Technology in Action
Integrating Technology

Title:  Defining Courage

Developed by Marsha Alvarado

Content Area: American Literature

Grade Level: 11

Materials/Resources (Including Software): “Man in the Water” and To Kill a Mockingbird by Harper Lee, Inspiration 7.5, Microsoft Word, Inspiration 7.5 teacher file (Courage) , The Definition of Courage Brainstorming Activity handout, presentation equipment

Technology Focus:

X

Word Processing

 

Spreadsheet

 

Database

 

Web Page

 

Multimedia Presentation

X

Graphical Organizers

 

Internet

 

 Other

Skills Included in Lesson

Timeline: one to two 50 minute class periods

TEKS:
Subject Area - §110.44.b.2(A, E), §110.44.b.4(C, D), §110.44.b.7(B, D, H), §110.44.b.8(C), §110.44.b.11(A)
Technology Applications -- N/A

Objective: 
1.  The students will explore the definition of courage and gain an understanding of courage by utilizing a graphic organizer to brainstorm and organize thoughts regarding courage.
2.  The students will identify the use of a specific character to fulfill the role of courage within a work of literature.


Procedures:
Before class:
1.  Have the students read the essay "Man in the Water” after reading Chapters 1-11 in To Kill a Mockingbird.
2.  Download the Courage Inspiration teacher file and the The Definition of Courage Brainstorming Activity student handout (a "Defining in Context" -- Double Bubble Map).
In the classroom:
1.  Provide students with a copy of the student handout.
2.  Open the Courage Inspiration 7.5 teacher file and model the Double Bubble Thinking Map process using characters from The Crucible. 
3.  Having defined the term courage, the students will then use The Definition of Courage Brainstorming Activity sheet (a "Defining in Context" -- Double Bubble Map) provided to organize evidence from the novel To Kill a Mockingbird to support the assertion that the characters Atticus Finch and Mrs. Dubose do or do not display courageous action.

OR

Before class:
1.  Have the students read the essay "Man in the Water” after reading Chapters 1-11 in To Kill a Mockingbird.
2.  Download the Courage Inspiration teacher file.
In the computer lab:
1.  Open the Courage Inspiration 7.5 teacher file and model the Double Bubble Thinking Map process using characters from The Crucible. 
2.  Having defined the term courage, the students will then use the Inspiration 7.5 program to organize evidence from the novel To Kill a Mockingbird to support the assertion that the characters Atticus Finch and Mrs. Dubose do or do not display courageous action by creating their own "Defining in Context" -- Double Bubble Map.
3.  Have the students transfer their diagram and outline (map) to Microsoft Word and print.

Assessment:
Teacher observation
Completed graphic organizer as pre-writing for composition
OR

Printed diagram and outline as pre-writing for composition

Modifications:  
Partially completed graphic organizers

Extensions:
Create a Thinking Map ("Comparison and Contrast") of whether or not both Atticus Finch, Mrs. Dubose, Jem, and Scout fulfill the definition of courage

Additional Resources/Websites:
“The Definition Essay” by Sandra Coker

Midway Instructional Technology Specialists
12/21/07