Creating a Cohesive Classroom in a World of Diversity

Lesson Plan with Technology Integration

Digital Lesson Plan

Teacher’s Name: Gloria D. Brogdon-Grantham

Lesson Title: Creating a Cohesive Classroom in a World of Diversity -

Target Grade/Subject: 6th -12^th Grade- Language Arts/English/Television Production

Time: Depending on the class size – Aprox- 5-6 hours

VA SOL (including Computer Technology SOL):

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media.

b. communicate information and ideas effectively to multiple audiences using and variety of

media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other

cultures.

d. contribute to project teams to produce original works or solve problems.

Basic Operations and Concepts

C/T K-2.2 The student will demonstrate proficiency in the use of technology.

· Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.

· Use multimedia resources such as interactive books and software with graphical interfaces.

Technology Communication Tools

C/T K-2.7 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

· Identify the best tool to communicate information.

· Use technology tools for individual writing, communication, and publishing activities.

NETS

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products

and processes using technology.

a. apply existing knowledge to generate new ideas, products, or processes.

b. Create original works as a means of personal or group expression.

Objectives : This lesson is designed to create a cohesive classroom. It is as an ice breaker at the beginning of the school year for students to get to know each other. Often times the students are apprehensive in letting others know who they are. This assignment allows them to share who they are without actually standing in front of the entire class. This type of assignment allows students to get to know each other, and creates a more cohesive learning environment.

Tools and Resources

Software: iMovie or low end PC Video editing software

Hardware: Computer with digital Editing System, Computer Microphone, Digital Camera

Other Resources:

1. Digital Tape,

2. Each student needs to bring 5-8 action photos of themselves, their family and

Friends.

3. Blank writable DVD (This allows students to make a copy to keep.)

Preparation

Instructional environment set-up:

Computer lab or Classroom. Any place that allows room to set up a camera to video the students, and has computers for editing. Students should be quiet during videotaping.

Technology/Classroom Management Strategies:

a. All students will learn the basics and safety of operating the video equipment.

b. All students will the basics of the editing process.

c. Students will be in crews of 3, (Camera operator, Talent, Producer)

(Each student will have the opportunity to perform the duties of each position)

d. During the editing process, each member of the crew will collaborate and assist each other in creating the final production.

Prerequisite technology skills needed by students:

Prior to the assignment the teacher will demonstrate the proper use of the video and editing equipment, and allow the students to use equipment to become familiar the video and editing environment.

Lesson Development

Focus and Review of previous work/knowledge:

The lesson will start with a class discussion on What makes up a family?

Anticipatory set:

What is a family, what does family mean to you. What makes up a family?

Can people in a classroom be a family?

Why or Why not? Who is the most interesting person in your family?

What makes them interesting/or not interesting?

Describe your ideal family.(fictional or non-fictional)

Why did you choose that particular Family?

Instructional Activity & Independent practice (student activities):

See Attachments # 1-5

Closure:

Students will post their productions on YouTube or Veoh (online video posting sites). There will also be a screening in the classroom for critiquing by the students.

Evaluation Procedure: See Attachment # 6

Reflection:

(Attachment 1) '

Unit: The Production Team

Objective:

To enable students to:

1) become familiar with the importance of preproduction, production & post production,

2) understand the process of communication, using the effect-to-cause production model, and

3) learn the craft of clustering and brainstorming to generate successful project ideas.

Focus:

We will focus on how the broadcast production has a step by step process to convey the specific message the sender puts forth.

Resources & Materials:

Textbook- http://www.cybercollege.com

Video Lab Software

Teaching Activities:

1. Read and discuss the importance of preproduction, production & postproduction.

2. Read, discuss, and create their own effect-to-cause production model using today’s slang v/s Standard American English, and how each affects the communication process.

3. Students will work in groups to create project ideas using clustering and

brainstorming techniques.

4. Students will learn key terms and concepts for this unit.

Closure:

The class will critique student created effect-to-cause production models, and project ideas. All students will be encouraged to participate in a closing group discussion to reinforce the information in this unit.

(Attachment 2)

Unit: Looking Through The Viewfinder

Objective:

To enable students to:

1)learn the basics of framing a shot,

2) manipulate picture depth, and

3) learn camera movement and zooms, and shooting moving objects.

Focus:

To become familiar with the aesthetics of picture composition.

Resources & Materials:

Textbook- http://www.cybercollege.com

Video Lab Software

Video Camera

Teaching Activities:

1. Read and discuss aesthetics of picture composition.

2. Using the video Lab software and the camera we will explore the importance of the aesthetics of picture composition

3. Will look at the major ways picture depth can be manipulated.

4. Students will use available cameras to demonstrate framing shots.

Closure:

The class will successfully know how to frame shots correctly. They will individually demonstrate each shot.

Key Terms

Close-Up (CU) Medium Shoot (MS)

Cross-Shot (X/S) Noseroom

Headroom Over-the-Shoulder shot (O/S)

Leadroom Long Shot (LS)

(Attachment 3)

Unit: Video Project- Scriptwriting

Objective:

To enable students to:

1)become familiar with the art of scriptwriting,

2) understand the process of developing writing a script based a story idea,

3) learn the craft of taking a story idea and turing it into an actual script.

Focus:

We will focus on how a script developed from an idea becomes a short video.

Resources & Materials:

Textbook- www.cybercollege.com

Scriptwriting Handout

Teaching Activities:

1. Using actual scripts, we will watch portions of the corresponding video to

see how scripts are written.

2. Read, discuss the differences in the scripts and the video.

3. Students will work on their own scripts based on the their projects

4. Students will learn key terms and concepts for this unit from the handout.

Closure:

Each student will work to complete their script. They will seek peer critique as first draft is written.

(Attachment 4)

Unit: Video Project- Scriptwriting Part 2

Objective:

To enable students to:

1. become familiar with the art of scriptwriting,

2. understand the process of developing and writing a script based on a story idea,

3. learn the craft of taking a story idea and turning it into an actual script.

4. get first hand experience writing a script.

Focus:

We will focus on writing scripts for video projects.

Resources & Materials:

Textbook- www.cybercollege.com

Scriptwriting Handout

Teaching Activities:

1. Using actual scripts, we will watch portions of the corresponding video to

see how scripts are written

2. Read, discuss the differences in the scripts and the video.

3. Brainstorm and cluster to develop story ideas,

4. Students will work on their own scripts based on the their projects

5. Students will learn key terms and concepts for this unit from the handout.

Closure:

Each student will work to complete their script. They will seek peer critique as first draft is written.

(Attachment 5)

Unit: Final Script Draft & Shooting Schedule

Objective:

To enable students to:

1. learn the importance of proofing their writing,

2. use critical thinking by organizing their shooting process,

3. work as a crew to complete the preproduction phase of their project.

Focus:

We will focus on:

1. fine tuning writing skills to tell the story in a more concise manner,

2. developing a shooting schedule for each project,

3. working together in different job positions to create a production crew.

Resources & Materials:

1. Student scripts

2. Library Computers

Teaching Activities:

1. Each group will read their scripts to the class for constructive feedback from classmates.

2. Using the scripts the students have written, they will create a production timeline as to when and where they will shoot on specific days and times.

Closure:

Students will continue to work as a crew to move to the next phase of this process. At the end of this week students will be ready to start the production phase of their project.

Attachment 6 –

Production Evaluation Form

Production:_______________________________________Date:_____________

Name of student:____________________________________________________

Circle one ( 0 = unsatisfactory 5 = highly satisfactory)

Motivation: (accepts assignments and shows incentive completing them):

0 1 2 3 4 5

Comments:_______________________________________________________

Initiative: (does things on his/her own):

0 1 2 3 4 5

Comments_________________________________________________________

Involvement: (knows what is going on at every moment):

0 1 2 3 4 5

Comments:________________________________________________________

Flexibility: (can adjust to new production requirement):

0 1 2 3 4 5

Comments_________________________________________________________

1

Reliability: ( can be counted on to get the job done):

0 1 2 3 4 5

Comments_________________________________________________________

Production skills: (demonstrates skills in assigned job):

0 1 2 3 4 5

Comments:________________________________________________________

Creativity: (makes useful suggestions and contributions to the production):

0 1 2 3 4 5

Comments_________________________________________________________

Overall performance: (rating of general contributions to production):

0 1 2 3 4 5

(poor) (superior)

Comments:________________________________________________________

Total points:____________

Grade_________