Teacher Name Kayla Billard Grade Level 10 on-level

Unit Title Stories in the World- Historical Day of Lesson N/A

and Political Literature

Lesson Title: Dehumanization Review Length of Lesson 30 minutes

Mini-Lesson

State Standards CCSS.ELA-LITERACY.L.9-10.5

Maryland College and Career-Ready
Standards for ELA
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
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.

Lesson Goals and Objectives ● Students will be able to demonstrate mastery of the concept of
dehumanization
● Students will be able to differentiate between real-world and textual examples
of mechanical and animal dehumanization

Materials and Resources Needed ● Completed dehumanization notes (from earlier class)
● Slideshow displayed on the Promethean board
● Chromebooks to allow students to log into the PearDeck session

Procedure
Warm Up ● 5 minutes: Whole group review-- What is
dehumanization? What are the two types of
dehumanization

PearDeck ● 1-2 minutes: Introduce PearDeck to students, including

Interactive background about how to use the technology effectively
Review and ethically (advise students not to post anything
inappropriate on the program b/c it will be associate
with their name)
● 15 minutes: Students will use features of PearDeck to
answer multiple choice questions about whether
 narrative examples reflect animal or mechanical
dehumanization

Understanding ● 10 minutes: Students will use features of the PearDeck

Check Google add-on to provide their own example of
dehumanization and rate their comfort level with the
concept

Assessments ● Formative: Multiple choice responses, written response (student supplied

sample
● Formative: Students self-assess their own comfort level with dehumanization

Differentiation / Accommodations ● Students who require additional time or process more slowly may use
GoogleDocs to type their responses rather than PearDeck
● ELLs may use an online language dictionary
 Although I cannot, unfortunately, teach a new interactive technology lesson to my class

in person, for this assignment, I chose to adapt a mini-lesson I taught earlier in the semester to

make it more technologically based and interactive. I decided to integrate PearDeck, an

educational add-on tool which can be synced with the Google Suite to allow students to answer

questions individually in real time. This lesson serves as a review of dehumanization, a theme

students have been tracking throughout the unit’s text, ​Night b​ y Elie Wiesel. When I first taught

this lesson, I split the class into two teams and had students compete in a trivia style review

game. Although this competition served as a solid form of motivation, I was unable to entirely

engage every student. Especially in my period two class, which is incredibly quiet and full of

students who are highly hesitant to volunteer, the game was more difficult to implement.

Furthermore, it was highly engaging for students who were already likely to volunteer answers

and allowed the quieter students (or those who try to avoid paying attention by sleeping or

playing on their phone during class) to slip through the cracks. This variation on the lesson

should hypothetically use technology to allow every student to participate actively and provide

the instructor with useful formative assessment results at the end of the mini-lesson.

I planned this revision after completing my technology interview assignment. The teacher

I interviewed highly recommended PearDeck, an online website that can be attached to Google

slides as an add-on. The interface, which is free to use, allows teachers to attach interactive

questions in a variety of forms (multiple choice, short answer, rating scale, etc.) From their

personal devices, students can access the PearDeck file and submit their answers to slideshow

questions in real time. Although I need to play around with the website a little more to

understand its full capabilities, it seems as though the teacher is able to display student answers
to review with the class. This would allow me, as an educator, to catch problem areas in real time

rather than simply collecting an exit card at the end of class, when it’s too late to explain material

in a more accessible way. This is a style of lesson that I would be highly likely to use in the

future and may come in handy in some way during this unprecedented period of online learning

as well.
 Works Referenced
Dong, Y., Kavun, N., Senteney, M., & Ott, J. (2018). Interactive Presentation Tools Using

Mobile Devices. ​Society for Information Technology & Teacher Education International

Conference​. Retrieved from https://www.learntechlib.org/p/182605/

Mache, J., Tan, N., Shoemaker, G., & Weiss, R. (2017). Pear deck: an interactive classroom

response system to encourage student engagement. ​Journal of Computing Sciences in

Colleges,​ ​33(​ 1). Retrieved from https://dl.acm.org/doi/abs/10.5555/3144605.3144636

Twyman, J., & Heward, W. (2018). How to improve student learning in every classroom now.

International Journal of Educational Research​, ​87​, 78–90. Retrieved from

https://www.sciencedirect.com/science/article/pii/S0883035516301082