|Lesson Plan – Digital Novel – Inanimate Alice
|Literacy in the Discipline of English
|2- Know the Content and How to Teach It
|2.5 – Literacy and Numeracy Strategies
|Teacher: Miss Denton
||School: Liverpool Girls High School
||Topic: Digital Literacy
|What do you want the students to learn by the end of the lesson?
1.) Effectively create their own imaginative text using the program Snappy.
2.) The imaginative text must be a successive episode of Inanimate Alice, based on Aboriginal culture and content.
|What syllabus outcome(s) are you specifically targeting?
Objective A – Outcome 2: A student effectively uses a widening range of processes, skills, strategies, and knowledge for responding to and composing texts in different media and technologies.
|Recap on Last Lesson: 10 Mins
Ask students to discuss their Edmodo posts on what they liked and didn’t like about the Inanimate Alice episode in Italy, and how they would adapt the episode to make it more appealing.
Storyboarding: 20 Mins
Students work in small groups to storyboard their ideas for their own episode of Inanimate Alice in Aboriginal Australia. Teacher observation and guidance will occur here, assisting students with researching their counties and developing their ideas.
Informal Group Presentations: 10 Mins
Each group discusses what they have come up with so far and the class provides feedback and ideas. This is an important element as students get to engage and practice peer evaluation.
Continue Storyboarding Incorporating Peer Feedback: 10 Mins
Students continue to develop their stories, making any necessary changes based on the feedback they received from the class. Students will continue to adapt their work outside the classroom through discussions via the Edmodo class space.
(Students in my class were able to chat to students from Italy who created their own version of Inanimate Alice in Italy. The students enjoyed and made good use of this cross-cultural collaboration.)
To view the Inanimate Alice text click here.
For an explanation on the Snappy program click here.
This artefact was chosen as it demonstrates how I am able to identify the literary needs of students, and analyse and implement appropriate literacy teaching strategies. It is important to me as it highlights my ability to reflect on the transformational nature of literacy and incorporate 21st Century literacy focussed teaching strategies within the discipline of English.
In order to teach the vast range of abilities and competencies required of a literate 21st Century learner today, I needed to choose appropriate texts and create activities which enabled students to develop these skills. The lesson plan artefact chosen facilitated students development of these skills.
Analysis / Reflection / Research:
This artefact shows that I have analysed current literacy teaching trends and developed my own teaching strategies in line with current best practice. While researching I discovered that teaching literacy in the discipline of English has become more complex. Teachers must involve students in a variety of tasks which develop traditional literacy skills such as reading and writing, but also the ability to think creatively, critically, be able to collaborate in an online environment, and occupy research skills to be able to source viable information online. The National Council of Teachers of English (2013) propose that in order for students to be literate in the 21st Century they must,
develop proficiency and fluency with the tools of technology; build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought…manage, analyze, and synthesize multiple streams of simultaneous information…create, critique, analyze, and evaluate multimedia texts.
Academics argue that teachers must provide students with activities such as the ones presented in my lesson plan, in order for students to become literate in our society. Curwood, Gomez, Hassett and Schieble (2010, p.22) argue that “in a digital age, that allows for multiple, multimodal and multifaceted textual representations… the process of knowledge construction has changed… and teachers must engage in new literary practices.”
Examples of the ways I developed my teaching practice in light of the research can be seen in the activities I created which included:
- student engagement with a multimodal, digital novel Inanimate Alice,
- employing students’ creative, critical thinking and research skills,
- students were required to use technology throughout the whole process, through the Inanimate Alice website, Snappy and Edmodo,
- students collaborated on the task, both with the students within the class but also with students from across the globe,
- students were asked to analyse and critique the Inanimate Alice text and also to critique the texts of others within their class.
This lesson plan artefact is a prime example of my development of the teaching of literacy within my discipline. I realised by providing students with tasks that enable them to develop 21st Century literacy skills they can use in the ‘real world,’ such as sourcing viable information online and collaborating with other students, they are motivated and engaged. If I asked students to complete this same task based on a traditional novel and present their work as a piece of writing, I would not have received the same level of enthusiasm or standard of work.
This artefact demonstrates my professional development in terms of literacy within my discipline, as I was able to analyse current literature and trends on best practice, and assess the literary needs of my students, in order to produce appropriate teaching strategies.