1. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
Project Plan & Requirements – Krista Hess
(Complete Lesson-Plan, Technology Sample and Self Assessment)
Analyze Learners
Age, Grade Level, Learning Styles, Different-learning abilities
• This lesson has been designed for a college level class about Broadcast
Journalism. The majority of the students are between the typical
college student ages of 18-23 and there are one or two non-traditional
students of an older age. There are about 20 students in the class and
about 75% are male and 25% are female. There are no students with
learning disabilities. As for culture, the majority is Caucasian, however
there are two Hispanic students and one African-American. Excel is an
easy and fun learning tool that can work with all these groups of
people.
• A common misconception that Broadcast Journalism students have is
that there is no emphasis on grammar in this field. Grammar is
something broadcast journalists need to have a very strong background
in. They also believe that most of their scripts will be written for them
and they will have a lot of time to practice what they will be saying. In
reality journalism is quick-paced and they will have little rehearsal and
will be doing all the work themselves.
• Students understand from previous pre-requisite courses that they will
be reading a script and have something to rely on and not have to
memorize anything. They also understand that they will be in front of
an audience and have to perform.
Justification
• The use of a spreadsheet for this lesson will be a way of re-enforcing
what they have already read about broadcasting grammar. And it will
show them how much they already know or how much they need to
learn yet. Excel gives them instant gratification.
• As for learning theories, I believe this lesson as a whole most relates to
Constructivism, which “states that learning is an active, contextualized
process of constructing knowledge rather than acquiring it. Knowledge
is constructed based on personal experiences.” (www.learning-
theories.com/constructivism.html) You’ll see in the Required Learner
Participation section that the students read the text on their own, take
the quiz on their own, are taught by the teacher for a short time, then go
home and write their own script. I really think this is a construction of
knowledge.
• This technology supports their learning because they will see their
current knowledge based on their quiz results and how much more they
Adapted from ASSURE) 1

2. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
need to grasp and internalize. They’ll be interested to see if they get the
correct answer or not.
• For this particular class there is no learning disability to accommodate
but the spreadsheet is easy to use and will have directions that are
easily understood. If they students have any problem with the
directions or how to use the spreadsheet, they are of course free to ask
the professor any questions.
• This could seem like extra, pointless work to the students and make
them not want to do it, therefore, they won’t enjoy doing it and it will
not support their learning.
State Objectives
Academic Standard or Goal (Broad)
NETS-S =
3. Research and Information Fluency
d.
4. Critical Thinking, Problem Solving, and Decision Making
c.
6. Technology Operations and Concepts
a., b.
NETS-T =
1. Facilitate and Inspire Student Learning and Creativity
a., b., c.
2. Design and Develop Digital-Age Learning Experiences and Assesments
a.
Objectives (specific) – Audience (individual or group), behavior, condition and degree.
•
• SWBAT:
• 1.) Individually indentify and articulate the correct answers from their
reading with at least 90% accuracy.
• 2.) Individually make sense of the different type of grammar and writing
that is used in scripts.
• 3.) Individually differentiate between the correct way to write numbers,
words, names, etc from the incorrect way.
Time needed to complete:
This lesson would take about 45 minutes total. About 10 minutes tops for the
quiz taking and the rest of the time to teach the lesson and then give the
assignment for the next class.
Adapted from ASSURE) 2

3. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
Select Methods, Media, and Materials
 URL resources used and website name
N/A
 Teacher resources/ student resources
1. Computer lab for 20 students and teacher
2. Computers must have Excel capabilities and Internet accessibility.
3. Textbooks.
4. Printer to print out spreadsheets.
5. Excel spreadsheets already made and on shared drive.
Utilize Media and Materials
 How will it be used (Individual viewing or for the class)
This spreadsheet will be saved on a shared drive for individual use and be
collected by the teacher.
Required Learner Participation
Overview of the Lesson -
• This lesson will have been mentioned in the previous class because of a
reading assignment for the corresponding chapter on Script Writing.
Then the quiz will be explained to the students in the main lesson and
be taken by the students.
• The students will have previously read the assigned chapter on script
writing. They will come in to class prepared to take the spreadsheet
quiz which will be of the ‘if/then’ format. The teacher will explain how
to access the spread sheet and the students will begin the quiz.
• They will put in what they think are the correct answers in and be told
via the ‘if/then’ excel formula if they were successful. They will then
print out their quizzes and hand them in.
• The teacher will collect the quizzes then teach the actual lesson on
script writing grammar. This will include questions from the students,
improper and proper examples of particular grammar points, etc.
• At the end of the lesson the teacher will assign a 30-second news story
for the students to write form the current knowledge.
• The final outcome will be that the students understand the difference
between correct and incorrect script writing.
Evaluation
Adapted from ASSURE) 3

4. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
o For evaluation, the students will come back to the next class with
their own written script as assigned from the lesson with the
spreadsheet and they will take another spreadsheet quiz to assess
their improvements.
o The teacher will have both the quiz and script and make
corrections.
o I expect the students to do better on the follow up quiz and to
have a few mistakes in their script writing. However, the
mistakes should be minimal do to note taking from the lesson
and the textbook as a resource.
Reflection & Transfer:
1.) Explain what you learned that might not be in the rubric.
I never knew how to do the ‘if/then’ formula on excel. I think it is a great tool to
know for the future. I also learned to think a little bit more creatively and how to
focus more on an adult audience.
2.) Transfer: How could your idea be used in other settings? What else could you
do with it if you played, or were creative about it? OR, how could the student use
the knowledge gained in other settings?
This spreadsheet could be altered for other subjects. Examples are Senior
Seminar for quizzes on readings, Radio Practicum for the same thing, etc.
The student could use the knowledge they gained from this lesson to think
creatively about spreadsheets they may need to make. Also, they will definitely
take the script writing information and use it in higher-level courses that follow
Broadcast Journalism and in the real world.
Adapted from ASSURE) 4