Running head: Technology Integration Unit

Technology Integration Unit: Lord Of the Flies Blog Project

Adam Miller
Florida State University

Technology Integration Unit 2
Purpose/rationale: This unit is designed for a 10
th
grade Language Arts class. The class
has just finished reading Lord of the Flies by William Golding, and will begin a unit
focusing on elements of civilization and human nature. This unit will include a group
project, requiring students to imagine there was technology, such as the internet, on the
island, and create a blog from the perspective of one of the major characters. The topics
of in class discussions combined with the project, requires students to think about civil
responsibilities associated with technology while simultaneously engaging in these
responsibilities.

Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text
and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display
information flexibly and dynamically.

ISTE Standards:
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.

NCTE Standards:
Students participate as knowledgeable, reflective, creative, and critical members
of a variety of literacy communities.
Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and
social roles.
Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a
variety of purposes.


Objectives:
Technology Integration Unit 3
Students Will Be Able To:
Communicate with peers effectively verbally and in writing
Collaborate using a variety of technology
Write from a perspective other than their own
Analyze literature collaboratively
Analyze the development of events throughout a work of literature

Materials:
Lord of the Flies by William Golding
Student assigned laptops
Todays Meet account
Live Scribe Pens and Notebooks
Poll Everywhere account

Anticipatory set: Teacher will introduce the topic of civilization and human nature as it
relates to Lord of the Flies by posing questions via Poll Everywhere for students to
answer, using their laptops. These questions will be open-ended and should only take one
or two words to answer. Student responses to the poll questions will be used to generate
discussion amongst the class, with the teacher facilitating.
Questions:
What do you think is missing from the island that causes everything to go so
wrong?
Who do you think should have been the leader?

Teaching Strategy/Procedure/Activity:

Day 1: Introduction to Unit
Time Student is doing Teacher is doing
Anticipatory set:
15 minutes
Students will listen and
respond to questions, using
PollEverywhere, accessed
from their laptops.

This discussion will be
mostly student led. Students
will discuss their responses,
and those of their
classmates, to the broad
questions posed by the
teacher.
Teacher will introduce the
topic of leadership and
civilization in Lord of the
Flies. Poll questions will be
created before class, and
posted as the conversation
progresses.

Teacher will facilitate
conversations, but will keep
it as student centered as
possible. The teachers
focus will be keeping the
discussion moving, and on
topic.
Grouping:
7.5 minutes
Students will split into
groups based on their
response to the question,
Teacher will instruct
students to get into groups
with everyone who chose
Technology Integration Unit 4
Who do you think should
have been the leader?

They will then go to the
group assigned to them by
the teacher.
the same character as the
best leader.

Teacher will then place
students into 4 groups,
sampling members from
each existing group as
equally as possible. This
way groups are not made up
of like-minded members.
Introduction to Project:
10 minutes

Character Assignments:
1. Ralph
2. Jack
3. Simon
4. Piggy
Students will sit with their
groups as the teacher
explains the project they
will be working on for the
week. They will take
notes, as necessary.
Teacher will explain that
students are going to
pretend that characters
had access to the internet
on the island, and that
they will be assuming the
role of a certain character,
and creating a blog.
They will also be required
to comment on other
groups blogs as that
character.

Teacher will assign each
group a character, and a
Live Scribe pen to keep
record of their in class
group discussions.
Live Scribe Instructions:
7.5 minutes
Students will listen to
instructions.
Teacher will instruct
student on how to use the
Live Scribe pen and what
will be expected of them
for each group meeting.

The pen will be used to
record audio from
meetings, and one group
member will be expected
to use the Live Scribe to
take notes. This notebook
will be handed in at the
end of each class.
Group Discussion:
10 minutes
Students will work in
groups to discuss the
character they were given,
and on which traits they
Teacher will instruct
groups to discuss their
characters.

Technology Integration Unit 5
should focus. To direct their
conversation, teacher will
ask students to think of a
similar character from
another story, and discuss
why they think theyre
similar.


Homework/follow-up assignment: Students will read the article Is Internet Civility an
Oxymoron, which will be posted to the class website.

Day 2:
Time Student is doing Teacher is doing
Journal:
10 minutes
Internet Civility
After reading the article
on internet civility,
students will journal
about how they think it
relates to what Lord of the
Flies says about human
nature.
Teacher will prompt
written on the board
before students arrive, so
they can began as they
enter the class.
Transition to Socratic
Seminar:
5 minutes

Student will move desks
to create a center circle
and an outer circle.
Students will listen to
instructions on the topic
of discussion.
Teacher will assign 6
students to the center
circle, and instruct
students to they will be
discussing the issues of
civility in the article and
Lord of the Flies.
Socratic Seminar:
15 minutes
Students in the center will
reference their journals to
discuss how they think
Lord of the Flies relates to
the issue of internet
civility.

Students in the outer
circle will use Todays
Meet to post comments
about the discussion itself.
Students will comment on
points that they thought
were particularly good, or
they will state whether
they agree or disagree
with certain points.
Teacher will monitor the
discussion, noting
participation, and the
questions and responses
posed.

Technology Integration Unit 6

One student will be in
charge of monitoring the
Todays Meet page. They
will read comments for
they are posted,
eliminating any
inappropriate responses
or repeat comments.
Debrief:
10 minutes
Students will refer to the
Todays Meet comments
posted on the board and
examine some of the
points made. This will be
an opportunity for some
students in the outer
circle to speak.
Teacher will guide the
conversation by pointing
to certain comments or
major points made in the
Socratic Seminar for
students to discuss
further.
Group Work:
10 minutes
One group member will
pick up the Live Scribe
pen and notebook before
joining the group.

Groups will take this time
to discuss what aspects of
their character they wish
to highlight. They will also
brainstorm any ideas they
have for how to approach
the assignment.
Teacher will distribute the
Live Scribe materials.
Teacher will then circulate
the classroom to address
each group individually,
answering any questions.

Homework/follow-up assignment: Students will read the article Leadership Is About
Enabling The Full Potential In Others, which will be posted to the class website.

Day 3:
Time Student is doing Teacher is doing
Journal:
10 minutes
Forbes: Leadership
After reading the Forbes
article on Leadership,
students will journal
about how they think it
the aspects of leadership
were presented in Lord of
the Flies.
Teacher will prompt
written on the board
before students arrive, so
they can began as they
enter the class.
Transition to Socratic
Seminar:
5 minutes
Student will move desks
to create a center circle
and an outer circle.
Teacher will assign 6
students to the center
circle, and instruct
Technology Integration Unit 7
Students will listen to
instructions on the topic
of discussion.
students to they will be
discussing issues with
leadership are presented
in Lord of the Flies.
Socratic Seminar:
15 minutes
Students in the center will
reference their journals to
discuss how they think
leadership is presented in
Lord of the Flies

Students in the outer
circle will use Todays
Meet to post comments
about the discussion itself.
Students will comment on
points that they thought
were particularly good, or
they will state whether
they agree or disagree
with certain points.

One student will be in
charge of monitoring the
Todays Meet page. They
will read comments for
they are posted,
eliminating any
inappropriate responses
or repeat comments.
Teacher will monitor the
discussion, noting
participation, and the
questions and responses
posed.

Debrief:
10 minutes
Students will refer to the
Todays Meet comments
posted on the board and
examine some of the
points made. This will be
an opportunity for some
students in the outer
circle to speak.
Teacher will guide the
conversation by pointing
to certain comments or
major points made in the
Socratic Seminar for
students to discuss
further.
Group Work:
10 minutes
One group member will
pick up the Live Scribe
pen and notebook before
joining the group.

Groups will take this time
to discuss and begin
writing a draft of their
Teacher will distribute the
Live Scribe materials.
Teacher will then circulate
the classroom to address
each group individually,
answering any questions.
Technology Integration Unit 8
blog entry for their
assigned character

Homework/follow-up assignment: Students will watch the video The Cyber Bully
Virus, which will be posted to the class website.

Day 4:
Time Student is doing Teacher is doing
Journal:
10 minutes
YouTube: Cyberbully
Virus
After watching the video
about the cyberbullying
students will journal
about how seemingly
small actions lead to
major consequences in
Lord of the Flies.
Teacher will prompt
written on the board
before students arrive, so
they can began as they
enter the class.
Transition to Socratic
Seminar:
5 minutes

Student will move desks
to create a center circle
and an outer circle.
Students will listen to
instructions on the topic
of discussion.
Teacher will assign 6
students to the center
circle, and instruct
students to they will be
discussing what actions
seemed small but led to
major consequences in
Lord of the Flies.
Socratic Seminar:
15 minutes
Students in the center will
reference their journals to
discuss the topic.

Students in the outer
circle will use Todays
Meet to post comments
about the discussion itself.
Students will comment on
points that they thought
were particularly good, or
they will state whether
they agree or disagree
with certain points.

One student will be in
charge of monitoring the
Todays Meet page. They
will read comments for
they are posted,
eliminating any
inappropriate responses
Teacher will monitor the
discussion, noting
participation, and the
questions and responses
posed.

Technology Integration Unit 9
or repeat comments.
Debrief:
10 minutes
Students will refer to the
Todays Meet comments
posted on the board and
examine some of the
points made. This will be
an opportunity for some
students in the outer
circle to speak.
Teacher will guide the
conversation by pointing
to certain comments or
major points made in the
Socratic Seminar for
students to discuss
further.
Group Work:
10 minutes
One group member will
pick up the Live Scribe
pen and notebook before
joining the group.

Groups will take this time
to continue discussing and
writing their blog entry.
Teacher will distribute the
Live Scribe materials.
Teacher will then circulate
the classroom to address
each group individually,
answering any questions.

Homework/follow-up assignment: None.

Day 5: Finish Project
Time Student is doing Teacher is doing
Group Work:
45 minutes
One group member will
pick up the Live Scribe
pen and notebook before
joining the group.

By this point groups
should be mostly done
with the writing portion of
this assignment. They will
spend this time finishing
any writing that needs to
be done. They will
primarily be working on
designing the web page
for the blog, choosing a
song to include on the
page, and creating the
page itself. This should be
completed by the end of
class.

Teacher will distribute the
Live Scribe materials.
Teacher will then circulate
the classroom to address
each group individually,
answering any questions.
Homework Intro:
5 minutes
Students will listen to
instructions for the
Teacher will inform
students that should have
Technology Integration Unit 10
homework. posted a link to their blog
page on the class website
by this point.

Teacher will inform
students that for
homework, each of them
will post a comment to all
of the other 3 blogs as the
character their group was
assigned.

Summary/Closure: Each day will end with students discussing their group projects.
When class ends one member of each group will end the recording and return the Live
Scribe pen and notebook to the teacher.

Assessment: Each student will be graded for his/her group participation, quality of input,
and completion of all parts of the project (including comments). Groups will be graded
for the quality of writing in the blog, and its relevance to the text, Lord of the Flies.

Homework/follow-up assignment: After the final day of this unit, when all groups have
posted their blog, each student will be assigned to respond to every blog as the character
their group represented. Each student should post a total of 3 comments.

Accommodations/adaptations: Students with physical disabilities will be taken into
consideration when students are required to move into groups. If a physical disability
makes it difficult for a student to move about the room from group work, it will be
arranged for their group to meet in a location most convenient for him/her. Students will
visual impairments will be seated in a location the causes the least visual strain during the
Socratic Seminars.

ELL students will be placed in groups with native speakers to allow them ample
experience with the English language. As aspects of this activity require a more advanced
understanding of the language structure, they will be placed with higher achieving
students that may be able to aid in understanding.

Students with ADHD will not be placed in the same group and will be monitored closely.
Teacher will frequently address these students, asking questions related to their task, and
giving them specific roles, if necessary.

Attachments/Appendices:

None.


Resources:
Technology Integration Unit 11
Crovitz, L. G. (2010, April 19). Is internet civility an oxymoron? The Wall Street
Journal. Retrieved from http://online.wsj.com/news/articles/SB10001
Fraser, D. (2013, March 9). Cyber bullying virus. Retrieved from
https://www.youtube.com/watch?v=vmQ8nM7b6XQ
Golding, W. (1962). Lord of the flies. New York: Coward-McCann.
Llopis, G. (2014, July 29). Leadership is about enabling the full potential in others.
Forbes. Retrieved from
http://www.forbes.com/sites/glennllopis/2014/07/29/leadership-is-about-enabling-
the-full-potential-in-others/