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Technology Integration Presentation

Topic: English/Reading Essay project on the dystopian novel Among the Hidden, along
with the creation of a plan for a Utopian Government.
Audience: 6th - 8th grade - Length of time required to present unit

Presentation/Duration of unit = Approx. 2 weeks total

Students will work for approx. 1 -2 weeks on essay collaboration and group
creation of government system and presentation of all information.

The students will identify themes within the class novel Among the Hidden, write an essay in
regards to the themes found in the text, and create a full plan for a government including laws
and rules that they deem necessary for the world to run smoothly.
Technologies/Media to be used:
Google Docs: Students will create and collaborate on the typed essay and government
plan. They will provide feedback to other and receive feedback on their writing from their
Google Classroom: Students will be graded on daily responses that are posted to the
Google Classroom site through their Ipads regarding the reading themes we discuss as a class or
questions posed to them through the class site. They will also upload their final presentation to
Google Classroom so the class can view and critique them.
Summary of learning theories: Constructivism/ Microworlds & Simulations /Communities
of Practice

Students build personal interpretations of the world based on experiences and interactions
Knowledge is embedded in the context in which it is used through meaningful
interactions in realistic settings.
Create situation-specific understandings by gaining knowledge from various sources
Belief that there are multiple perspectives of structuring the world
Belief that meaning is imposed by the individual rather than existing in the world

Instructional objectives for unit

Analyze and interpret themes recognized within a fictional novel.

Evaluate government systems and infer effects of various implications on current

and future real-world government systems.

Create and evaluate written essays for conventions and structure

Lesson Plan - Activites

Day 1: Present thematic question to spur discussion:

Would you rather be controlled by a government, yet be safe and provided

for OR be completely free, though be in constant danger and have to
provide for yourself?

In pairs, TSW create a list of pros and cons for each situation.

Share with the class and evaluate verbally.

Day 2:
Based on the previous days choice, TSW split into groups and engage in
an informal debate on why they chose the situation that they did.

Day 3 - 5:
TSW work on the pre-writing of their essay. After they have written a 1st
draft, students will type their 1st draft into Google Docs. Once they are done, peer editing
can begin as other students offer constructive criticism by placing suggestion notes and
highlight sections that could need improvement.

Day 6 - 7:
o Student Groups will begin the creation of their ideal government plan based on
the rubric provided. Groups will also create a presentation of their government in
the form of a Powerpoint, Prezi, or other presentation technology.
o Once the plan and presentation are completed, the students will upload a copy of
their plan to Google Classroom so their peers can offer feedback through the
comment section of the site.

Day 8 - 12: TSW revise and edit their Expository Essay in Google Docs. Once the
final copy is complete, TSW provide a hard copy and save in Google Docs.

Correlation of activities with elements of instructional design model(s) you used

Constructivism is based upon the belief that students construct their knowledge from their
environment and experiences so this activity is directly correlated. As the students progress
through the text they are constantly engaging in high level questions about the world in relation
to what they are experiencing with and through the characters. They then turn their thoughts into

more interaction with their classmates and gain the knowledge of various perspectives that may
or may not be different from their own. Working together to gain knowledge helps each student
see the importance in collaboration through their communities of practice leading to respect and
tolerance for each others views.