skills that enable them to specialize in only one career. In fact, the U.S. Department of Labor estimates that today’s students will have an average of 10-14 jobs by the time they turn 38 years old. Therefore, it is paramount that we provide our students with all the tools, training, and resources that are necessary for them to be successful in the 21st Century. Web 2.0 technologies, such as wikis, offer superb forums for students to develop, enhance, and showcase growing literacy and social skills. I urge you to permit me to pilot a wiki site for one or more of my classrooms and/or the English department. It is my belief that you will soon see the benefits for all those involved, and in the near future every classroom and/or department will be using not only wikis, but also Weblogs (blogs), podcasts and videocasts to differentiate and enhance instruction and foster literacy. Thank you for your time and consideration. Please don’t hesitate to contact me with any further questions. Sincerely,

John T. Caswell English teacher, TGHS

EDC 921 Deliverable #4: Eight-week instructional unit on Kurt Vonnegut’s Player Piano Jack Caswell

Central question: How can civilization develop and use technology in a way that benefits society and promotes progress while preserving the dignity of mankind?

Unit Objectives:

 Students will read, discuss, understand, and write about the relevant themes of Kurt Vonnegut’s Player Piano.  Students will make connections between those themes, their lives, contemporary society, and other literary works.  Students will understand appropriate content and protocol when using the class blog and wiki, and also understand the ramifications of violating that protocol.  Students will learn how to log into and post written entries such as journals and reactions to other theme-related writing prompts on the class Weblog (blog).  Students will post appropriate and constructive comments to their classmates’ entries on the class blog.  Students will learn how to log into and post vocabulary entries for a word bank on the class wiki.  Students will research the history and development of a modern technological device that has displaced manpower in the labor market.  Students will understand what constitutes plagiarism, and how to avoid it.  Students will write about their research on a technological device and post their expository essays on the class wiki.  Students will complete a 7-10 minute oral presentation on their research projects.  Students will create visual aids to augment their oral presentations.  Students will use power point, podcasts, and/or videocasts to augment their oral presentations.  Students will know the origins of the Luddites and understand the significance of machinery and technology in society, specifically in relation to the labor force.  Students will understand Vonnegut’s use of satire, and the elements of satire including: exaggeration, irony, understatement, and parody.  Students will successfully complete vocabulary and reading check quizzes.  Students will write a 3-5 page persuasive essay that attempts to answer the central question posted above using evidence from their research, quotes or excerpts from Player Piano or other relevant publications, and classroom discussions as evidence to support their theses.  Students will learn, review, get reinforced on and properly apply in their journals and essays the following grammatical usage skills: • accurate identification of subject, verb, and subject-verb agreement • accurate identification of compound, complex, and compound-complex sentences • proper punctuation of compound, complex, and compound-complex sentences • proper capitalization

Ramp-up Activities: Before reading and studying Player Piano students will do a brief pre-reading and discussion on the Luddites of Great Britain’s Industrial Age to acclimate them to the often precarious relationships among machines, technology, the labor force, and society. Students will also do some brief reading on the player piano instrument, and a visual aid will accompany the reading and classroom discussion. Students will be asked to brainstorm different technological devices that have replaced manpower in the labor market, for instance, the automatic checkout at supermarkets and other retail outlets. As a pre-reading activity, the class will discuss satire – what it is, how it is used, and its typical targets and purposes. I will define satire for them and introduce to them the elements of satire, exaggeration, irony, understatement, and parody. We will then brainstorm examples of satire in the modern media, including television shows such as South Park, Mad Magazine, and editorial cartoons. As a homework assignment, I will ask them to bring in an example of satire that they found in a newspaper, magazine, etc. and then identify the element(s) used and the satirist’s specific target. Students will also be assigned passwords and learn how to log onto and use both the class blog and wiki.

Culminating projects:

1. Students will create a word bank on the class wiki. Each student will be responsible for at least 20 words on the class wiki. This will count as a quiz grade (10% of quarterly grade). All students will have to post their words alphabetically, include their parts of speech, definitions, any synonyms, and use them in a sentence. All of that information will be posted to the wiki. I will give at least two other vocabulary quizzes, each counting 10% of quarter grade, on words from the word bank that I choose as we progress through the unit. (Assignment and rubric attached) 2. Students will write an expository essay on the development of a technological device of their choosing. Students will cite their sources for the information using the MLA style guide. Students will post their essays on the class wiki for 20% of their quarter grade. (Assignment and rubric attached) 3. Students will give an oral presentation, using power point, podcasts, and/or videocasts, or other forms of visual aid to augment and enhance their presentations for 15% of their quarter grade. 3. Students will write a persuasive essay on the class blog that attempts to the answer the central question: How can civilization develop and use technology in a way that benefits society and promotes progress while preserving the dignity of mankind? (Assignment and rubric attached.) This is 35% of quarter grade.

Weekly Itinerary for Player Piano Unit (Note: This is subject to change according to the vicissitudes of unpredictable school life and life in general.)

WEEK ONE: Day One: Objectives: Students will learn about the historical Luddites and understand the relationship between technological development and manual labor in the work force. Students will understand the Luddites relevance to themes in Player Piano. Students will understand what the player piano instrument is and its symbolic title. Students will understand Kurt Vonnegut’s historical status in the literary canon. Students will understand the fictional boundaries of Ilium and their relevance to the novel. Day Two: Objectives: Students will learn how to use their teacher assigned passwords to log onto and post entries on the class Weblog (blog). Students will post their first journal entry on the class blog. Journal entry for blog: What do you think Paul Proteus’ inner conflict is? What makes you conclude this? Provide evidence from the text to support your response. Students will discuss central characters and understand their possible motives for behavior. Students will discuss and understand relationship between war and technological developments. Day Three: Objectives: Students will learn how to log into and post written entries on class wikis using same coded passwords as class blog. Students will find unfamiliar vocabulary words from Chapters 1 and 2 from the text and enter them into the word bank on the class wiki. Students will include: the definition for each word, its part-of-speech in parentheses (n., adj., adv. etc.), any synonyms that might apply, and use that word in a sentence. Students will post each word, in alphabetical order, on the class wiki. Day Four: Objectives: Students will write in journal on class blog in response to prompt: What advantages do machines have over people and vice versa? Provide examples to support your points. Students will orally review and discuss Chapter 1, PP. Students will be introduced to and understand the definition of satire, its modern uses, and elements of satire (exaggeration, irony, understatement, parody). Homework: find an example of satire in an editorial cartoon. Be prepared to discuss its elements in class. Day Five: Objectives: Students will present in front of the class their satire homework with Q& A discussion. Students will participate in teacher guided oral reading of Chapter 2, PP, with emphasis on Shah of Bratpuhr’s satirical role, his use of “takaru” (slave) and why. Students will discuss the “Reeks and the Wrecks” Homework: Log in to class blog and comment on at least three classmates’ blog journal entries. Read and be prepared for a reading quiz on Monday for Chapters 3 and 4, PP.

WEEK TWO: Day One: Objectives: Students will write in journal on class blog: Briefly explain how the player piano could symbolize one or more themes of the novel. Also, is Paul and Anita’s marriage in anyway mechanical? Why or why not? Students will learn and understand: subject-verb, and subject verb agreement. Practice and reinforcement exercises. Homework: Edit blog entry for subject-verb agreement and other grammatical errors. Read Chapters 5 & 6, PP. Day Two: Objectives: Students will get practice and reinforcement on subject-verb agreement. Students will take reading check quiz on Chapters 5 & 6. Students will orally discuss and understand Chapters 5 & 6 with focus on father-son relationship with Paul Proteus, his father, and Kroner, as well as “Checker Charley,” and Vonnegut’s anticipation of IBM’s Big Blue chess master. Homework: Add two vocabulary words to word bank from Chapters 5 & 6. Skip Chapter 7; read Chapters 8 & 9. Day Three: Objectives: Students will write in journal entry for class blog: Using Vonnegut’s Bud Calhoun as a reference, what do you think is essential to people’s happiness? Explain. Students will orally discuss their journal entries, the effects of machines and technology on society as depicted in Homestead, and Reverend Lasher’s comments regarding class warfare (Marxism). Students will be introduced to and understand the independent clause, compound sentence and correct punctuation of. Homework: Read Chapters 9-11. Day Four: Objectives: Students will review: subject, verb, conjunction, and independent clauses. Practice writing and properly punctuating compound sentences, and orally discuss Chapters 9-11 with emphasis on marital and possible extra-marital relationships taking place in novel, and Ch 11 satire on Shah and POTUS (President of the United States). Homework: Add two words to wiki from Ch’s 9-11; read Ch’s 12 and 14; skip Chapter 13. Be prepared for grammar usage quiz. Day Five: Objectives: Students will take grammar usage quiz on subject, verb, subject-verb agreement, independent clauses, compound sentences, and punctuation of. Journal entries on class blog: What is appealing to Paul about the farmhouse and why does Finnerty cite the conversation between Thoreau and Emerson at the jail house? What is the significance of it? Students will orally discuss journal entries. Homework: Read Chapters 15-18. Be prepared for wiki word bank quiz. Add two words from your homework reading to the class wiki word bank.

Week Three: Day One: Objectives: Students will complete reading check quiz on Chapters 15-18. Students will discuss Mr. Haycox, Edgar R.B. Hagstrohm and his wife Wanda, her attitude toward his extra-marital affair, and the origins and nature of Paul and Anita’s relationship and marriage. Students will write in their journal entry on class blog: Based on your reading and discussion about Hagstrohm and Wanda’s and Paul and Anita’s marriages, how would you counsel them if you were a marriage counselor and you wanted them to avoid a divorce? Homework: Read Chapters 19 and 20; study 20 teacher-assigned words Day Two: Objectives: Students will write for journal entry on class blog: What does the barber’s monologue say about the relationship between technology and mankind/society? How does control over the information for public consumption play a role in “conventional wisdom” or commonly accepted “facts?” Class discussion of journal and Halyard’s predicament. For homework: Read Chapter 21; be prepared to write about Joe Averageman and the prosecuting attorney’s cases in the allegorical play that is staged at the Meadows convention, and what is symbolic about the Native American at the bonfire? Study for word bank quiz. Day Three: Objectives: Students will complete wiki word bank quiz: 20 words. Students will write entries on journal entry for class blog: Discuss the merits of both Joe Averageman’s and his prosecuting attorney’s arguments in favor of or against technology and progress. With whom do you agree and why? What is symbolic about the Native American’s presence at the bonfire? Students will review independent clauses. Students will become familiar with subordinating conjunctions and subordinate clauses. Homework: Read Chapters 22-23. Add two words to the word bank on the class wiki. Day Four: Objectives: Students will get practice and reinforcement on identifying, writing, and properly punctuating complex sentences (those containing subordinate clauses). Students will discuss Paul’s becoming a spy for Ilium and the introduction of the Ghost Shirt Society and its plan for the destruction and/or takeover of the country. Will it ever come to this in our society? Why or why not? Homework: Be prepared for usage quiz on proper identification, construction, and punctuation of both compound and complex sentences. Read Chapters 24-25. Add two words to wiki word bank. Day Five: Objectives: Students will complete quiz on identifying, constructing and properly punctuating both compound and complex sentences. Students will understand procedure and objectives of research and writing (for class wiki) assignment on a technological device (assignment and rubric attached at end). Students will ask questions to clarify wiki writing assignment, their responsibilities, and the due date. h topics. Read aloud: Chapter 26. For homework: Read Chapters 27-29. Be prepared for reading check quiz. Add two words to wiki word bank

Week Four: Day One: Objectives: Students will complete reading check quiz on Chapters 27-29, write journal entry: If a battle loomed in our society between a group like the Ghost Shirt Society and the aristocratic establishment, which side would you want to prevail (win) and why? Students will discuss their journal entries. Students and teacher will read aloud: Chapter 30, with discussion of quote: “…the condition of man improves in direct ratio to the energy and devices for using energy put at his disposal.” Homework: Read Chapters 31 & 32; add two words to wiki word bank. Study 20 teacher assigned words from wiki word bank. Day Two: Objectives: Students will select research topics and get approval from teacher. Students will write in journal entry: Do you agree with prosecutor’s assertion that Paul’s hatred of society is merely a symptom of Paul’s hatred for his father? Given Paul’s stated reason for marrying Anita and their lack of a child, what do you think Vonnegut is trying to say about parent-offspring relationships and why? Homework: Read Chapter 33 and 34. Add two words to the wiki word bank. Day Three: Objectives: Students will write in journal entry: How and why does Vonnegut use satire in Chapter 33? Who or what are his targets and what is he trying to say about society and/or human nature? What satirical devices does he use? Students will discuss journal entries and react to quote: “The most fascinating game there is, keeping things from staying where they are?” What does the speaker mean? Do you agree or disagree? Why? Read aloud: Chapter 35; discuss the ironic ending and the type of irony. Homework: Add two words to wiki word bank. Study for wiki word bank quiz Day Four: Objectives: Students will become familiar with MLA style guide. Students will read, review and practice teacher selected and highlighted sections of style guide. Students will know how to properly document books, encyclopedias, dictionaries, periodicals, Internet web sites, compact discs, and dvd’s. Homework: study for wiki word bank quiz. Day Five: Objectives: Students will complete vocabulary quiz: wiki word bank (20 words) Students will receive more review and complete practice quiz on MLA style guide. Students will learn good note-taking and organizing habits using index cards. Students will review and get reinforcement on proper documentation of multi-media sources. Week Five: Day One: Objectives: Students will review, question and clarify specifications in MLA style guide. Students will understand what plagiarism is and how to avoid it. Students will complete practice quiz on examples of plagiarism. Day Two: Objectives: Students will use multi-media resources in the school library to research and take notes on technological device for their wiki writing assignment. Homework: Organize notes and conduct more research as needed. Day Three: Objectives: Students will use multi-media resources in school library to research and take notes on technological device for wiki writing assignment. Homework: Organize notes and conduct more research as needed. Day Four: Objectives: Students will receive instruction, with overhead projector as a visual aid, on the structure of an expository essay, including introduction of topic, body, and conclusion paragraphs. Homework: Conduct more research and organize notes as needed. Day Five: Objectives: Students will outline and begin rough drafting essays. Homework: Complete rough drafts for peer editing at beginning of following week.

Week Six: Day One: Objectives: Students will learn and understand the peer-editing process. Students will group in pairs to peer edit using peer-editing checklist. Homework: Revise for submission and posting on wiki at the end of the week. Day Two: Objectives: Students will participate in Socratic Seminar that attempts to answer instructional unit’s central question: How can civilization develop and use technology in a way that benefits society and promotes progress while preserving the dignity of mankind? Homework: Prepare for oral presentation. Day Three: Objectives: Students will prepare for oral presentation element of their wiki research project by working on notes and/or visual aids. Homework: Prepare wiki writing assignment final draft for submission at end of the week. Day Four: Objectives: Students will work on either their oral presentations or written assignments for their wiki writing project. Homework: Have completed writing assignment ready on flash (thumb) drive or 3.5 floppy disc for transferring and posting to class wiki. Day Five: Objectives: Students will post their wiki writing projects on the class wiki. Students will receive instruction on overhead for persuasive essays to be written on class blog. Students will prepare their oral presentations for next week. Week Seven: Day One: Objectives: Students will give oral presentations on their wiki research projects while using power point, podcasts, videocasts, and/or traditional visual aids to augment and enhance their presentations. Classmates will listen attentively, ask questions, and provide constructive feedback/criticism for the presenters. Day Two: Objectives: Students will give oral presentations on their wiki research projects while using power point, podcasts, videocasts, and/or traditional visual aids to augment and enhance their presentations. Classmates will listen attentively, ask questions, and provide constructive feedback/criticism for the presenters. Day Three: Objectives: Students will give oral presentations on their wiki research projects while using power point, podcasts, videocasts, and/or traditional visual aids to augment and enhance their presentations. Classmates will listen attentively, ask questions, and provide constructive feedback/ criticism for the presenters. Students will receive assignment and rubric for persuasive writing essay. Students will ask questions to clarify specifics of assignment and their responsibilities. Day Four: Objectives: Students will receive instruction on the structure of the persuasive essay, including hook in the introductory paragraph, bridge to thesis, and thesis statement. Homework: Students will write introductory paragraph including above three elements with thesis statement attempting to answer the instructional unit’s central question: How can civilization develop and use technology in a way that benefits society and promotes progress while preserving the dignity of mankind? Day Five: Objectives: Students will be instructed on and understand transition sentences and thesis supporting body paragraphs, as well as conclusion paragraph. Students will brainstorm support for their theses using excerpts from Player Piano, notes from wiki research project, class discussion, and/or any other pertinent research as evidence to support their arguments. Homework: Gather and organize notes for persuasive essay. Outline persuasive essay.

Week Eight: Day One: Objectives: Students will write rough drafts of persuasive essay. Homework: Students will finish rough drafts. Day Two: Objectives: Students will get in groups of two to peer-edit rough drafts using peer editing guidelines and focusing on subject-verb agreement as well as proper punctuation of compound and complex sentences. Day Three: Objectives: Students will make revisions to their rough drafts according to peer-editor’s suggestions and their own review. Homework: Students will write final drafts and save to either flash drive or 3.5 floppy disc for transfer and posting to class blog. Day Four: Objectives: Students will post their persuasive essays to the class blog. Day Five: Objectives: Students will offer criticism and feedback to teacher on the novel and the instructional unit, including their use of wiki, blog and other Web 2.0 technology. Students will prepare for next instructional unit.

Note: Assignments and Rubrics on following pages.

Assignments and Rubrics

Wiki Word Bank Assignment: Each student will be responsible for entering 20 words, complete with their definitions, parts-of-speech, any synonyms and inclusion in a student-generated sentence for the wiki word bank. Successful completion of this assignment is 10% of quarterly grade. Each student will complete at least two vocabulary quizzes of 20 words each. Each of the quizzes will also count as 10% of quarter grade.

Wiki Writing Assignment: Each student will research and write about one technological device (such as an ATM machine, automated supermarket check-out machine, etc.) that may have displaced manpower in the labor force. All essays will include an introductory paragraph, at least three body paragraphs, and a conclusion. The three body paragraphs should each highlight a major development and/or breakthrough (when first invented, when and how developed, when first mass marketed, etc.). The conclusion paragraph should include information regarding the device’s impact on the labor force. This will count as 20% of quarter grade. (Rubric to follow.)

Wiki Research Oral Presentation: Each student will give a 5-7 minute oral presentation on their wiki research topic. All presentations will be accompanied by a visual aid such as a power point, videocast, or poster board. A podcast is acceptable in lieu of the oral presentation, but presenter must display visual aid at the front of the class. This will count 15% of quarter grade.(Rubric to follow.)

Weblog Persuasive Writing Assignment: Each student will complete a persuasive essay of at least five paragraphs and including an introductory paragraph with a hook, bridge to thesis and clearly constructed thesis statement, transition sentences, at least three body paragraphs that include arguments in support of your thesis and evidence to support your arguments in the form of excerpts from Player Piano, notes from your wiki research assignment, class discussion, and/or any other pertinent resources. The thesis statement must attempt to answer the instructional unit’s central question: How can civilization develop and use technology in a way that benefits society and promotes progress while preserving the dignity of mankind? A conclusion paragraph must be included. This will count 35% of quarter grade. (Rubric to follow.)

Note: Rubrics on following pages.

Oral Presentation Rubric: (10-12 pts.=4, 7-9 pts.=3, 4-6pts.=2, 1-3 pts=1) 4: Exceeds 3: Meets 2: Nearly Meets 1: Deficient Delivery: Speaker stands with upright posture, demonstrates enthusiasm about topic, completes speech within 5-7 minute time frame. Speaker stands with upright posture, demonstrates interest in topic and completes speech within 5-7 minute time frame. Speaker sometimes slouches or otherwise demonstrates lack of enthusiasm or interest. Speech is completed just short of 5-7 minute time frame. Speaker consistently slouches and shows lack of interest or knowledge about topic. Speech is completed far short of 5-7 minute time frame. Speech: Speaker speaks clearly, audibly, and with enthusiasm. Speaker effectively varies pitch and tone of voice for emphasis. Speaker maintains eye contact with entire audience throughout speech. Speech is fluent (no “Uhm’s and Er’s), and speaker uses mature and grammatically correct diction. Speaker mostly speaks clearly, audibly, and with interest in topic. Speaker sometimes varies pitch and tone of voice. Speaker maintains eye contact most of the time. Speech is mostly fluent, and speaker’s diction mostly is age appropriate and grammatically correct. Speaker sometimes speaks inaudibly and/or unclearly. Speech is delivered in monotone. Speaker fails to maintain consistent eye contact. Speech is not fluent, and/or speaker’s diction may be either age inappropriate or frequently incorrect grammatically. Speaker consistently speaks inaudibly and unclearly. Speech is delivered in monotone and speaker does not maintain any eye contact. Speech is not fluent, and diction is consistently age inappropriate or grammatically incorrect. Visual/Technological Aid Speaker uses original power point or videocast that is colorful, full of details, and informative. All text is grammatically correct. Poster board visual is detailed, informative, attractive in appearance, and text is grammatically correct. Visual has some detail, is somewhat informative and attractive, and may contain grammatical errors in text. Visual lacks detail and/or pertinent information and/or is unattractive, and/or contains several grammatical errors in text. Expository Essay Rubric: 15-16 pts.=4, 10-14pts.==3, 7-9 pts.=2, 1-6pts.=1 4: Exceeds 3: Meets 2: Nearly Meets 1: Deficient Awareness of voice, purpose, audience Essay captures reader’s attention while introducing a topic and establishing a context. Essay is written in mature and captivating diction. Essay introduces a topic, but may fail to capture the reader’s attention. Essay establishes a context, and is mostly written in mature diction. Essay may not properly introduce a topic and/or fails to grab the reader’s attention, and/or establish a context and/or be written in mature or age appropriate diction. Essay fails to introduce a topic and/or establish a context, and it is written in age or otherwise inappropriate diction. Content Essay is clearly structured with introduction, body and conclusion paragraphs. Essay contains more than three examples to support topic. Essay uses documented evidence in correct MLA format to support all assertions in body of paragraphs. Essay is clearly structured with introduction, body and conclusion paragraphs. Essay contains at least three examples to support topic. Essay uses documented evidence in correct MLA format to support all assertions in body paragraphs. Essay may not be clearly structured, and/or contains less than three arguments to support topic, and/or evidence may be either missing or incorrectly documented according to MLA format. Essay fails to demonstrate any knowledge of structure, and/or fails to use supporting evidence for topic, and/or fails to document any evidence according to MLA format. Cohesion, Coherence Essay is written in a clear, flowing manner that is easily understood. Essay uses proper transition where needed. Essay is mostly written in a clear, flowing manner that is easily understood. Essay mostly uses transition sentences where needed. Essay may be difficult to follow or comprehend in parts. Essay fails to use transition sentences where needed. Essay is incoherent and has no flow. Grammatical Conventions Essay shows mastery of grammatical conventions. Essay shows control of grammatical conventions. Essay shows some control of grammatical conventions Essay shows little to no control of conventions.

Persuasive Essay Rubric: 15-16 pts.=4, 10-14pts.=3, 7-9pts.=2, 1-6pts.=1 Expectations and Standards Exceeds Standard 4 Meets Standard 3 Nearly Meets Standard 2 Below Standards 1 Little or No Evidence 0 Develops a controlling idea Thesis conveys an insightful perspective and addresses the prompt. Skillfully uses facts, quotes and other authoritative evidence to support thesis. Thesis conveys a clear and knowledgeable perspective on the subject and addresses the prompt. Effectively uses a variety of authoritative evidence to support thesis. Thesis attempts to convey a perspective on the subject and attempts to address the prompt. Attempts to include a variety of authoritative evidence for support. Thesis conveys an unclear or inconsistent understanding of the subject or fails to address the prompt. Evidence fails to persuade or meet the demand of the prompt. Thesis missing or fails to develop a controlling idea or address the prompt. Engages reader by using a variety of strategies Skillfully captures and maintains readers’ attention and understanding. Effectively captures and maintains readers’ attention and understanding. May not capture or hold readers’ attention and understanding Neither captures nor holds readers’ attention or understanding. No attempt to capture or hold readers’ attention or understanding. Creates an organizing structure The writer skillfully organizes the essay from intro to conclusion, uses transition sentences, and purpose, audience and context are skillfully addressed. Writing is clearly organized from intro to conclusion. Writer uses transition sentences, and purpose, audience and context are effectively addressed. Response is not clearly organized throughout. Transition sentences are unclear, and purpose, audience, and context are not successfully addressed. The response is not clearly organized. Most components are ineffective. Purpose, context, and audience are not addressed. Response is incoherent. Most or all of the components are ineffective or missing. Purpose, context and audience are not addressed.