Final
Keystone Unit: Digital Author Review
- Subject: ELA teaching with highlight on using Microsoft Movie Maker or Globster to present an author review.
- Grade level: Self-Contained 9-10
- Standards addressed:
i. W.9-10.2.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
ii. SL.9-10.1.
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
iii. SL.9-10.2.
Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
iv. SL.9-10.5.
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
- ISTE technology standards
Teacher Standards:
1.
Facilitate and Inspire Student
Learning and Creativity
2.
Design and Develop Digital-Age
Learning Experiences and Assessments
3.
Model Digital-Age Work and
Learning
Student Standards:
1.
Creativity and
Innovation
2.
Communication and
Collaboration
3.
Research and
Information Fluency
4.
Critical Thinking,
Problem Solving, and Decision Making
5.
Digital Citizenship
6.
Technology Operations
and Concepts
- Technology integration: The teachers will get to see students use their 21st century technology skills as they incorporate technology into their learning in the ELA classroom. The goal of this project is for student to make a digital author review by the use of Movie Maker of Globster.
- Support and format of training needed for the effective implementation of the selected technology in their classrooms: The teachers will need to go through a tutorial on how to use Movie Maker and Globster in order to explain the programs to their students. The students will be given a day to explore the two programs before they decide which one they will use for their project.
- Requirements (computer lab and/or classroom computers): This project will take approximately four, 46 minute class periods. In this time, students will go to the computer lab as often as it is available or use the laptop carts in the classroom.
- Choose one published author to research
i. Biography about the author (include childhood,
schooling, family, writing experiences, books written etc.)
ii. Include a minimum of two interactive slides.
- Select presentation format: Movie Maker or Globster
i. Movie Maker presentation must be at least 5
minutes long.
ii. Globster interactive poster must have a
minimum of 10 slides.
c.
Upload project
on to class blog.
d.
Present project
to class.
i. Share digital project and reflect to the
class your likes and dislikes about working with the digital tools.
- Evaluation: The students will be given the below rubric that will evaluate them on all the objectives. They will also evaluate their peer’s projects. Once completed, the students will upload their projects onto the school website to show their talents to the rest of their peers and staff.
|
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CATEGORY
|
4
|
3
|
2
|
1
|
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Attractiveness
|
Makes excellent use of font, color, graphics, effects,
etc. to enhance the presentation.
|
Makes good use of font, color, graphics, effects, etc. to
enhance to presentation.
|
Makes use of font, color, graphics, effects, etc. but
occasionally these detract from the presentation content.
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Use of font, color, graphics, effects etc. but these often
distract from the presentaion content.
|
|
Requirements
|
All requirements are met and exceeded.
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All requirements are met.
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One requirement was not completely met.
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More than one requirement was not completely met.
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Mechanics
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No misspellings or grammatical errors.
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Three or fewer misspellings and/or mechanical errors.
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Four misspellings and/or grammatical errors.
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More than 4 errors in spelling or grammar.
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Content
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Covers topic in-depth with details and examples. Subject
knowledge is excellent.
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Includes essential knowledge about the topic. Subject
knowledge appears to be good.
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Includes essential information about the topic but there
are 1-2 factual errors.
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Content is minimal OR there are several factual errors.
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Organization
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Content is well organized using headings or bulleted lists
to group related material.
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Uses headings or bulleted lists to organize, but the
overall organization of topics appears flawed.
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Content is logically organized for the most part.
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There was no clear or logical organizational structure,
just lots of facts.
|
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Sources
|
Source information collected for all graphics, facts and
quotes. All documented in desired format.
|
Source information collected for all graphics, facts and
quotes. Most documented in desired format.
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Source information collected for graphics, facts and
quotes, but not documented in desired format.
|
Very little or no source information was collected.
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Implementation Report
The students truly enjoyed creating their digital author reviews. They liked the Movie Maker the best! The first day was just explaining the expectations of the project and introducing the two digital tools to the class. The students were at first very hesitant when they heard about all the requirements. That shortly died down when they began to play around with each of the tools. I was very impressed with the outcomes of the projects. The students were also impressed with themselves and their peers work. The students watched quick tutorials on Movie Maker and Globster and became fairly confident with the programs after a class period of exploring.
The class is a self-contained group of students with disabilities so accommodations were made prior to the lesson delivery such as teaching assistance to help students. The classroom management was not an issue because all the students were glued to their computers and the extra help with the two teaching assistance really helped. The class is made up of 12 students.
Most of the questions asked by the students had to do with the tools themselves. Once they figured out what author they wanted to review and researched the information, they needed assistance putting the information together. There were some problems with the implementation processes mainly because my teaching assistance did not do their homework as in depth as I had hoped and they were not as helpful with the actual specific questions about the programs. I made a few decisions on the spot dealing with what types of interactive media was acceptable.
The feedback from most of the students was positive. Some would get frustrated when they could not figure out ow to do something the first time they tried it. The students said that they prefer digital presentations over traditional presentations. They mostly liked that when they had to present to the class they really just had to show their project rather then do all the talking in front of the class.
I had planed originally that this project would take four 46 minute class periods. It ended up taking six periods including the initial presentation of the assignment, the exploring day and the presentation day.
After doing this project with the students, I learned that the talent that the students have is often hidden by traditional education. I was continually impressed and amazed by what the students were creating and I think they also loved the challenge. If I were to do the lesson again I would only have one tool to work with. It was difficult to assist the students with two different programs.
