Technology Integration Unit/Lesson Plan Template (modified from MTS Lesson Plan Template)
Lesson title: Persuasive Video Scribe
Name: Calleen Tokashiki
Subject area: Language Arts, Reading
Grade level: 6-8
Time frame: 3 Weeks
Brief lesson/unit Summary/Description
In groups students will create a multimedia presentation using Video Scribe to convince our school board president to provide fresh, clean, drinking water in the classroom.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
Reading 7.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Reading 7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject
Writing 7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) or counterarguments with logical reasoning and relevant evidence
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
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.
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.
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.
Students will understand (lesson/unit objectives):
(Background: Students will have already watched the video “The Story of Bottled Water” and close read the script. We will have already discussed persuasive techniques.)
1. Choose: For a source of clean, fresh, drinking water in the classroom, do you prefer bottled water, a drinking water dispenser, or a drinking fountain?
2. Brainstorm on chart paper with group 3 good reasons for having that source of water.
3. Brainstorm under each reason at least 3 details to support those reasons.
4. Brainstorm at bottom of chart paper a counterargument: what might someone say is wrong with your source and at least one solution to their argument.
5. Create storyboard for each reason and detail selecting from pictures (provided by the teacher from the ideas expressed on the brainstorming paper) and writing a short one or two sentence voiceover for each picture.
6. Do the same for the counterargument and solution(s).
7. Using video scribe, put in a title for your presentation, then each of the pictures following the modeling of the teacher.
8. Write a call to action: What do you want the school board president to do? (After brief lesson on the power structure of the school district.)
9. Type the counter argument into the Video Scribe then type in who created the scribe.
10. Record voice overs.
Assessment Method
Assess for completeness (Percentage—this is a first time through, students may not score below 70% or will be assisted to reach at least 70%.)
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
Differentiation: Students with ID were encouraged by peers to give their ideas first, some peers helped shape the ideas. Students who were better readers took the more challenging voiceovers.
Accommodations: Students with writing difficulties had another student write their brainstorming ideas, audio editing helped those with trouble speaking sound more fluent. Group work allowed students to express and shape ideas. Non-readers were able to cue off the pictures for their parts—okay to paraphrase.
Lesson title: Persuasive Video Scribe
Name: Calleen Tokashiki
Subject area: Language Arts, Reading
Grade level: 6-8
Time frame: 3 Weeks
Brief lesson/unit Summary/Description
In groups students will create a multimedia presentation using Video Scribe to convince our school board president to provide fresh, clean, drinking water in the classroom.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
Reading 7.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Reading 7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject
Writing 7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) or counterarguments with logical reasoning and relevant evidence
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
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.
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.
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.
Students will understand (lesson/unit objectives):
- Good persuasive pieces have strong speaking points followed up with details.
- Strong persuasive pieces also include a call to action that tells the intended audience what to do.
- Exemplary persuasive pieces also include a counter argument that considers a problem with the argument followed up with a solution.
- How do we make change happen in civilized society?
- Who is the audience that you are trying to persuade?
- What are elements of a good persuasive piece?
- Why would you want to persuade someone?
- iPad for each group loaded with Video Scribe App, Dropbox App, Photos App,
- Teacher station with Garage band to edit sound files, Dropbox App, iTunes App
(Background: Students will have already watched the video “The Story of Bottled Water” and close read the script. We will have already discussed persuasive techniques.)
1. Choose: For a source of clean, fresh, drinking water in the classroom, do you prefer bottled water, a drinking water dispenser, or a drinking fountain?
2. Brainstorm on chart paper with group 3 good reasons for having that source of water.
3. Brainstorm under each reason at least 3 details to support those reasons.
4. Brainstorm at bottom of chart paper a counterargument: what might someone say is wrong with your source and at least one solution to their argument.
5. Create storyboard for each reason and detail selecting from pictures (provided by the teacher from the ideas expressed on the brainstorming paper) and writing a short one or two sentence voiceover for each picture.
6. Do the same for the counterargument and solution(s).
7. Using video scribe, put in a title for your presentation, then each of the pictures following the modeling of the teacher.
8. Write a call to action: What do you want the school board president to do? (After brief lesson on the power structure of the school district.)
9. Type the counter argument into the Video Scribe then type in who created the scribe.
10. Record voice overs.
Assessment Method
Assess for completeness (Percentage—this is a first time through, students may not score below 70% or will be assisted to reach at least 70%.)
- Brainstorm Papers
- Storyboards
- Completed Product
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
Differentiation: Students with ID were encouraged by peers to give their ideas first, some peers helped shape the ideas. Students who were better readers took the more challenging voiceovers.
Accommodations: Students with writing difficulties had another student write their brainstorming ideas, audio editing helped those with trouble speaking sound more fluent. Group work allowed students to express and shape ideas. Non-readers were able to cue off the pictures for their parts—okay to paraphrase.