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Giarriatno lesson plan final

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TECHNOLOGY STANDARD 3 - 3A

TECHNOLOGY STANDARD 3 - 3A

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    Giarriatno lesson plan final Giarriatno lesson plan final Document Transcript

    • LESSON PLAN GUIDEYour name:Leah GiarritanoDate: April 16, 2012Lesson Title: Before I Die Book Trailer CreationGrade level: 8th gradeLength of lesson: 6 class sessionsPurpose:The purpose of this lesson is to provide students with the opportunity to read a book(Before I Die by Jenny Downham) and think about how they can capture ideas, images,music and words that convey the essence of the book through the use of video creationtechnology (Animoto). As part of the process, the students will perform self-assessmentactivities along the way to gauge their understanding of their strengths and weaknesses andopportunities for improvement. Students will then present their final product to their peerswho will have an opportunity to view their fellow students’ book trailers and ask anyquestions they may have regarding that students thought process when developing theirproject.Learning Outcome(s):After completing this lesson, students will have the skills to distill the key messages from abook and translate those messages into images, music, words and ideas. Additionally, theywill learn how to use technology to create their own book trailer videos. Finally, they willlearn how to analyze information presented via video technology and access whether ornot it effectively conveys the appropriate message and why.Common Core Standard(s) Addressed:Reading Standard for Literature (Key Ideas and Details) for Grade 8 students:(#2) Determine a theme or central idea of a text and analyze its development over thecourse of the text, including its relationship to characters, setting, and plot; provide anobjective summary of the text.Writing Standards (Production and Distribution of Writing) for Grade 8 students: (#6) Usetechnology, including the Internet, to produce and publish writing and present therelationships between information and ideas efficiently as well as to interact andcollaborate with others.Speaking and Listening Standards (Comprehension and Collaboration) for Grade 8students:(#2) Analyze the purpose of information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.Teaching: IL Professional Teaching Standards:
    • Standard 2 – Content Area and Pedagogical Knowledge: • 2C – understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization and recall) • 2K – engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines. • 2L – demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop students skills in the application of technology appropriate to the disciplinesStandard 3 – Planning for Differentiated Instruction: • 3L – creates approaches to learning that are interdisciplinary and that integrate multiple content areasStandard 6 – Reading, Writing, and Oral Communication: • 6B – understands that the reading process involves the construction of meaning through the interactions of the reader’s background knowledge and experiences, the information in the text, and the purpose of the reading situationStandard 7 – Assessment: • 7L: involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learningTechnology: Technology Standards for students, NETS:1. Creativity and InnovationsStudents demonstrate creative thinking, construct knowledge, and develop innovativeproducts and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.Materials: Needed by you: Needed by students: A free Animoto Teacher-level account. Copies of Before I Die. A computer Playaways of Before I Die Computers to use at schoolInstructional procedures: Focusing event: The 8th grade students have just finished reading the book Before I Die by Jenny Downham for their English class. The library provided Playaways for the auditory learners as a means of providing differentiated instruction.
    • Day 1: The students come to the library and, to begin, I ask them to fill out an Idea Generation Worksheet describing some of the thoughts and feelings the book evoked in them. I ask them to close their eyes and think about the book and then write down any images about the book that come to mind. I ask them to imagine the sounds that they might hear in the background if they were characters in Before I Die. This is followed up by a lively discussion of the book, the setting, plot, characters and theme. *This instructional approach which taps into sights, sounds, and words they associate with the book is meant to address all of the learning styles represented in this classroom: visual, auditory, verbal, and solitary learners. Day 2: The students come to the computer lab in the library as an English class and I introduce them to Animoto using a PowerPoint presentation that provides an overview of the basic features and options as well as a guide to help them get started in creating their own Animoto book trailer for Before I Die. I pass out the worksheets they filled out during Day 1 and ask them to think about what they wrote and how they want to represent the feelings and emotions they identified using Animoto. I explain that a book trailer is a tool used to gather interest about a book for those who haven’t it read it yet. I encourage them to tell the story of Before I Die from their point of view. * The PowerPoint presentation offers a video for visual and auditory learners while the text in the PowerPoint targets verbal learners. Day 3: The students are given time in the library computer lab to work on developing their Animoto book trailer and work on their self-assessment. Day 4: The students are given time in the library computer lab to work on developing their Animoto book trailer and work on their self-assessment. Day 5: The students are given time in the library computer lab to finalize their Animoto book trailer and their self-assessment. Day 6: The lesson will end today with the viewing of each student’s final book trailer. The student will provide a short introduction about their process and the thinking behind the creation of their end product. The student’s presentation will end with a short Q&A from fellow students regarding what decisions led them to the creation of their video. Students will fill out an Exit Pass before class ends. Input from you:• I provide verbal instruction to kick this project off and lead a book group discussion.
    • • I provide a worksheet for the students to use in order to gather their thoughts about the book. • I use a PowerPoint presentation to introduce Animoto and walk them through the tool so they feel comfortable using it to create their own book trailers. • I provide technical and creative support throughout the work process. • I provide a final grade based on their Self-assessment Log and Animoto book trailer. Guided practice: The students come to the library and, to begin, I ask them to fill out an Idea Generation Worksheet describing some of the thoughts and feelings the book evoked in them. I ask them to close their eyes and think about the book and then write down any images about the book that come to mind. I ask them to imagine the sounds that they might hear in the background if they were characters in Before I Die. This is followed up by a lively discussion of the book, the setting, plot, characters and theme. Closure: The lesson will end with the viewing of each student’s final book trailer. The student will provide a short introduction about their process and the thinking behind the creation of their end product. The student’s presentation will end with a short Q&A from fellow students regarding what decisions led them to the creation of their video. Students will fill out an Exit Pass before class ends.Check for understanding • I will examine each student’s Idea Generation Worksheet after the first class to be sure they have captured the basic building blocks to launch their project. • I will evaluate student Self-assessment Logs each day after class for days 3, 4 and 5 and will follow-up with any students that express that they are “Sad” or “Confused” or have specific questions. I will also be available for questions throughout the process. • The students will fill out a post evaluation (Exit Pass) to determine how comfortable they were using Animoto, what they felt were some of the benefits and challenges to the project and what they might like to see done differently in the future. • The final book trailer will allow me to determine the students’ understanding of the book, the messages and their ability to distill ideas from a book into their own creation.Budget • There are no costs associated with this project.
    • Role of the Classroom Teacher • At the point in time when this project begins, the classroom teacher will have already satisfied her formal portion of the project by assigning the book Before I Die by Jenny Downham (books and Playaways provided by me in the library) and ensuring that the students have read the book. The teacher is welcome to participate in the book discussion I lead on Day 1 of the project or she may observe. Her primary responsibility is carving out the time during her English class to allow her students to come to the computer lab so I may guide them through this exercise. I am planning to be the sole instructor, but she is welcome to stick around to help and support students and will certainly be interested in attending Day 6 when the students introduce their book trailers to the class.What’s next?In future classes we will explore other technology available to create book trailers. We willdiscuss the pros and cons of such technology and other applications for such video creationtechnology. We will decide, as a class, whether it would be beneficial to do a similarexercise with our next book using a competing or complementary technology. We willexplore the various technology options that are available besides Animoto. Finally, we willdiscuss the process of reading a book, and distilling the message, and then creating a newproduct to convey the meaning of the original work in an effort to engage and interestpotential readers.Idea Generation Worksheet*Filled out on Day 1 and used as a guide during the creation of the book trailer.What emotions or feelings did youexperience while reading Before I Die?What idea or image or situation meant themost to you as you read the book?
    • What was the overriding theme of BeforeI Die?As you were reading, how did this bookmake you feel?Close your eyes, what images come to mindwhen you think about this story?Do you associate any particular sounds withthis story?Were you able to make any connectionsbetween the events in Before I Die and yourown life?Self-assessment log*To be filled out by each student on days 3, 4 and 5. My Research LogToday I worked on:___________________________________________________________________________I learned that:_________________________________________________________________________________________________________________________________________________________
    • __________________________Here are some problems that I had:___________________________________________________________________________________________________________________________________________________________Tomorrow I am going to:_______________________________________________________________________________________________________________________________________________________________________This is how I feel about myself as an Animoto creator (circle one): Happy SadConfused
    • Exit Pass*To be filled out on Day 6 after project completion. Exit Pass for Before I Die Animoto Book Trailer ProjectThe most interesting part of this process was:________________________________________________________________________________________________________________________________________________The most challenging part of this process was:________________________________________________________________________________________________________________________________________________The most interesting thing I learned about Animoto was:____________________________________________________________________________________________________________________________________One idea for improving this project is:_________________________________________________________________________________________________________________________________________________________