LESSON PLAN 2

Teacher Name: Wayne Wollaston

Grade Level : 8th

Content Area: language Arts

Time line: 5 days of 1 hour per class time.



Standards:

1) ELA8R Informational Text

a. Element c; Recognizes and traces the development of an author’s argument, point of view, or perspective in a text.

2) ELA8LSV2 Listens to and views various forms of text and media

When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic media) the student will:

a. Element a; Interprets and evaluates the various ways in which visual image makers (e.g. graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

b. Element b; Analyzes oral communication by paraphrasing a speaker’s purpose and point of view, and asks relevant questions concerning the speaker’s content, delivery, and purpose.

When delivering and responding to presentations, the student will:

c. Element f; Responds to oral communication with questions, challenges, or affirmations.



3) ELA8R1. Informational Text

a. Element c; Recognizes and traces the development of an author’s argument, point of view, or perspective in a text.

4) ELA8LSV2 Listens to and views various forms of text and media

When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic media) the student will:

a. Element a; Interprets and evaluates the various ways in which visual image makers (e.g. graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

b. Element b; Analyzes oral communication by paraphrasing a speaker’s purpose and point of view, and asks relevant questions concerning the speaker’s content, delivery, and purpose.



5) ELA8R1. Informational Text

a. Element c; Recognizes and traces the development of an author’s argument, point of view, or perspective in a text.

6) ELA8LSV2 Listens to and views various forms of text and media

When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic media) the student will:

a. Element a; Interprets and evaluates the various ways in which visual image makers (e.g. graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

b. Element b; Analyzes oral communication by paraphrasing a speaker’s purpose and point of view, and asks relevant questions concerning the speaker’s content, delivery, and purpose.

When delivering and responding to presentations, the student will:

c. Element f; Responds to oral communication with questions, challenges, or affirmations.

7) ELA8C1 Demonstrates understanding and control of the rules of the English language…

a. Element f; Analyzes the structure of a sentence (basic sentence parts, noun-adjective/adverb clauses and phrases).

8) ELA8W1 Produces writing that establishes an appropriate organizational structure…

a. Element d; Uses appropriate structures to ensure coherence (parallel structure).





• ISTE NETS for Students – National Technology Standards



1. Creativity and Innovation

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

using technology. Students:

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

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

c. use models and simulations to explore complex systems and issues

d. identify trends and forecast possibilities

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance,

to support individual learning and contribute to the learning of others. Students:

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 a 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

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

media

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make

informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation

b. plan and manage activities to develop a solution or complete a project

c. collect and analyze data to identify solutions and/or make informed decisions

d. use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical

behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems

b. select and use applications effectively and productively

c. troubleshoot systems and applications

d. transfer current knowledge to learning of new technologies





Overview



In the eighth grade, students' appreciation of written and spoken language begins to extend beyond the school setting. As readers, eighth graders continue to broaden their reading experiences through the study and analysis of compelling literature. Students continue to refine their skills in the production of quality essays and narratives. Eighth graders will continue to develop their own writing styles; and they will use strong verbs, adjectives, and adverbs. Eighth graders enjoy debating a variety of topics. Eighth grade students deepen their study of Georgia history by identifying Georgia authors and examining texts these authors have created. The Georgia Magazines and wed site called ‘Georgia On My Mind’ are full of articles on a plethora of topics.

Student’s task for this unit is to take a book written by a Georgia author and produce an ad campaign article based on the book for the historical magazine on a topic of some historical importance to Georgia with the aim to attract more visitors to historical sites. A power point may be used to create a brief movie trailer for the print ad created. Struggling Learners can work in small groups to produce ads of poster quality. Advanced students could produce live action or animation (photo story, etc). This would require additional instructional time, or assign as out of class project. Students will then evaluate print media, movies, Power Point and identify whether or not it is effective in persuading the target audience.

Each state is looking for ways to improve revenue and ways to attract more people to their natural resources. Your job will not be easy as you will have to use a number of different types of media to attract visitors. In this task you may use but not limited to creating a jingle with music, and pictures. You may also create a short movie of no more than three minutes or even a podcast that could be viewed on someone smart phone. Please remember your aim is to high light the main historical points in the state and convince the viewer or listener that this is the place to come and have a great time with your family and friends



Essential Question(s):

Unit: How can I influence others?

Lesson:

• How do ads create buzz?

• What inspires you?

• How much information is enough?

• How does style give power to your words?





Assessment Description/Performance Task:

X Constructed response X Informal assessment

X Performance task X Selected response



Brief Description:

• Selected response/Constructed response – Students will answer questions from class discussions and complete graphic organizers.

• Informal assessments –story boards, developed print ads, handouts

Performance task – paragraph writing, media presentations



Step one (Formative Assessment) –

• Students will have to provide a summary of the novel they will be using to depict their historical reference.

• This summary should include the name of the book, author’s name and the section of the State he or she makes reference to in the book.

• This summary should be produce using Microsoft Word double space. Fonts should be Times New Roman number fourteen.

• Students will need to clearly state what type of production they will be using to create this project.

• Students will then have to produce a draft and timeline of what they will be doing.

• Students will then begin gathering the necessary materials to start the project. Students may create a file to store pictures, songs, movies clips and any other necessary materials they will need to complete this project.

• Students will be provided with a check list and each checked section will be worth ten points towards their final grade.





Step Two –

• Students will take turns presenting their productions to the class.

• Teacher will then grade projects using rubric developed by students and teacher based on the State standards. Please see rubric attached.





Instructional Plan



Provide a summary of the technologies you will use during this lesson by identifying them in the table below.



Planning Questions Instructional Strategies Word processing applications Spreadsheet software Organizing and brainstorming software Data collection tools Multimedia Web resources Communication tools

Which strategies will provide evidence of student learning? Providing feedback

x x x x

Providing recognition x

Which strategies will help students acquire and integrate learning? Cues, questions and organizers x x x x x

Nonlinguistic Representation x

Summarizing and note taking

Cooperative learning x

Reinforcing Effort x

Which strategies will help students review and apply learning? Identifying similarities and differences x

Homework and practice

Generating and testing hypotheses x x



Management

• Students will work the in classroom and then move to the computer lab, they may select to work in groups of twos or by themselves.

• The learning environment supports the instructional strategies and technologies I plan to use by students selecting different parts of the room to work. As students complete the first section of this task they will leave the class and accompany the teacher assistant to the computer lab.

• The teacher’s role is to ensure that each step of the process is being completed by all students. To assist students in locating information and organizing that information.

• The students' role in the lesson is to create and develop a product that meets the standards and clearly address the topic.

.



Instructional Procedures –

1. Students will view the Star Wars excerpt. Discuss and complete graphic organizer on persuasive techniques used.

2. Students will view an additional move trailer and complete the graphic organizer.

3. After viewing, students will rate the effectiveness of the ad campaigns power to persuade.

4. This should be completed in small groups.

5. Students will produce an ad campaign for a piece of literature they are reading or have recently read (anchor book, novel study, independent novel).

6. Students will select a partner or state that they will work alone.

7. Student(s) will have to provide a summary of their novel.

8. Students will need to clearly state what type of production they will be using to create this project.

9. Students will then have to produce a draft and timeline.

10. Create a story board for their project.

11. Students may create a file to store pictures, songs, movies clips and any other necessary materials they will need to complete this project.

12. Students will be provided with a check list.

13. Student will create final product

14. Student will present to the class

15. Class will reflect on all presentations given.





Technology Tools and Resources:

• Media Smart CD Rom – Star Wars, and Media Center at www.classzone.com

• Additional Movie Trailers can be found at http://www.imdb.com

• Collect magazines prior to the unit for use in evaluating print ads

• Persuasive Essay Rubric

• Suggested web sites for research:

o http://iml.joou.ufl.edu/projects/STUDENTS/Purdy/INDEX.HTM

o http://thesop.org/index.php?article=3273

o http://www.pbs.org/newshour/bb/cyberspace/jan-june00/disconnect_2-16.html http://www.assocaitedcontent.com/article/227650/the_printing_press_and_the_modern_day.html?cat=17







Differentiation

I will provide struggling students with a template to organize their work. Challenge students to send their edited editorial to the local newspaper. Students who are in need of assistive technologies will have the help of the media specialist to assist them.







Closure and Reflection – Students will evaluate each other’s print media and identify whether or not it is effective in persuading the target audience. They will use Media Studies outlines and graphic organizers to arrange and analyzes information presented by classmates. Feedback from students should be posted on teacher blog.