Touro University, Gibbs – Prototype of Student Lesson Plan Outline Technology Integration Unit Launch PageTeacher Name: This could be youProject Title: Self-Image and the MediaProject Subject(s): Language Arts, Media LiteracyGrade Level(s): 7Goals & Objectives: Students will be able to: recognize different types of evidence draw out the main idea and important details from an article summarize an article correctly cite references recognize the influence media plays in influencing a person’s self-image and feelings of self-worthEmerging Trend: Directed advertisingEssential Question: In what ways does the media affect a person’s self-image?Scaffolding Questions: What types of evidence are used to present information in non- fiction writing? What is an effective way to take notes from an article? What is an effective way to write a summary of information? How do we define “self-image” and “self-worth”?Approximate Length of Unit (days, weeks)12 – 14 daysUnit Summary and Sequence of Events, Timelines – give details:Summary: Students will learn to differentiate between facts and opinions in advertising.They will learn about advertising techniques used to sell products. Then Students willwork with a partner to read an article about the impact of media on self-image. They willidentify the main idea of the article, the types of evidence used in the article, and theimportant details given in the article. They will share this information with theirclassmates through a PowerPoint presentation.Day 1: Classroom – Students will view a PP presentation and take notes on types ofevidence: anecdote, fact, statistic, example, and expert opinion. They will read an articlefrom their textbooks and learn how to chunk the text, find the main idea of each chunk,and label the type of evidence being used. They will keep notes on binder paper and usethe notes to write a summary of the article.Days 2 & 3: Classroom – Students will be assigned a partner and an article to read aboutself-image and media. They will use the chunking/note-taking strategy for their articleand write a summary.Days 4: Classroom – Students will be shown a student prototype of a PP presentation.They will plan out their own presentation of a storyboard sheet.Days 5, 6, & 7: Computer Lab – Students will work together to create a PP presentationabout the important details and evidence from their article to present to the class.Days 8: Classroom – Students will rehearse their presentations.Days 9 & 10: Classroom – Students will make class presentations and the rest of the classwill take notes.Day 11: Classroom - Students will write a reflective piece about what they learned from
Touro University, Gibbs – Prototype of Student Lesson Plan Outlinethe unit.(Optional) Day 12: Computer Lab - Students will use http://www.glogster.com/ to createa poster that sends positive messages to teens about how to live a healthy, confidentlifestyle and overcome negative messages in the media.Software and Hardware needed:-computers with internet connection-Powerpoint or Google presentation softwareAccommodations for Differentiated InstructionLearning Challenged Students will be paired according to ability. Teacher willStudent: provide articles of varying degrees of difficulty dependingGifted Student: on the needs and abilities of individual learners.ELD Student: Students will be partnered with students with academic English proficiency.IDENTIFY STANDARDSSpecific CA Content Standards:2.0 Reading Comprehension (Focus on Informational Materials)Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.1.0 Writing StrategiesOrganization and Focus 1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts.Research and Technology 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 1.6 Create documents by using word-processing skills and publishing programs.2.0 Writing Applications (Genres and Their Characteristics) 2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student’s own words, except for quotations. c. Reflect underlying meaning, not just the superficial details.1.0 Listening and Speaking StrategiesAnalysis and Evaluation of Oral and Media Communications 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.2.0 Speaking Applications (Genres and Their Characteristics) 2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the most significant details. b. Use the student’s own words, except for material quoted from sources. c. Convey a comprehensive understanding of sources, not just superficial details.
Touro University, Gibbs – Prototype of Student Lesson Plan OutlineSpecific ISTE Tech Standards for Students:1. Creativity and Innovation create original works as a means of personal or group expression.2. Communication and Collaboration interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. communicate information and ideas effectively to multiple audiences using a variety of media and formats. contribute to project teams to produce original works or solve problems.Specific ISTE Tech Student Profile Grades 6-8:3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4)8. Use collaborative electronic authoring tools to explore common curriculumcontent from multicultural perspectives with other learners. (2, 3, 4, 5)9. integrate a variety of file types to create and illustrate a document or presentation. (1, 6)Specific ISTE Tech Standards for Teachers:1. Facilitate and Inspire Student Learning and Creativity engage students in exploring real-world issues and solving authentic problems using digital tools and resources2. Design and Develop Digital-Age Learning Experiences and Assessments design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity3. Model Digital-Age Work and Learning demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situationsFormative Assessment Plans (Checking for Understanding) Formative Assessment Strategies Self-Image and the Media Student Presentations The first step in my students’ project is to take notes and analyze anarticle and then write a summary. This part is done totally in the classroomwith pen and paper and printed copies of the assigned articles. In this way, Ican monitor their understanding and help them with the content of theinformation prior to any computer work. They will have to write a summaryof their article that demonstrates a clear understanding of the author’smessage and the evidence presented. Once that part is completed, students will have to create a story board,based on a model that I will provide for them, which completely plans outtheir presentation. No one will be able to work on the computer until thisstep is completed – always a good motivator! Prior to going into the computer lab, I will discuss with them theprinciples of creating an effective PowerPoint presentation. We will also
Touro University, Gibbs – Prototype of Student Lesson Plan Outline review the presentation scoring rubric. Once in the lab, I will show them very elementary parts of how to create the slideshow. Not until they have created the basic content will they be allowed to do custom animations and add graphics. I want them to understand that the most important aspect of their presentation is the information they will be sharing with the class. Students will be given time in class to rehearse their presentation, which will allow me to hear how they’re doing and offer feedback while they’re working. Summative Assessment (Paste rubric or create with table tools) Power Point Evaluation: Self-Image and Modern Media Team Members: _____________________________________________________ Title of Presentation: _________________________________________________ Oral Presentation CATEGORY 4 3 2 1Preparedness Students are Students seem fairly Students are Students do not seem completely prepared well-prepared but might somewhat prepared, at all prepared to and have obviously have needed a couple but it is clear that present. rehearsed. more rehearsals. more rehearsal was needed.Volume Volume is loud Volume is loud enough Volume is loud Volume is often too enough to be heard by to be heard by all enough to be heard soft to be heard by all audience members audience members most by all audience some all audience throughout the of the time. of the time. members. presentation.Posture and Eye Stands up straight, Stands up straight and Sometimes stands up Slouches and/or doesContact looks relaxed and establishes eye contact straight and not look at people confident. Establishes with the audience establishes eye during the eye contact with the throughout most of the contact. presentation. audience during the presentation. presentation.Cooperation Partners delegate Partners delegate tasks Partners delegate Partners not effective tasks and share and share tasks and share in delegating tasks responsibilities responsibilities responsibilities and/or sharing effectively all of the effectively most of the effectively some of responsibility. time. time. the time. Slide ShowRequirements All requirements are All requirements are One requirement was More than one met and exceeded. met. not completely met. requirement was not completely met.Content Covers topic in-depth Includes essential Includes essential Content is minimal with details and knowledge about the information about the OR there appears to examples. Knowledge topic. Knowledge of topic but there is be little of article is excellent. article appears to be some uncertainty understanding of the good. about the article. article.
Touro University, Gibbs – Prototype of Student Lesson Plan OutlineOrganization Information is Most information is Some information is There is no clear organized in a clear, organized in a clear, logically sequenced. plan for the logical way. logical way. An occasional item of organization of information seems information. out of place.Spelling and Presentation has no Presentation has a one Presentation has Presentation has anGrammar misspellings or or two misspellings several misspellings excessive number of grammatical errors. and/or grammatical or grammatical misspellings and/or errors. errors. grammatical errors.Attractiveness Makes excellent use Makes good use of font, Makes use of font, Use of font, color, of font, color, color, graphics, effects, color, graphics, graphics, effects etc. graphics, effects, etc. etc. to enhance to effects, etc. but but these often to enhance the presentation. occasionally these distract from the presentation. detract from the presentation’s presentation content. content. Notes: REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unit You may link to Delicious or online portal