Dr. Elizabeth Watts Bromery WEST BROWARD HIGH SCHOOL, PEMBROKE PINES, FL
12th Grade ELA : Unit #8 - Smart Phone Literature Project : Lesson #4

Smart Phone Literature Project Day Four

Objective: SWBAT articulate connections among literary works and modern culture through writing, imagemaking, and discussion.
Standards: RL.11-12.1 W.11-12.10 SL.11-12.1
Subject(s): English / Language Arts
60 minutes
1 Lesson Overview and Note to Teachers - 0 minutes

My classes are held in 100-minute sessions every other day.  Activities take about 80 minutes of four class sessions to complete. 

In three previous classes, students completed a project in which they designed two Smart Phone desktops (Assignment: SmartPhone Literature Project) to find and articulate connections among major literary works we have studied, and between literature and contemporary culture. I have included the overview and narration of the Lady Macbeth Smart Phone desktop as a reminder of expectations for students (Video: Overview and Narration - Lady Macbeth Smart Phone Project).  

The lesson below outlines Day Four of activities. Today students present one of their Smart Phone desktops to the class - the video is included in the Group Presentations and Reflections section - and reflect on their learning.

2 Small-Group Debriefing - 10 minutes

When students come into class, I tell them that today groups will present one of their Smart Phone desktops.  I give them 10 minutes to debrief on the desktop they will display on the document camera and present to the class, and to select one clean, 30-second sample of a song from their playlists. In their groups, students discuss how they will explain their desktops (Smart Phone Desktop Picture: Lady Macbeth). 

3 Group Presentations and Reflections - 60 minutes

Before we begin, I tell students that in between presentations, I will provide a few minutes for them to write down what they learned from the presentations, even if they are the presenting group. They will use this information to reflect on their learning in a ticket out. I think it is important for students to learn the skill of writing reflections on learning during a lesson so that they can reread their reflections and summarize them in writing.  

I explain that this is a valuable activity for them to use during content area lectures or reading complex text as they can assess comprehension gaps, and fill those gaps by rereading or researching further; engaging in collaborative study sessions; and if necessary, seeking additional assistance from their teachers.

Groups present their desktops, displaying them on the document camera. With my permission, some groups have two spokespersons, who take turns presenting and explaining apps (Smart Phone Desktop Presentation: Lady Macbeth)(Smart Phone Desktop: Lady Macbeth)(Student Work: Lady Macbeth SmartPhone Explanation). Between presentations, students take a few minutes to write reflections on what they learn from each group (Student Work: Reflections on Presentations).

During presentations, I am amazed by the depth of student analysis and the sophistication with with they connect characters across literary works, with popular culture, and leverage technology to do so.  

4 Ticket Out - 10 minutes

I ask students to take a few minutes to read over their presentations reflections and then complete a Paper Towel Ticket Out by answering the question: What did you learn from this project?

Some student responses (Student Work: Paper Towel Ticket Out) are as follows:

  • I have learned that all the characters we have read about area similar in certain aspects. Some characters go through the same downfall and struggle with life decisions.
  • I learned that every character presented today wanted to gain power and glory.  I also learned that Lady Macbeth is a strong woman despite going insane.
  • I loved this project. We were able to analyze several characters in great detail.  Many of these apps gave us a clear insight into what happened in each individual character's growth. 

 

Reflection
Student Feedback

I use the paper towel ticket out so that students can reflect on what they learn in a lesson and to provide me with feedback on activities since I think it is vital to tailor instruction based upon student needs.  

My use of this activity has evolved over time. The students enjoy it so much that they ask for it.  I normally use it when running out of class time as I always have paper towels on my desk; yet the medium is easy to post on my bulletin board for gallery walks during class or next class as a springboard to further study.