ECI 511 Lesson Plan - Integrating Technology Tools in English/Language Arts

Vince Lastreto
October 2018
Grade Level: AP English 9-12/ Higher Ed. - Introduction to English Literature / Poetry (Asynchronous online class
of 10-12 participants)

Subject:​​ English/Language Arts - Shakespeare

Lesson Title:​​ ​Digital Literacy & Shakespeare’s Sonnets

North Carolina Performance Standards(s):

CCR Anchor Standard RL.2 - Determine central ideas of themes of a text and analyze their development;
summarize the key supporting ideas
-RL.5.2. Identify the theme of a story, drama, or poem.

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape
meaning or tone.
-RL.2.4 Use rhyming or repetition to identify words that meaningfully complete a line in a familiar story, poem,
or song.
-RL.9-10.4 Determine the meaning of words and phrases as they are used in text; analyze word choices and the
impact on meaning.

CCR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact
and collaborate with others.
-W.2.4 With guidance and support from adults and peers, use digital tools to produce and publish writing.

ISTE Standard(s):

Creativity and innovation

a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal expression.

Communication and collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.

Research and information fluency

a. Locate, organize, analyze and evaluate, synthesize, and ethically use information from a variety of
sources and media.

Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.

Technology operations and concepts

a. Understand and use technology systems.
b. Select applications effectively and productively.

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 Objective​​: ​This is an explorative lesson plan for English/Language Arts students into William Shakespeare’s
Sonnets.
Introduction​:​ Students will first be introduced to ​iambic pentameter ​as a poetic writing style, and ​be assessed ​on
their ability to create their own works in appropriate iambic pentameter form. YouTube videos will be used to
help reinforce what iambic pentameter looks like and how it is used in poems about love.
Finding Context:​ ​Students will be asked to read a select group of Shakespeare sonnets. To access the sonnets,
students will be encouraged to explore the digital archive of the Folger Shakespeare Museum. After reading, they
will be asked to reflect and summarize the main themes in their own words on a class Padlet. Padlet summaries
are meant to brief, and students will be ​assessed​ on participation in the discussion and the thoughtfulness of their
contributions.
Applying Content Knowledge/Integrating Technology: A ​ fter having a chance to review the basic structure of
iambic pentameter, and review the writing of William Shakespeare, students will be tasked with composing their
own sonnet. Sonnets, while traditionally about love, don’t necessarily have to be about love exclusively. A sonnet
can be written about any subject so long as it follows the iambic pentameter in the Elizabethan tradition. Original
compositions will be posted on Padlet, and evaluated based on creativity, originality, and consistency of iambic
pentameter (5 points each).
FlipGrid “Poetry Slam” Reflection:​ ​After posting written iterations of their sonnets, students will be contributing
to a FlipGrid discussion video archive. Students will be asked to read their sonnets in a “poetry slam” style post
on a dedicated FlipGrid page. Students will be ​assessed ​on participation, timeliness of the post, and well as
thoughtful criticism through replies on the platform (at least two).

Technology Tools Used:

a. YouTube Videos on “Iambic Pentameter”​​ - ​Why Shakespeare loved iambic pentameter - David T.
Freeman and Gregory Taylor​; ​Shakespeare’s Sonnets: Crash Course Literature 304​. - The YouTube
videos on Iambic Pentameter articulate the concept of the poetry structure with the proper context and
accompanying imagery. Students will be asked to review these videos as part of their homework
assignment for the unit. This video introduction serves as a good seed to build a foundational
understanding for the poetry genre.
b. Folger Shakespeare Museum Digital Texts Archive​​ - ​The Folger Shakespeare Museum Digital Texts
Archive ​is a rich and intuitive resource that will allow students to read and navigate among the many
sonnets of William Shakespeare. The archive houses the digital artifacts in numerical/sequential order,
and students can draw inferences by reading through the evolution of Shakespeare’s work. The intuitive
interface makes for easy browsing through search functions, and an index.
c. Padlet​ - Padlet will be used as the collaborative tool for students to publish written poetic works. They
will post to the Padlet with an accompanying graphic clip which aims to symbolize the content of their
original sonnets. The end result will be a class Padlet wall of sonnets which can be shared, and continue
to future iterations of the course.
d. FlipGrid​ - Students will use FlipGrid to share video iteration of their sonnets with their classmates. The
FlipGrid will serve as yet another collaborative space, where students are given the opportunity to
express themselves creatively through spoken word and receive supportive feedback from classmates.

Resources Needed: ​Students need access to PC or laptop at home with broadband access. A webcam/mic will be
required for collaborative FlipGrid posts. Participants will also need to create accounts for Padlet/FlipGrid, or
they can access both platforms with Google credentials.Lesson deployed using LMS (Moodle, or Sakai)

Timeframe: ​Three weeks (modules); asynchronous.

Week #1 (Module 1) ​- Students will be introduced to the structure of “iambic pentameter” as a poetic structure.
a. Post resource document on “iambic pentameter” in Romeo and Juliet.

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 b. Assign students to watch linked (above) YouTube videos on “iambic pentameter”
c. Share ​Padlet link​ - Ask students to post one original line of poetry composition in “iambic pentameter”
form to get started.

Week #2 (Module 2)​​ - Sonnets by William Shakespeare will be read/summarized by participants. Students will be
exposed to the digital text archives of the Folger Shakespeare Museum.

a. Post link to ​The Folger Museum Digital Texts Archive​ with brief explanation of functionality of the
repository (consider short narrated video).
b. There are 154 sonnets posted on the Folger archive. Invite students to browse through the collection and
select one of the sonnets. After reading the sonnet, ask students to reflect on the work focusing on key
words and phrases. Example reflection questions: “What is the poem about?” “What are some aspects of
Shakespeare’s imagery that made the sonnet especially resonate with you?” “What would translation (it
doesn’t have to be iambic pentameter) look like using contemporary language?”
c. Assign students to post their reflections/summaries on the Padlet. ​*Caveat - Multiple Padlet
reflections/summaries cannot be posted for the same sonnet, so it is best to post early if you would like an
unlimited selection.​ Advise students to be thinking about the writing process for their own sonnets, as that
will be the next step.

Week #3 (Module 3)​​ - Students will be asked to compose their own sonnets, and share their work in the written
form on Padlet. They will also be asked to video record a brief reading of their own sonnets to be shared on
FlipGrid.

a. Invite students to compose their very own sonnet on a topic of their choosing. Most sonnets are about love,
but that does not have to be the exclusive topic.
b. Once composed, students will post their original sonnets on the Padlet Wall for the poetry/sonnets unit.
Posts should also be accompanied with a symbolic aesthetic article such as a photo that can serve as a
visual aid to their composition.
c. Finally, ask students to participate in a FlipGrid “poetry slam” by posting a digital video reading of their
original sonnet (90 seconds max). Accompanying FlipGrid replies to at least two classmates are required
for full credit on the FlipGrid portion.