Technology Integration Plan: Junior English

Subject: American Literature

Unit/Essential Question: What is the American Dream?

Participants: All Westbrook High School juniors

Background: Students are enrolled in leveled sections (standard, college-prep, and honors),
which are divided between two teachers. During the third quarter, all students read several short
texts as well as The Great Gatsby and Death of a Salesman. Concurrently, they conduct research
and write a research paper that centers on the American dream. Integrating social networking
opportunities into this unit offers several benefits:
1. Given a wikispace, students share ideas as one large class, regardless of section or level
2. Given Diigo, students will produce an annotated bibliography while gaining experience
bookmarking, highlighting, commenting, organizing, and sharing online sources
3. Given flickr, students locate, comment on, and share digital images that extend their
understanding of the American Dream.
During September 2010, all high school English and social studies teachers were trained in the
setting up and administering of a wikispace. Teachers have not previously used Diigo or flickr.

Resources: Diigo, wikispaces, flickr.

Common Core Standards:

Production and Distribution of Writing
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
Research Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Procedures:
1. Share Reactions to Assigned Readings on a Wikispace: juniorbabel
A. The teacher(s) will generate a user name and password for each student.
B. Students will use the discussion page to share responses to assigned reading, to share
ideas, and to pose questions.
C. At the end of the unit, each student will print and submit his or her six best posts for
grading.

American Dream Discussion Page Screen Capture

D. Students will upload content (images, research papers) to the American Dream page.

American Dream Page Screen Capture

2. Use Diigo to Create a Shared Bibliography
A. The group owner will invite all students join the Diigo group Junior Babel. As they
conduct research, students will search the Internet for three credible sources that relate to
the American Dream. Each student will bookmark and share with the group three online
sources, providing a brief comment that identifies the strengths and weakness of the
source. As a result, group members will create an online annotated bibliography.

Diigo Group Screen Capture

3. Use Flickr to Create a Group Photo/Video Album

A. All students will receive an invitation to join the flickr group Junior Babel.
 B. Student members will use digital cameras to photograph three things in their community
that relate to the American dream.
C. Students will upload images to flickr, include a short rationale for each photo, and share
the images with the group.

Flickr Group Screen Capture