EDUC 2220- Educational Technology Lesson Plan Your next top reporter Phillip Averbeck Grade 5 - English Language

Arts - Speaking and listening

Common Core Standards: SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

Lesson Summary: This lesson will bring the students together to summarize events that they learned and cataloged from the prior months. They have experienced the changes of caterpillars into butterflies and watched the metamorphosises take place over the season. This lesson will engage the student, in groups, by summarizing their findings, creating a report, while creating a video (much like a reporter) to discuss their findings.

Estimated Duration: The lesson will be broken up over a total of four segments. Since the data they collected was already recorded for a prior lesson, the next phases are: Summarizing their events and creating a script for their video (50 minutes) Filming their presentation and allowing ample room for set up of video, location, and possible outtakes. (30-50 minutes) The third step is to then allow them to edit their recorded videos into a coherent report. Giving them enough time to add extra digital effects, remove any down time, and create a news presentation, into a presentation no mo than 10 minutes long (50 minutes) The final step will be the presentations themselves. Because of set up time, and each being 10 minutes long, Ill have two sessions of (30 minutes)

Commentary: The best approach for this lesson will be to hype of the fact that theyll get to create their own presentation. Use technology to build a video, and be able to show it off to others. From students that love to be in front of the camera, to those that love to play with technology, everyone will be able to be hooked in to this particular lesson. Although itll feel like to them that they get to do something easy, theyll actually be building up their communication and group collaborative skills. Theyll be able to use iPads Minis to shoot the video, and edit directly on them.

Instructional Procedures: Day 1: The class would begin by reviewing their original reports on the butterfly experiments. There would be a group discussion about an effective way to gain a readers attention. After this, wed go over and highlight the elements of good story telling and reporting. Then the teacher would introduce the plan for this assignment, with all specifics. The teacher would then ask the class multiple questions to determine their familiarity of the technology being used and their comfort with the next steps. The class would then be broken up into their groups and explained the first step to the project. The teacher would then get the laptops for each group so that their reports could be typed out. While theyre being handed out the groups would start to brainstorm how theyd like their reports to begin. After the laptops were handed out, theyd begging to write their script and work together to ensure it is compelling and persuasive. While this occurs over the 50 minutes, the teacher would be available for questions and monitoring the laptops via screen monitoring technology. After they had their scripts ready the teacher would have them printed. While being printed the teacher would grab the iPad

minis and explain how to use the video application. Next the teacher would allow them to decide within their groups whom would record, and which members would be on camera (if they all did not want to take turns). Theyd then be handed the iPad minis and be given areas outside (if permitting) or within the classroom to start recording. To conclude theses steps the teacher would explain the homework listed below. This would conclude the first day. Day 2: The class would be asked about their progress and their experience so far. The teacher would also gauge their excitement and understanding of the project. Next, the teacher would explain the next steps to edit using the app on the laptop, and how to transfer the files to them via the iPad Mini. Then the class would break into their groups to start this process. Once all students had their files transferred (if needed with the aide of the teacher), then step three would begin. Allowing at least 5 minutes per student to contribute in the editing process would create a creative yet involved process so the group could behave as a unit. Once the files were edited down to the appropriate times theyd have the teacher save them onto the flash drive for the main computer to be used with the projector. Before the videos would start, theyd be given a worksheet to take notes about various compelling elements tying it back to day 1. Then theyd show off each video broken into two sessions that day. Day 3: The class would start by talking about the notes taken then review sheets handed out to each student. For peer reviews, and then their reviews of each video directly. The peer reviews would be collected and then each student would be required to write out a small review of the entire process including the elements used to have a compelling report. These papers would all be collected and a final sheet would be given. Re-watching all the videos back to back, theyd then write out what they thought were good facts presented in the videos so that they could be used in the future, or simply to recall them from memory.

Pre-Assessment: The strategy Id use to asses my students existing knowledge would be to poll the class if theyve ever had to speak in front of a camera or a group of people. This would at least indicate to me which students may need more attention during the filming aspect. Those that already have, Id make sure to either enforce their other skills such as the reporting process, and/or pair them with less experienced students. After I have these basic assessments Id be able to group them up as evenly with skill as possible. Scoring Guidelines: Scoring guidelines will be based off how each student has worked in their group to properly summarize the material to be presented. There will be a peer review within the group, then an overall assessment of each video by the students including a required impression of the videos.

There would be an ongoing assessment, and taking notes of students progress through out steps 1-3 to ensure a cohesive and progressive interaction. During this time if any issues arise, they can be addressed before that segment of the project gets derailed. Post-Assessment: The post assessment would then be to graph the overall peer assessments (anonymously) posted and discuss their feelings on the assignment. There would be a small 10 question quiz about certain terms, along with a question in what order a report should be created and then recorded to ensure that the students clearly understand the core concepts of the assignment. Scoring Guidelines: Since this is a group project, the peer reviews in group and in classroom would be factored however the overall involvement the student had during the project would be the biggest grading factor. Passing would require active evolvement while collaborating. The final paper written on day three would be graded to ensure clear understanding of concepts and participation. If a student doesnt participate or does not work in a group with effort then theyd have shown to not master the core concepts and require an additional assignment.

Differentiated Instructional Support The students that are struggling with the technology elements of the assignment can rely on their peers and the teachers involvement to ensure they have the proper learning scaffolding available. For those that are struggling with the writing portion, their peer group can provide direct editing help. For those students that have already displayed mastery of this content and need more of a challenge, they can further their knowledge by spending more time editing the actual videos as well as setting up the presentation portion of the assignment. Extension Speaking and listening are of course crucial concepts. To get a great insight into this process, including examples of student reporting, they could use: http://www.studentreportinglabs.com/reports Another standard to touch on, including multimedia, could be expanded by this great website with even more video and resources: http://multimedia.journalism.berkeley.edu/presentations/cat/innovations Homework Options and Home Connections Although it may seem boring to them, I could assign homework to them to use YouTube to both find more information out about the metamorphosis process, as well as applications that profressionals use to film and edit. This would keep their interest in the ongoing process that theyd be experiencing.

Interdisciplinary Connections Technology and Science are deeply connected into this lesson, however another big component is Social studies and how other locations around the world may experience different transformations because of different species living there. During this lesson, I would connect in other cities across the world that have large celebrations for their newly transformed butterflies.

Materials and Resources: For teachers Computer, iPad Mini, Flash Drive, Digital Video Camera to record students progress.

For students iPad Mini, Projector, Computer, Bluetooth microphone, Printer, Laptop

Key Vocabulary Metamorphosis, Journalism, Reporting, Microphone, Editing, Publishing

Additional Notes

Ensure that the reports are collected to compare to the videos created.