Learning Activity

Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature

Subject Area

English Language Arts

Digital Literacy and Computer Science

Grade(s)

Overview

In conjunction with reading Out of My Mind by Sharon Draper, students will explore the world of assistive technologies and how they are impacting our world today. Students will begin by using EdWordle and create a piece of word art to show their understanding of the main character in the book. They will then explore how assistive technologies influenced our understanding of the main character through reading an informational article about assistive technologies.

This activity was created as a result of the DLCS COS Resource Development Summit.

Content Standards

Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.28
Define assistive technologies and state reasons they may be needed.

Unpacked Content

Knowledge

Students know:

that people have differing abilities and that technologies exists to aid users in overcoming challenges.

Skills

Students are able to:

define 'assistive technology'.
explain reasons one may use an assistive technology.

Understanding

Students understand that:

being different doesn't have to be a difficulty.

English Language Arts (2021) Grade(s): 6

ELA21.6.3
Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Unpacked Content

Vocabulary

Setting
Plot
Characters
Theme
Conflict
Dialogue
Point of view
Prose
Poetry
Textual evidence

Knowledge

Students know:

Authors of prose and poetry use literary elements, such as setting, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and drive the plot.
Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:

Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
Explain how literary elements contribute to the meaning and purpose of prose and poetry.
Support their explanations of literary elements with textual evidence.

Understanding

Students understand that:

Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to the meaning of poetry and prose.
When they analyze a text, they should include text evidence to support their claims.

Interdisciplinary Connections

Phase

After/Explain/Elaborate

Learning Objectives

Students will define assistive technologies.

Students will state reasons they may be needed.

Students will determine the characterization of fictional characters.

Students will cite textual evidence to support analysis.

Activity Details

As a reflection of reading Out of My Mind by Sharon Draper, students will be instructed to create a word cloud (https://edwordle.net/) of at least 20 words that they would use to describe the protagonist, Melody. (For example, they could describe her as strong, brave, smart, etc).

Once they create their word cloud, as part of an informal presentation of their learning, the teacher could have students share their three favorite words to describe Melody and find a specific page, passage, or quote from the book that explains why they chose these particular words.

Then, the teacher will instruct the students to read the following article about Stephen Hawking and assistive technologies (https://www.scientificamerican.com/article/stephen-hawking-as-accidental-ambassador-for-assistive-technologies/) having the students answer the following questions individually or with a partner on a separate sheet of paper:

1. How are Stephen Hawking and Melody similar?

2. How are Stephen Hawking and Melody different?

3. If Stephen Hawking or Melody did not have Speech Generated Devices (SGDs), how would their lives be different?

4. What has the book and this article taught you about assistive technologies? What are some examples of assistive technologies and why are they needed?

Once the students have read the article and answered the questions, the teacher will instruct the students to look back on their Wordle creations and highlight the words they used to describe Melody that they wouldn't have known about her without her speech-generating device.

As a reflection of this activity, the students could share any of the following: how many words they highlighted, what words they highlighted and why, or even what they learned from this experience.

Assessment Strategies

-Teacher observations/notes

-Students' word cloud creations

-Reflection questions from the article

-Student presentation/discussion

Acceleration and Intervention

Variation Tips

If there is no access to computers/technology, the teacher could show the students a Wordle, and have them create one by hand.

Background and Preparation

Background / Preparation

Students must be actively reading or have already completed reading Out of My Mind by Sharon Draper.

Students will need access to a computer or device to create a word cloud and a printer to print them out.

The teacher will need to print out the article or share the link with students beforehand.

Digital Tools / Resources

EdWordle

https://edwordle.net/

Approved Date

2018-07-24

Author

Owner (Author)

emeacham

Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature

Subject Area

Grade(s)

Overview

DLCS18.6.28
Define assistive technologies and state reasons they may be needed.

Unpacked Content

UP:DLCS18.6.28

Knowledge

Skills

Understanding

ELA21.6.3
Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Unpacked Content

UP:ELA21.6.3

Vocabulary

Knowledge

Skills

Understanding

Phase

Learning Objectives

Activity Details

Assessment Strategies

Variation Tips

Background and Preparation

Background / Preparation

Digital Tools / Resources

Approved Date

Owner (Author)

Learning Resource Type

Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature

Subject Area

Grade(s)

Overview

DLCS18.6.28 Define assistive technologies and state reasons they may be needed.

Unpacked Content

Knowledge

Skills

Understanding

ELA21.6.3 Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Unpacked Content

Vocabulary

Knowledge

Skills

Understanding

Phase

Learning Objectives

Activity Details

Assessment Strategies

Variation Tips

Background and Preparation

Background / Preparation

Digital Tools / Resources

URL (web address)

Approved Date

Owner (Author)

DLCS18.6.28
Define assistive technologies and state reasons they may be needed.

ELA21.6.3
Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.