D.+TWO+All+KeriQueries+Considered

**TWO** //**All KeriQueries** **Considered** //

1. Why did you choose this lesson? Brief summary or original lesson plan design/goals of lesson. Activating known schema and providing schema for areas where student background knowledge is lacking make up the backbone of reading comprehension. Using correct schema, students are able to make sense out of literature, as we strive to do in English 10a.This (early) part of the Lesson Objectives includes: **SWBAT make logic based** predictions and use close and active reading strategies based on known and prompted //schema// within the unit focused on Steinbeck's **//Of Mice and Men //**.

In sum, it is not just an important part, as noted previously although the goals remain the same, the process/methodology/ presentation/techniques differ substantially from the old. Evidence of the redesign page is altogether new prereading vehicles including vastly more visual and informative photography of setting through the slideshow and map. Although a map had been a part of the old lesson, it was very different and far less concrete/ explicit than the new one presented. Further, prereading strategies become not just more high tech but also more “equitable" in terms of the process of peer group brainstorming and processing toward building broader schema and filling in varying gaps student to student. As is done in this unit, similar kinds of lesson "starters" must be offered for all works of literature we study throughout the year. This is Schema Theory and Practice. See: [|(Schema theory)].

The original lesson plan consisted mostly of teacher talk and directed questioning to uncover known schema and the the provision of verbal and visual information needed to fill in the gaps. The "fill in the schema part" was not just talk; it also used visuals such as maps, and photographs-- but not in the quantity provided for in the newly designed part of this lesson. Also, students were divided up into groups to brainstorm their ideas and then begin to modify them using logic and multiple input (s) by participating peer learning. They also were asked to share the work developed within the groups to the class.

2. Define new lesson plan design/goals of lesson.

As noted previously although the goals remain the same, the process/ methodology/ presentation / techniques differ substantially from the old. Evidence of the redesign page are altogether new prereading vehicles including vastly more visual and informative photography of setting in particular through the slideshow and map. Although a map had been a part of the old lesson, it was very different and far less concrete/ explicit than the new one presented. Further, prereading strategies become not just more high tech but also more “equitable" in terms of the process of peer group brainstorming and processing toward building broader schma and filling in varying gaps student to student...

3. Which tool or tools did you choose to incorporate into this lesson to potentially improve it?

I chose to create a Photopeach using altogether new resources than had been at my disposal before. After researching a variety of options on Google--and using some of them, taking some live shots, and searching elsewhere--I chose Wylio (as mentioned, introduced in class) as the primary resource. Wylio turned out to have the deepest reserves of extremely varied and fitting images needed to make the Photopeach truly useful in developing full schemas especially for the students who appeared to have the least background information -- more was certainly required--at the prereading stage. These resources included categories searched, among them: Steinbeck, California, the region (natural landscapes/ surroundings, historically important imagery, and meaningful mood shots) Salinas Valley, Galiban Mountains, Soledad, and Californian ranches.

Much earlier I had decided to use Today’s Meet to replace the group interaction / peer brainstorming and consultation to improve results. I also chose to show the covers (the inspiration for prediction) projected as well as available in students’ hands.

4. Why did you choose this tool(s)?

As is probably obvious by now each of the tools shown appeared tome to be far more multisensory and student friendly (read: equity-based) than those of the past. In particular it is easy to understand why a chatroom, which students are generally comfortable with would work positively--even for students who might hold back in “small groups”--when the teachers are expecting their charges to think additively and interact with other students, responding to their own and others’ ideas presented; of course, the chatroom in this case was the one I created through Today’s Meet, blending high purpose with tools that have immediacy and familiarity in terms of students' participation.

Likewise the full slide show appealed to the highly visual cultural changes in last several decades. Of note, it was NOT necessary or advisablel to dispense with teacher commentary as needed; only the lengthiness of such auditory learning was affected-shortened- because more senses and modalities were tapped used simultaneously. The chatroom tool also served to leave a written record of interactions, something the previous group/peer discussion group format could not.

<span style="font-family: 'Georgia','serif'; font-size: 15px;">5. What standards were you using to guide your decision on this? NETS? <span style="font-family: 'Georgia','serif'; font-size: 15px;">I used Massachusetts curriculum frameworks (ELA) General Standard 8, Understanding a Text, as well as those specific to the short novel / fiction, and process standards in listening and responding, as well as NETS. <span style="font-family: 'Helvetica','sans-serif';">General STANDARD 2: Questioning, Listening, and Contributing* **//Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge.//**

<span style="font-family: 'Helvetica','sans-serif';">GENERAL STANDARD 8: Understanding a Text **//Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation.//**

<span style="font-family: 'Helvetica','sans-serif';">GENERAL STANDARD 12: Fiction **//Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.//**

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> **12.3: Identify and analyze the elements of //setting....//**

<span style="font-family: 'Georgia','serif'; font-size: 15px;">6. and 7. <span style="font-family: 'Georgia','serif'; font-size: 15px;">Given the specifics of the tools and purposes listed above, rather than those noted earlier on in Redesigned lesson part 1, kindly see the previous answer on the queries considered page 1; as noted the answers to 6 and 7 remain the same throughout the four parts / lessons indicated within this WIKI. <span style="font-family: 'Georgia','serif'; font-size: 15px;">Thank you.