Eric Curtis

EDT 627
Prof. Steenstra
3-16-20

Curricular Integration Project

Grade and Subject: 11th grade English

Goals and Objectives:

My goal for this project is to accommodate students with various learning needs and
fulfill curriculum requirements by studying the text both in the classroom and at their
own home. In addition, students will utilize various forms of technology found on Google
in order to collaborate with other students in the class for the purposes of presentation.
My objective is to provide alternative methods for reading assignments as well as the
utilization of technology tools in reading comprehension through discussion in class,
journal entries from home on Google Classroom, and a project on Google Slides.

Context of Course:

For the purposes of this assignment, I will use an 11th grade English classroom based off
of my placement teaching from this past year. We focused on European and Russian
Classic Literature from the 6th century (Beowulf), 16th century satire from Jonathan Swift,
and finished with a dystopian novel Brave New World.

Student Body Composition:

The student base is comprised of mainly students from a middle class socioeconomic
family with plenty of resources available both at the school as well as outside of the
school. Many students bring their own devices to class.

If necessary, there is a computer lab with 32 computers available for use in the lab, and
each classroom is equipped with roughly 10-12 chromebooks.

The student population is comprised of roughly 80% Caucasian students, 10% African
American students and the remaining 10% is composed of Asian, Latino, and other.

Pre-Assessment of Tech to be used:

By this time, students will be familiar with Google Classroom so there will not be a need
for explanation on how to use this tech.

Prior to the first lesson I will spend about ten minutes with a demonstration/preview of
our tech for the week. I can begin by simply asking students if they have ever used an
audiobook before while visually showing them the imbedded link for the audiobook of

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our Brave New World. Since we will be listening to the first chapter in class that day,
they can see how I operate by clicking on the link and going to the appropriate chapter to
begin.

Prior to introducing students to Google Jamboard, I will ask them if they have ever
worked with Google on a deeper level than simply for Google Classroom assignment
submission or email. As juniors in High School I think they will have at least reviewed
the various tech tools but how deep they have looked will vary from student to student. A
simple show of hands for those that have worked with Google Jamboard will give me all
the information I need to move on.

I can also ask which platforms they have used for group or individual presentation. There
I am sure there will be more than a couple of students that have used Prezi, Google
Slides, or maybe even Powerpoint. Since many schools are going to Google across the
board I am sure Google Slides will be the popular choice. Like Google Jamboard, Slides
is user friendly so a simple show of hands will allow me to get an idea of what will be
needed to prep for this assignment.

Depending on how familiar the class is as a whole with Jamboard and Slides, I can decide
whether I feel it is necessary to lead a group demonstration or simply field individual
questions should they arise. I can provide examples of my own Jamboard and Google
Slide presentations in order for them to understand how the tech is used and what their
project should look like.

By the end of the unit, students will:

- Be provided with alternative methods to study text (audio/visual)
- Read and respond to questions from various chapter assignments
- Submit journal entries to various articles related to our anchor text
- Use Jamboard to collect information on chapter reading assignments for online
collaboration with their groups
- Submit a Google slide presentation for a journal of their choice

Teaching and Learning Strategies Used in the Activities include, but are not limited
to the following:

Modeling
Small group and large group discussion
Direct instruction
Online collaboration
Group Presentation

Content Areas Covered:

English reading standards and collaboration are the focus of this project. Students will
study the chosen text(s) and read/respond/analyze chapter questions that focus on textual
evidence to be discussed and shared both online and in the classroom.

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Technology Required:
Computer
Internet connection
Access to Google classroom
Access to Google Slides
Access to Google Jamboard
Access to Google Hangouts
Headphones (optional)

http://esl-bits.net/ESL.English.Learning.Audiobooks/Brave.New.World/indice.html

For the purposes of this unit, students in the school all have access to a device suitable for
this unit both in the classroom as well as at home, regardless if they own a particular
device or not.

Activities with specific directions for each lesson and support for higher order
thinking skills:

Background information:
For the purposes of this project, we have already done our background lesson on the
author and the text (Aldous Huxley, Brave New World) and will be starting the week with
the first chapter of the novel by reading/listening to the chapter in class. We will take
home various reading assignments that will include a chapter or a separate journal article
that relates to certain dystopian elements that are relevant to the novel. There will be one
journal article per week given to the entire class.

Lesson One:
We will begin with listening to Chapter 1 of the novel while students follow along in
their own hard copy. The purpose for listening to the chapters instead of reading as a
group or independently, are as follows:
- Since learning styles vary from student to student, I want to ensure that my
classroom has the advantage and opportunity to learn with audio support.
- By providing students with an audiobook they can access from Google
Classroom, students will have the ability to keep up with their “required reading”
outside of school hours.
- If the audiobook tech fails, students can read the assigned reading material and
follow up with the instructor for understanding, or they can make arrangements to
complete the assigned reading when the audiobook is functioning properly again.

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Lesson Two:
Students are assigned in-class independent reading for chapter 2 of the book and answer
chapter questions. Take home work will focus on writing a journal response which will
focus on independent journal articles which will help students to gain a universal
perspective on dystopian elements in their own community either locally or globally. The
journal will be assigned on their Google Classroom.

If there is a complication with the Google Classroom tech for the journal response,
students can read and respond to the assigned article by manually completing the
assignment and submitting it on Google Classroom later. If they cannot access the article
or the article questions, they can work with the instructor on submitting the assignment
when the problem with the tech has been corrected.

Lesson Three:
Students are required to do assigned (Chapter 3) reading at home. They may choose to
read with or without the audiobook and answer chapter questions prior to coming to class
the next day. The purpose for listening to the chapters instead of reading as a group or
independently, are as follows:
- Since learning styles vary from student to student, I want to ensure that my
classroom has the advantage and opportunity to learn with audio support.
- By providing students with an audiobook they can access from Google
Classroom, students will have the ability to keep up with their “required reading”
outside of school hours.
- If the audiobook tech fails, students can read the assigned reading material and
follow up with the instructor for understanding, or they can make arrangements to
complete the assigned reading when the audiobook is functioning properly again.

Lesson Four:
Students will use class time to work independently on putting together a collection of
themes and ideas using text from the novel, symbols, and images to summarize the action
and events of the first three chapters of the novel. For this process, they will use Google
Jamboard on their in class device. Prior to the end of class, they will be divided into
groups. Their assignment for the evening is to collaborate with their groups on Google
Hangouts and share their Jamboards with each other. The purpose of portion of the
project is to collaborate on a Google Slide presentation to the class for the major themes,
actions, and events they found for the first three chapters and their individual journal
articles they read thus far.

I think in choosing Google Jamboard for lessons four and five is beneficial to the students
because it allows them to collaborate easily outside of class and exchange information
without assembling physically. Students can work independently in a group collaboration
setting on their own time. They can also share their Jamboards with the rest of the class
for the purposes of future summative assessments.

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The Google Slide option allows much of the same opportunity for students to work
independently with each other, and makes the process of putting together a presentation
much easier since they are able to create and share their own slides with one another
outside of class. One person can edit and create the entire presentation and share it with
the group for additional reviews/edits in the event there are any last minute changes that
need to be addressed.

Both of these tech tools can help students utilize a basic application of higher order
thinking. They are able to gather information and focus on the most important elements
of their objective independently while being able to cognitively apply, analyze,
synthesize and evaluate the conclusions reached by the group in order to better
comprehend the collected information. Having the ability to share information in real
time from various locations can help students with different learning levels work at their
own pace. Google Slide allows students to present material in any fashion they choose in
a visual platform that can raise the interest and engagement of the group they are
presenting to.

In the event Google Jamboard fails during the gathering of information for one student,
they can share their information with the group manually either by meeting together or an
email. Another group member can share that information from his or her Jamboard and
include the rest of the group.

Final Lesson:
The final lesson for this week will be for individual students to present their Google Slide
presentation of the first three chapters and share their Jamboards with the class. As
groups present and share their Jamboards, other students can add ideas to their own
Jamboard for future use on assessments.

If there is a complication with the Google Slide tech or Jamboard on the day of the
presentation, they can both be shared later with the class by the instructor or the students
themselves so the entire class can still enjoy the presenting groups efforts.

- There is also an opportunity for class to be held in the computer lab for
presentations in the event there is an issue with student devices/chromebooks.

Method of Evaluation/Assessment:
For this unit, there will be “Did you Read?” quizzes for every 3-4 chapters (depending on
the length of the chapter) on Google Classroom. These Quizzes will be 10-15 questions
in length, each question being worth 2 points.

We will continue this form of presentation for this unit with Jamboards being used
throughout, as well as group presentations occurring throughout the unit. Each student
will collaborate on 5 Google Slides presentations, one for each week.

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Clearly demonstrate how students from various learning styles are supported
alternative methods of reading material:
- Audio learners will have an easier time finishing chapter question
assignments and performance on DYR quizzes should reflect a higher
understanding/comprehension of assigned reading
- Visually stimulated learners should be able to engage more with Google
Jamboard and Google Slides as a result of the wide range of visual
accommodations the tech offers. This should also be noticeable in final
presentation.

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Links to state or national standards for curriculum and technology:

https://www.iste.org/standards/for-students:
Empowered Learner
1(a) Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
1(b) Students build networks and customize their learning environments in ways that
support the learning process.
1(c) Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
Digital Citizen
2(c) Students demonstrate an understanding of an respect for the rights and obligations of
using and sharing intellectual property.
Knowledge Constructor
3(a) Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
Creative Communicator
6(b) Students create original works or responsibly repurpose or remix digital resources
into new creations.
6(d) Students publish or present content that customizes the message and medium for
their intended audiences.
https://www.iste.org/standards/for-educators
Designer
5(a) Use technology to create, adapt and personalize learning experiences that foster
independent learning an accommodate learner differences and needs.
5(b) design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning.
Facilitator
6(a) Foster a culture where students take ownership of their learning goals and outcomes
in both independent and group settings.
Analyst
7(a) Provide alternative ways for students to demonstrate competence and reflect on their
learning using technology.

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Name: Date: Hour: Points:______/20
1-0:
Rubric for Presentation 5-4: Proficient 3-2: Applying
Little to no evidence of skill

Your slides were not very

Clarity of slides to Your slides were clear
clear in how they were Your slides did not connect with
student specific role in and relatable to your part
relevant to your part in the your part in the presentation
presentation in the presentation
presentation

The writing in your slides

featured many words from The writing in your slides did not
Elevated writing in slide The writing illustrated an
the “wall of shame” illustrate an elevated form of
text elevated level of writing
(Good, bad, things, stuff, writing
so, all, basically, very)

The level of relevance of Your slides, examples, Your slides and examples Your slides, examples, and
the slides to article and and explanation all were connected, but the explanation did not clearly
novel examples/ clearly connected to the explanation was not clearly connect with one another or to the
passages novel defined novel

Presentation was
Presentation level and Presentation and skills Presentation and skills were
professional and clear
quality of the material to were good but room for average and did not appear to be
and you were clearly
the audience improvement prepared
prepared

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 Chapter/Article Presentation: 20 points
1. Each group is assigned at least one article (two groups have two articles/poems)

2. You have already read this article individually and answered discussion questions;
now work with your group and share your findings with the rest of the class.

3. Each group will have four responsibilities, which they can divide amongst
themselves:

• 1) summarize article main points

• 2) explain how and where it relates to the book and specific chapter(s)

• 3) find at least two novel examples: specific “passage” support.

• 4) specific connections to modern day and the future.

5. Each individual will also be responsible for creating a slide(s) for their specific
responsibility.

Each group should have at least six (6) slides consisting of:

• title slide, summary slide (5+ bullet points)

• 2 specific “passage” slides- examples from the novel with passage explanation,
Chapter and page #)

• explanation slide demonstrating how it relates to today with examples

6. On each group presentation day, each member of the group will present article/novel
analysis to class verbally and use their Google Slide as a visual cue.

7. Each group presentation should be at least 8 minutes minimum. Be sure to explain why
you are saying what you are saying.

8. Be sure your GROUP’s Google Slide Presentation is submitted to Google Classroom by

your group’s assigned due date.

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NAME:

BNW Running Journal responses to posted Google Classroom enrichment article &
videos.
Directions: after each viewing/reading of posted article/video, respond to each in the following
boxes. I am truly interested in what you are thinking and questioning as we continue to connect to
our novel.

Journal #1: “Chinese Scientist Genetically Altered Twins”

Relevance to Relevance to What this article makes
MOST Interesting/Surprising
Brave New TODAY or OUR you still wonder or
Information from article
World? Future? question:

Journal #2: “The Roots of Scientific Dictatorship”

Relevance to Relevance to What this video makes
MOST Interesting/Surprising
Brave New TODAY or OUR you still wonder or
Information from video
World? Future? question:

Journal #3: “The Spoils of Happiness”

Relevance to Relevance to What this article makes
MOST Interesting/Surprising
Brave New TODAY or OUR you still wonder or
Information from article
World? Future? question:

Journal #4: “Great Books: 1984”

Relevance to Relevance to What this video makes
MOST Interesting/Surprising
Brave New TODAY or OUR you still wonder or
Information from video
World? Future? question:

Once this document is completed, revised, and polished -submit to Google Classroom.

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