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Module 2 Application

Sydney C. Kane

American College of Education

LIT 5083: New Literacies in Curriculum Integration

Dr. Kelley Walters

March 3, 2024
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Introduction

The first lesson of my unit of study, The War of 1812, will take students back in time

before the war. A short, engaging, and funny video will spark their prior knowledge from past

lessons to recall important events and people that led up to how America was in 1812. This

initial lesson is just the start of the exciting and action-packed unit that will take students back in

history. This lesson, in particular, will showcase student learning, activities, and teaching

strategies through visual, digital, and critical literacies. Our students come to us with varying

degrees of background knowledge, life experiences, and opportunities, so I want to give them

equal and fair exposure to ICTs. I will integrate visual and digital literacies into this lesson for

students to show what they know at their level of learning. I believe in meeting my students

where they are, educationally and emotionally.

Allowing students to use an array of digital literacies will give them a sense of

ownership in their learning. (Richardson, 2010, as cited in Werner-Burke, N., Spohn, J., Spencer,

J., Button, B., and Morral, M. et al., 2012), “Our students’ realities in terms of the way they

communicate and learn are very different from our own. By and larger, they are ‘out there’ using

a wide variety of technologies that they are told they can’t use when they come to school” (p.

46). As educators, we must implement and integrate technology and new literacies into our

classrooms any chance we have. We live in a digital and technology-driven society, so we must

ensure that we are setting our students up for success both inside and outside the classroom,

educationally, societally, and professionally. “The digital literacies need to be integrated into our

curricula and teaching practices. Thoughtful inclusion of the digital literacies is the only way to

effectively help children be prepared for the emerging and increasingly complex literacy

demands of the 21st Century” ( Gormley, K. A., and McDermott, P., 2014, p. 78).
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We can interpret visual literacy in many ways. For example, (Burns, 2006 as cited in

Emanuel, R. and Challons-Lipton, S., 2013) indicates visual literacy is “ the ability to decode,

comprehend, and analyze images in order to construct meaning from visual representations of

ideas and concepts” (p. 8). While (Braden, 1996 as cited in Emanuel, R. and Challons-Lipton, S.,

2013), defines visual literacy as “the ability to understand and use images, including the ability

to think, learn, and express oneself in terms of images” (p. 8). Both individuals give valid

reasonings for defining visual literacy. Therefore, throughout this lesson and unit of study, my

students will construct meaning from images and analyze, understand, and use images to convey

their learning of the War of 1812.

Integrated Lesson Plan Template

Integrate Thematic Unit Theme: The War of 1812

Lesson Title: America in 1812

Summary of key learning interactions and instruction: To start the lesson, students will watch a short and
engaging video to help build their reading comprehension and background knowledge on this lesson’s topic and
overall unit of study. Before the lesson’s read-aloud, the teacher will prompt the students to recall what they learned
about the Revolutionary War (including people, places, and events), where the thirteen colonies were located, and the
importance of the Declaration of Independence. To check for understanding, the teacher will engage the students with
a “take a side” activity where the teacher will ask students a question, and the students will decide and move to the
part of the room if the question posed happened before, during, or after the Revolutionary War. After the read-aloud,
students will participate in a “turn and talk” to check for understanding. To conclude the lesson, students will produce
two forms of evaluative criteria to show what they know/learned from the lesson.

Desired Results
Learning Objectives for Lesson
Students will be able to:
● Review important events in American history before the War of 1812.
● Explain how the war between France and Great Britain affected the new United States.
● Demonstrate an understanding of the word represent.
● Create a portrait and write information about themselves.

Evidence
Evaluative Criteria (2-3) Assessment Evidence:
● After viewing portraits of George Washington, ● Self-Portraits:
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John Adams, and Thomas Jefferson, students will ○ A self-portrait is painted/drawn from the
create their self-portraits. shoulders up. Students' self-portraits
○ What is a portrait? should depict themselves from the
○ Connect their portrait to the War of 1812. shoulders up.
○ Write a sentence or two about themselves. ○ Their self-portrait should incorporate and
○ Does their writing include academic show 1-2 criteria(s) to help remember
vocabulary? The War of 1812.
○ Name and 1-2 descriptive sentences are
● Using PearDeck through Google Slides, students written beneath their portrait.
will answer and explain how the war between ○ Sentences should include at least four
France and Great Britain affected the United academic vocabulary words to create an
States. effect.
○ Do their answer(s) explain and relate to the
posed question? ● PearDeck/Google Slides:
○ Answer in complete sentences. ○ Their answer should include two ways
war affected the US in the early 1800’s.
○ Answers may vary but must be written in
complete sentences.

Other Evidence:
Inferential and literal comprehension questions to check
for understanding will be asked after the read-aloud.
This form of a formative assessment can be quickly
conducted and incorporated into a lesson.

Activities & Strategies

New Literacies
Materials/Resources
Activity #1 Utilized
(for each interaction/activity)

Description: Word to World word work activity using the Digital Literacy Teacher:
word represent. Visual Literacy ● Laptop
● Promethean board to display
Steps: a Google Slide with the
● In the Read-Aloud, recall with students that we example “The president of
heard “Americans wanted to be able to elect the United States is elected
individuals to represent the people and act with to represent the people of
their best interests in mind.” this country,” the sentence
● Say the word represent and have students repeat stem
the word after you. “The______represents…”,
● Represent means to speak or take action in place of and the list of
someone else. individuals/groups
● State an example: The president of the United ● Print out of Google Slide
States is elected to represent the people of this with the example “The
country. Provide an image so students can visually president of the United
connect the two. States is elected to represent
● Ask students if they can think of an example of the people of this country,”
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someone who represents others. Try to use the the sentence stem
word represent when you talk about it. “The______represents…”,
● Ask 2-3 students to share. Guide and rephrase the and the list of
students’ responses if needed. individuals/groups
“The______represents…” ● Doc camera if the
● Ask the class what word we’ve been talking about. Promethean board won’t
● Students will now get into pairs and choose four display
individuals or groups from the list provided by the ● Post-Its for the spelling of a
teacher. new word for students to
● In Google Slides, the student pairs must state who add to their mini dictionary
or what the individual or group represents. They
must answer in complete sentences, use the word Students:
represent in their response, and provide a ● Chromebook
photograph of the chosen individual or group. ● Access to Google Images
and Google Slides
● Mini self dictionary for
spelling
● Post-Its for the spelling of a
new word to add to their
mini dictionary
New Literacies
Materials/Resources
Activity #2 Utilized
(for each interaction/activity)
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Description: Using PearDeck through Google Slides, Digital Literacy Teacher:

students will answer and explain how the war between ● Laptop
France and Great Britain affected the United States. ● Promethean board to display
Pear Deck/Google Slide
Steps: ● Print out of Pear
● The teacher will link PearDeck to Google Slides Deck/Google Slide with
and share a copy of the link with the class. Each writing prompt
student will then have a copy to type on. ● Doc camera if the
● Discuss the word affected and its meaning. Promethean board won’t
● Leave the slide frame “frozen” on the Promethean display
board so students can’t view everyone’s answers ● Post-Its for the spelling of a
on the board. Freezing the frame will allow new word for students to
students to see only the prompt slide without add to their mini dictionary
everyone’s answers.
● Walk around the room to make yourself available Students:
for questions or support. ● Chromebook
● Monitor student work to make sure time on task is ● Access to Pear Deck/Google
well spent. Slide
● Mini self dictionary for
spelling
● Post-Its for the spelling of a
new word to add to their
mini dictionary

New Literacies
Materials/Resources
Activity #3 Utilized
(for each interaction/activity)

Description: View portraits of George Washington, John Visual Literacy Teacher:

Adams, and Thomas Jefferson then, students will create ● Laptop
their self-portraits. ● Image cards of G.
Washington, J. Adams, and
Steps: T. Jefferson.
● Show students image cards ( portraits of George ● Promethean board to display
Washington, John Adams, and Thomas Jefferson) images and educational
and explain to the class that these are portraits. vocabulary
● Explain that a portrait is a painting, drawing, or ● Doc camera if the
photograph of a person, usually from the shoulders Promethean board won’t
up. display.
● Explain that because cameras weren’t invented ● Portrait paper
yet, in the 1800s, portraits were hand drawn or ● Post-Its for the spelling of a
painted. Ask students if these portraits look new word for students to
hand-drawn, sketched, or painted. add to their mini dictionary
● Ask students if they recognize and can identify the Students:
men in the image cards. Go on to explain who they ● Pencil(s)
are and that these men were the first three US ● Mini self dictionary for
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presidents. spelling
● Tell students they will make their portraits to help ● Post-Its for the spelling of a
them remember some important people and places new word for students to
connected to the War of 1812. add to their mini dictionary
● Pass out portrait paper. ● Crayons for coloring after
● When the portrait is complete, they will write their drawing in pencil
name and 1-2 descriptive sentences beneath their
portrait. Sentences should be written entirely and
include at least four academic vocabulary words to
create an effect.
New Literacies Materials/Resources
Differentiation Strategies Utilized (for each interaction/activity)
Description: Using PearDeck through Google Slides, Digital Literacy Teacher:
students will use speech-to-text to answer and explain ● Laptop
how the war between France and Great Britain affected ● Promethean board to display
the United States. Pear Deck/Google Slide
● Print out of Pear
Students needing differentiated strategies will always have Deck/Google Slide with
access to tier-1 instruction. Will these individuals receive writing prompt
the same instruction, information, and teaching as their ● Doc camera if the
grade-level peers? Yes. Will they possibly require extra or Promethean board won’t
rephrased directions or instruction? Yes. Will the process display
in which they take to produce the product look a little ● Paper copies of any
different? Yes. Will their outcome look a little different? questions, answers, and
Yes. That’s okay! We all learn differently, so it is the read-aloud(s)
teacher’s job to shift their mindset and meet ST learners
where they are academically. Students:
● Chromebook
Steps: ● Microphone access on
● The teacher will link PearDeck to Google Slides Chromebook
and share a copy of the link with the class. Each ● Access to Pear Deck/Google
student will then have a copy to type on. Slide
● Discuss the word affected and its meaning. ● Whiteboard and dry erase
● Leave the slide frame “frozen” on the Promethean marker
board so students can’t view everyone’s answers
on the board. Freezing the frame will allow
students to see only the prompt slide without
everyone’s answers.
● Re-read any necessary parts of the Read-Aloud
and review the comprehension questions/answers
to prompt prior knowledge.
● ST learners will be able to express their learning
through speech-to-text to alleviate any frustration
or stress that comes with writing and typing.
● ST learners will sit at the front table where it may
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be less distracting, quieter for speech-to-text, and

close in proximity for the teacher to answer
questions or offer support.
● ST learners may have access to their whiteboard to
jot down anything they want to say or for the
teacher to write what they want to say. This will
give the student ample opportunities to practice
reading and speaking.
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References

Emanuel, R.; Challons-Lipton, S. Visual Literacy and the Digital Native: Another

Look. Journal of Visual Literacy, [s. l.], v. 32, n. 1, p. 7–26, 2013. DOI

10.1080/23796529.2013.11674703. Disponível em:

https://research.ebsco.com/linkprocessor/plink?id=f03bdb9c-7f2f-3377-8039-2c6f72def6

6b. Acesso em: feb. 2024.

Gormley, K. A., & McDermott, P. (2014). Integrating the Digital Literacies into Literacy

Diagnosis. New England Reading Association Journal, 49(2), 75–82.

Werner-Burke, N., Spohn, J., Spencer, J., Button, B., & Morral, M. (2012). Bridging the

Disconnect: A Layered Approach to Jump-Starting Engagement. Voices from the Middle,

19(4), 45-49.

https://go.openathens.net/redirector/ace.edu/login?url=https://www.proquest.com/scholarl

y-journals/bridging-disconnect-layered-approach-jump/docview/1011487041/se-2