Technology Integration Lesson Planning: Part 1: Evaluating and Creating Lesson Plans

Utopia  – Connecting Music & Literature

Grades 9-12

Gabrielle Veneziale


–            Students will develop questions to guide an   internet research project

–            Students will create their own meaning of a “Utopia”   and share with the class based upon their findings

–            Students will be able to connect modern and/or   past songs to their own meaning and the meaning that reputable artists have   written about



–            Reference materials

–            Internet access


–            Spark interest by playing music representing   what musicians believe a Utopia is (Bob Dylan – Utopia Underwater; John   Lennon – Imagine; Bob Marley – One Love)

–            Point out that a Utopia doesn’t always mean a   positive thing for some people

–            Allow students to search online for writers   who have written about Utopia

–            Allow the students to do an internet search on   different opinions (blog discussions, novels, etc) regarding a Utopia

–            After they have reviewed all materials, ask   them to shape their own opinion and bring together a presentation that will   be presented to the class and assist them with questions that they may have

–            Ask that the student’s engage the class in a   discussion


Presentations   can include (but are not limited to):

–            Videos

–            Music clips

–            Visual presentation (power-point)

–            Oral presentation


–            Encourage the students to bring valid and   realistic points to not only their fellow classmates but also to the   instructor’s attention


Standard   Correlations:


National Education Technology Standards

–            are proficient in the use of   technology

–            use technology tools to enhance   learning, increase productivity, and promote creativity

–             use technology to locate, evaluate, and   collect information from a variety of sources


National Council for the Language   Arts Standards:


  1. Students        read a wide range of print and non-print texts to build an understanding        of texts, of themselves, and of the cultures of the United States and        the world; to acquire new information; to respond to the needs and        demands of society and the workplace; and for personal fulfillment.        Among these texts are fiction and nonfiction, classic and contemporary        works.

  3. Students        read a wide range of literature from many periods in many genres to build        an understanding of the many dimensions (e.g., philosophical, ethical,        aesthetic) of human experience.

  5. Students        apply a wide range of strategies to comprehend, interpret, evaluate, and        appreciate texts. They draw on their prior experience, their interactions        with other readers and writers, their knowledge of word meaning and of        other texts, their word identification strategies, and their        understanding of textual features (e.g., sound-letter correspondence,        sentence structure, context, graphics).

  7. Students        adjust their use of spoken, written, and visual language (e.g.,        conventions, style, vocabulary) to communicate effectively with a        variety of audiences and for different purposes.

  9. Students        employ a wide range of strategies as they write and use different        writing process elements appropriately to communicate with different        audiences for a variety of purposes.

  11. Students        apply knowledge of language structure, language conventions (e.g.,        spelling and punctuation), media techniques, figurative language, and genre        to create, critique, and discuss print and non-print texts.

  13. Students        conduct research on issues and interests by generating ideas and        questions, and by posing problems. They gather, evaluate, and synthesize        data from a variety of sources (e.g., print and non-print texts,        artifacts, people) to communicate their discoveries in ways that suit        their purpose and audience.

  15. Students        use a variety of technological and information resources (e.g.,        libraries, databases, computer networks, video) to gather and synthesize        information and to create and communicate knowledge.

  17. Students        participate as knowledgeable, reflective, creative, and critical members        of a variety of literacy communities.

  19. Students        use spoken, written, and visual language to accomplish their own        purposes (e.g., for learning, enjoyment, persuasion, and the exchange of        information).



Use the following   rubric to evaluate students’ work in completing this lesson.

4 – Exemplary



    • creates         clear questions to guide the research process.

    • critically         analyzes online resources.

    • crafts         a thorough and informative presentation.

    • creates         a thought-provoking discussion.

3 – Competent



    • creates         questions about a topic

    • evaluates         online resources.

    • delivers         an presentation with supporting items

    • creates         a discussion that has minimal participation

2 – Developing



    • lists         questions with teacher support.

    • is         able to use resources that meet research purposes criteria  

    • delivers         a presentation that clearly displays their view

    • creates         discussion with teacher guidance

1 – Emerging



    • attempts         to write questions about a research topic

    • is         able to locate basic reference materials in the library or on the         Internet.

    • delivers         a presentation with some assistance from the teacher for direction

    • completes         a small discussion



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