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Lesson Plan Design
Subject:

Technology

Grade:

6th

Candidates Name:

Andrew Lopez

Site Supervisor:

MaryAnn Dortch

Lesson Topic:

iMovie- Movie Trailer

ID #

02309916

NU Supervisor: Suzanne Woods

Date: 2/21/16

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),

rationale, focus learner, create bridges from past learning, behavior expectations)
.
Academic Content Standard
1. Creativity and innovation
Students demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology.
b) Create original works as a means of
personal or group expressing in.
2. Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively,
including at as distance, to support individual
learning and contribute to the learning of others.
a) Interact, collaborate, and publish with
peers, experts, or other employing
variety of digital environments and
media.
d)

Contribute to project teams to produce

original work or solve problems.

Rationale:
The International Society for
Technology in Education Standards
requires students to know how to
create original works of art with the
use of technology.
Its important that students are
aware of what they are going to
learn and why its useful. I think
students should be aware of what is
expected of them. If the students are
aware of how they should behave
and how they shouldnt, they
probably will meet the expectations.
When students are behaving
positively it allows the teacher to
carry on with their lesson and give
the students more time to work
independently. I think by telling
them that you are going to make
your way around the room to check
up on them, they will be more
focused on completing their work.

Purpose
This lesson demonstrates how to make a movie
trailer on iMovie. Students will understand how to
use iPads and what the buttons on iMovie
represent.
Prior Learning
This is the first lesson on making movie trailers.
Students have knowledge on how to use iPads and
take picture
Focus Learner/ Behavioral Expectations
Prior to starting the lesson, I will provide the
students with a brief explanation about iMovie. I
will set boundaries and give the students my
expectations. I will tell them how they should
behave throughout the activity. I will let them
know that they are still expected to follow
directions, pay attention, raise their hands if they
have a question, and stay focused on their work. I
will inform them that I will be roaming around the
classroom and monitoring their progress.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?

How will you measure mastery of the outcome?)
Students will be able to use iMovie to create a
movie trailer. I will demonstrate the basics of
iMovie to the whole class. After the whole class
demonstration, students will be able to explain
what they are going to be able to do in the activity.
I will measure mastery in two ways. First, I will
informally assess students by walking around
during their group work time and monitor their
progress. Lastly, I will check for mastery by
watching their movie trailer and making sure they
complete it.

Rationale:
The learner outcome addresses the
International Society for
Technology in Education standards.
Students are expected to create a
movie trailer on iMovie. This
activity meets several of the ITSE
standards and challenges student to
creative.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner

Outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )
Rationale:
(Estimated time: 10 Minutes)

Students will watch a short movie trailer

Students will get a demonstration on how

to use the the application

Vocabulary:
Cropping
Crop markers
Insert

i think its important that students

see what the will have to create.
Direct whole class instruction is
important so that students learn the
basic skills they will need.
Teaching students vocabulary helps
students helps them understand new
terms that they might have never
heard before.

I will offer cognates and other visuals that help

students make connections to the vocabulary they
are learning.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the preassessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
ELL Student: Providing students with cognates
can be very useful for students to make sense of
what theyre being asked. If students are able to
connect English words with words they know in
their native language it will allow them to better
understand the concepts. Having students complete
the activity with partners also relieves students
stress and allows them to learn from a peer.
Special Needs Student: Having students work in
groups gives theses students extra support. Their
group can help keep them on task and give them

Rationale:
Every student learns differently. Its
important that they work in
different grouping so that they
constantly have support. Using
manipulatives is important in order
to meet the needs of all the different
learning styles. Its important to
always challenge students but also
understand if something is to
difficult for a student.

further explanations if necessary. The use of

manipulatives helps students be hands on with the
questions and understand them better.
Gifted Students: Having students record how
long it takes each thumbtacks to fall off and
graphing the times, will allow me to challenge
students who understand the concept and need
higher-level thinking.
Low Achieving Students: Having students do the
activity without recording times or graphing them
allows them to complete their work. Having
manipulatives gives the students visuals to help
them make sense of the problems

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)

Apple TV
Projector
Projector screen
iPads

Rationale:
The more resources we use, the
better chance the students will
understand the concept. Having the
students involved in the learning
process will help students make
connection and build upon what
they already know.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,

Demonstrate, Check for Understanding)
Rationale:
Its important for students to

Explicit Instruction
I will have students sit with their group. I will pass
out one iPad to each group.
Movie Trailer
As a class, we will watch a couple movie
trailers to get an idea of what they will be
doing.
Students will turn iPads on and open the
iMovie application
I will mirror the image of my iPad so that
students see on my screen what they need
to do on their screen.
I will model how to use iMovie and have
students repeat my actions.
Check for Understanding:

understand how, why, and when

they will use certain buttons. Watch
trailers that are already made allows
them to make better sense of the
activity because they see what the
final result will be.
Going over and having student
repeat my actions is very useful
because they get to learn the
process and try it themselves.
Asking students questions
throughout the lesson helps teachers
check for understanding.

Throughout the explicit instruction I will be

monitoring student progress and checking for
understanding. I will ask if students have any
questions and listen to their questions. I will make
sure students understand the concept by asking the
questions. I can also check for understanding by
having them answer questions where they have to
identify the type of heat transfer.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)
Rationale:
(Estimated Time: 15 minutes)
Guided Practice

Students will practice performing actions

as I show them to them.

Collaborative Practice

After given instructions and the basic skills

they need, students will be allowed to go
off on their and use their creativity to make

Show students the basics of iMovie

and having try things as I show
them helps them understand how
the program works.
Group activities help keep students
engaged. Working with a group also
lowers students stress level because
they have some one they can get
help from before asking the teacher
for help. Experiments help students
see what theyre learning in person.

a movie trailer.
Check for Understanding:
Before letting students begin working with their
groups, I will ask random students to explain what
is expected of them. This will allow me to see if
students understand the directions. While students
are working collaboratively, I will walk around and
make sure that students understand the concept. If
I notice that several students are still confused, I
will have students stop what they are doing and reteach the concept to the whole class. If only a
couple dont understand, I will re-teach them
concept to them. I will provide students who are
completing their work correctly with positive
feedback.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)
Rationale:
If students are able to finish their movie trailers, I
will upload the trailers to their computers and have
them practice editing them on their own
computers.
Check for Understanding:
I will check to see how many students are able to
complete the worksheet by their self. I will also be
able to see how many students understand the
concept and how many need more help. If they
arent able to complete this assignment correctly I
will give them more support.

Seeing if students are able to

complete these tasks independently
shows whether or not the student
was pay attention or understands
how to use the program.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)
Rationale:
I will assess students throughout the lesson. I will
assess them informally by walking around during
their group work and seeing if they understand the
concept. I will also assess them during direct
instruction by asking question and listening to their
responses. I will also determine their level of
comprehension by asking them to share their how
to use the program.

By utilizing formative and

informative assessment throughout
the class, I will be able to monitor
my students progress. This
information will help me determine
whether my students need
additional instruction. It will allow
me to see who needs to be
challenged more and who may need
one on one instruction.

10. Closure: (Describe how students will reflect on what they have learned.)
(Estimated Time: 5 minutes)

Rationale:

Exit Activity
We will discuss the basic skills they learned. We
will discuss the vocabulary and see if they
remember what those words mean.

By having students discuss what

they learned, it allows me to see
who actually understands how to
use the program and who needs
more time with it.

11. Lesson Reflection/Assessment: (Collect student learning data to determine:

What went well? What needs to be changed? Were learning outcomes met? What
activities will you add, change, modify in the future? What can be done to follow up
on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast
website:

http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty