L5+Chick,+Jennifer

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:** Ms. Chick **__Lesson #:__** 5 **__Facet:__** Interpret **__Grade Level__****:** 11-12 **__Numbers of Days:__** 2 **__Topic:__** Cultural Literature

**__PART I:__** **__Objectives__** **Student will understand that** different media sources provide a concrete base of understanding what culture is. **Student will know** key factual information: War in the Middle East, Pakistan/Afghanistan history overview, Hispanic/American integration, North Dakota Ojibwe tribe etc. **Student will be able to** evaluate various media, and the multiple sources in each media source, to understand culture. **Product:** Podcast

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** Common Core Standards Content Area: Reading Grade Level: 11-12 Domain: Informational Text Standard: Integration of Knowledge and Ideas //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Rationale:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A variety of resources can help present the information in a reinforcing way for any type of learner.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use the fist to five method to show which media sources they've learned about culture best from. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will then anonymously assess how well each group presented the pros and cons of their media source, and what, after viewing other presentations, they would add to their own, if anything. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** __Podcast (50)__ **: Students will pick one type of media used in class and make a podcast with a partner assessing its effectiveness in learning cultural content. Then follow other two podcasts. Podcast ideas should be appropriate, and reflect the professionalism of the students. Groups should work together to understand the technology involved. Any special effects used should add to the presentation, not take away. Students should feel free to be create and have fun with their reviews; props, video effects and humor can be used to enhance their product. Students will be sure that they are reviewing a new product and can refer to another review on the internet. More importantly focus on the what was talked about in class. This product will be assessed using a rubric.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Podcasts are being used to help students learn how to use the technology, and to help them understand how to review an item without writing a paper on it. This process will involve researching viewing other reviews on pieces of technology, and paying attention to what other videos commented on. This will also encourage students to research and create an analysis with a partner, which can be challenging if ideas are clashing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Content Areas:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Social Studies:** Students are exploring today's technology, and conveying information in a more modern way that appeals to a broader audience. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Science:** Students are analyzing technology and its effectiveness.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will split into groups of four and use multiple E Charts to help map out the ways specific media types have helped them understand culture. Then students will use the three step interview process to come up with more concrete ideas to share with the class as a whole. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will work with a partner to review one media type, the multiple sources used under it in class, and discuss how effectively it helps them understand culture. They will also follow two other podcasts.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Verbal **: Students will discuss how word choice affects views on the usefulness of technology in reviews, samples, sales pitching, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Spatial **: Students will discuss how images/imagery affects views on the usefulness of technology in reviews, samples, sales pitching, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Logical **: Students will make a database of effective technology and its rating of effectiveness based on the fist to five poll. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Musical **: Students will discuss how music/sound/cadence affects views on the usefulness of technology in reviews, samples, sales pitching, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Naturalist **: Students will discuss the affects different technologies have on their environment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Intrapersonal **: Students will reflect on which technology in today's world they'd change, why they'd change it and how they'd change it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Interpersonal **: Students will discuss what makes common technologies popular. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Kinesthetic **: Students will discuss interactive/action/movement choice affects views on the usefulness of technology in reviews, samples, sales pitching, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">If you cannot make it in one day, for whatever reason (illness, family concerns etc.) an email or notification of any kind would be appreciated so that I can personally contact you with any details on the class. All assignments will be posted online, but if notes are needed from class, make sure to have another student who is willing to share what they wrote down. Next class that you attend we will discuss how and when you will turn in your missed assignments with an action plan sheet to keep you on track.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Extensions__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Type II technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are using podcasts to quickly and efficiently present information to a broad audience. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Gifted Students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students will be challenged by being asked to compare two or more technologies, and are highly encouraged to compare it to technologies that weren't presented in class. Because they may not be as familiar with programs we haven't used in class, this will allow them to explore things that they aren't as comfortable with, and maybe are better tools. If the students find a better use of technology for something that we already do in class, they will be encouraged to present it to the class in the podcast, almost like an advertiser, and tap into the persuasiveness that can come from podcasts.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Materials, Resources and Technology__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List all the items you need for the lesson.//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">LCD projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptops/Chargers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Tutorial on making podcasts
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Example of technology review

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List all URL and describe.//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Examples of Technology Podcast Reviews
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Podcast Tutorial in GarageBand can be found here: []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">E Chart Graphic Organizer []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Three Step Interview Process [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Fist to Five Method []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Tutorial for iMovie []


 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will enter the classroom and sit down in the shape of a U facing the projector, but will move into groups of four.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook- Students will enter the classroom and will review a few examples of what a podcast is and how to review technology through podcasts. (20 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will talk brainstorm the different technologies they've used in this unit, and will use the fist to five method to find out which technology worked best for them when learning about culture. (20 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will split into groups of four and create E Charts to map out which types of media work best and why. (20 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use the three step interview process to determine what they came up with for reporting to the class and will have one person record the ideas. (20 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will enter the class and sit with their groups from the previous class, but will move into pairs.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will report out on what they discovered the class before. (20 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The teacher will give instructions on the grouping and qualifications of the podcast project. (15 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will choose one media type they want to review and will partner up with someone of the same media type. (5 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will view the tutorial of how to use Garageband to create a podcast. (10 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will research other reviews of this type of media, and the specifications of the technology and will then begin working on their project. (30 mins)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will have a week to finish the assignment in class, and will be expected to fill out a self/partner reflection individually to tell how well their partners were working. Students will also be checked in with every class to get a report of where they are, where they need help, and to address any concerns they have. Students will be working on their wikispaces at the same time, and will be expected to finish the reading to prepare for the final lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this lesson, students will understand that different media sources provide a concrete base of understanding what culture is. Students will recognize that though they are well versed in using technology, and analyzing technology, but that they need to learn how to present their findings to a broad form of audience. These presentation skills will be helpful later on, even during job interviews, because students will learn how to professionally discuss products, media, and will learn how to be persuasive about the product. They will be able to apply these analytic and presentations skills in multiple situations throughout their lives. Student will gain a better understanding of this by watching a few examples of podcasts and of reviews of various media. Students will discuss and analyze how to review technology through podcasts and will become more familiar with how to critique things, sometimes in a persuasive way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Where, Why, What, Hook Tailors: **//Linguistic, Spatial, Interpersonal, Intrapersonal, Naturalist, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Because is the final lesson in the unit, students will have already developed a large amount of key factual knowledge and content knowledge, which have mainly been put into their resource wikis. Students will need to refer to their and other students wikis in order to get the information they need to complete the final product, as well as use the analytic skills they've been building to determine which media sources work best for them. As the students have been using media throughout the entire unit, they will be well versed in their differences, and should have already developed a knowledge of what works best to help them learn personally. To remember all the technology used, students will brainstorm as a class, to make sure everything has been covered. Students will then participate in a fist to five polling of the different types of technology/media to help determine which one has worked best to increase their understanding of the cultures they've been studying. Students will then split into groups of four and work to create multiple E charts to map out the various media types and their pros and cons. Students will then email all the charts they've completed to the other people in the group, so that everyone has an analysis of each media type. Students will then decide which media sources were the best ones and why. They will record their findings in an email, and will send it to the group and the teacher, so the teacher can view and ask any furthering questions to prepare for next class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Equip, Explore, Rethink, Revise, Tailors: **//Linguistic, Spatial, Interpersonal, Intrapersonal, Naturalist, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will start the next class by getting with the groups from the previous class and then reporting out to the class as a whole their determinations on the various types of media. After coming to these conclusions, the teacher will talk about podcasts, and the process in which the students will be going through to create theirs. Students will then choose one type of media they would like to review, it is recommended doing one that you have strong opinions about, so they can be persuasive is encouraging others to use it or to stay away from it. They will then find someone else who picked that same type and will partner up with them to create the podcast. Students will watch a tutorial on how to use Garageband, if they are unfamiliar, or iMovie if that's what they would prefer and need a refresher. Students will then be expected to research the product, by looking at other reviews, looking up the specifics of how it runs, what it needs to run, cost, usage, statistics relating to happiness of users, or the amount of users, etc. For the rest of the class students will be working with their partner to gather as much information as possible. The next week or so students will have lots of opportunities to work on this project in class, and the teacher will be periodically checking in with students to question them about this assignment and how the partnership is working, as well as how much they've gotten done on the podcast, their wiki, and their reading. Students who are having issues with their partner will have a conference with the teacher to help resolve the problem quickly. If any concerns or questions come up about work, students are expected to brings these up during the bi weekly check-ins. The teacher will keep track of progress, offer suggestions, and will ask furthering questions while viewing work on the project. Students will be called up individually unless the teacher specifically needs to talk to the partners together. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: **//Linguistic, Spatial, Interpersonal, Intrapersonal, Kinesthetic, Naturalist, Musical, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be expected to be working well with their partner or to communicate with them and the teacher about any problems before the presentations of the podcasts. Students will be filling out self/partner evaluation forms after they've presented to tell the teacher why they think they deserve the credit they do. If the teacher finds that a student didn't mention any difficulties with their partner until the evaluation, the teacher will not take points away from the other student. If the students have been having problems, but communicating about them, the teacher will need to make sure that the reflections match up with the issues and will probably grade accordingly, with comments on why. Students will have multiple chances to revise their product throughout a week or more, with discussion and emails with the teacher. With every check in the teacher will write down questions and concerns on the rubric, highlighting which categories things are falling under to help the students meet the criteria, and to keep track of their progress with the assignment. Students will be doing a lot a self assessment at the beginning of the lesson as well, to determine which types of media work best for them, and the teacher will be able to see this in the emails and the topics they chose for their podcast. Students will need these skills to help them find more sources for their wikis, and to build off the analytic skills they've been working on all semester. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Evaluate, Tailors: **//Linguistic, Spatial, Intrapersonal, Interpersonal, Logical//

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students won't need too much guidance on how to use the technology in this lesson, because it has been used before. However, there are links above to tutorials, just in case a student would like a refresher.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will most likely end up brainstorming the majority of the items used, but some examples of them are articles, informational videos, newscasts, websites, interactive presentations, etc. Some technology that they've used to assess these media have also given information like audio files, iMovies or similar videos, blogs, or maybe even wikispace. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students should be keeping track in the best way for them of what they said for the fist to five polling, so they can use it in their blogs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students should understand that they have a lot of options when it comes to this project, because they have the option of making a video podcast, or simply an audio recording. They also have the option of tying in ComicLife to an audio recording.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students should be putting in the email to the teacher: all the charts filled out from the group, which media type they chose as the best to suite their learning, and why they chose this over the other options, with a strong paragraph.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List the items that need to be printed out for the lesson.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">E Chart Graphic Organizer (if requested)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubric (if requested)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//__Learning Styles__//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Clipboard://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clipboard learners are being supported in this lesson through the structure in a variety of techniques. They will be supported by the use of graphic organizers, like the E Chart, and the checklists of things they need to put in emails, and the rubric for the podcast. Students will also be able to refer to and review the agenda for each day by viewing the wiki. All objectives of the lesson will be explained briefly at the beginning of class, more in depth as the lesson is happening, reviewed at the end, and the objectives for next class or the following classes will be mentioned at the end of every class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Microscope://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Because students are being given a little freedom on utilizing their learning styles and are given graphic organizers to help them support their thinking, microscope students will be allowed to go into as much depth as they wish with each activity. These learners will also be supported when asked to analyze the similarities and differences between the various types of media. They will be working to uncover what they already know about the media, and analyzing how they plan on learning more about things they haven't mastered. Students will also be involved in multiple types of discussions and will be encouraged to analyze and record what happens during these to help develop their own personal understanding of the topic.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Puppy://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students of this learning style are being well supported in this lesson, because multiple check-ins are encouraged, and the activities and products are designed to help guide the students with as much help as they need. Everything, even the criticism given, will be light and helpful. All assignments will either be without grading or allow the student to do several drafts before a grade will be determined. Students are engaging in helpful, varied, but supportive groups to find ways to work together on the new material, like the clusters they will be filling the E Charts in, the work with their partners, or the discussions between the whole class. The grouping for the activities will be based on students' choices on what they'd prefer to research, so no student should be working with someone with widely differing opinions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Beach Ball://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Beach ball learners will thrive in this lesson because students are expected to tailor their assignment to their personal learning goals, while working with a partner. The most obvious reason is because they are encouraged to learn of and use their preferred learning styles. Students are also going to be given opportunities to contribute as much information or as little information as they'd like to their podcast, as long as they meet the basic requirements. Students will be working in partners based on their personal preference to help make a more creative and tailored product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using a variety of media and learning how to organize, present and use it in helpful ways. Students have opportunities to work on their own and to work in groups, especially with those of different learning styles and strategies than their own. There will be some variety in learning techniques, multiple pieces of information to analyze, a supportive and accepting atmosphere, and a structured process to several parts of the lesson. Overall the activities together create a helpful environment for all learning types.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Content Knowledge://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student will know key factual information: War in the Middle East, Pakistan/Afghanistan history overview, Hispanic/American integration, North Dakota Ojibwe tribe etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//MLR or CCSS://** <span style="background-color: white; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Common Core Standards <span style="background-color: white; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Area: Reading <span style="background-color: white; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Grade Level: 11-12 <span style="background-color: white; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Domain: Informational Text <span style="background-color: white; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard: Integration of Knowledge and Ideas <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">// Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem. //

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">The ability to research, collect, justify and present various media sources will create a better understanding for each student of what their personal understanding is of culture and cultural literature.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Facet://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to evaluate various media, and the multiple sources in each media source, to understand culture.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are using their previous knowledge of a variety of media sources and are presenting an analysis to help share how they learn with media sources, and what works effectively for them. These skills will help them identify where the best places to look will be for the final product, and to help them think about what importance media plays into the research of a new topic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Verbal **: Students will discuss how word choice affects views on the usefulness of technology in reviews, samples, sales pitching, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Spatial **: Students will discuss how images/imagery affects views on the usefulness of technology in reviews, samples, sales pitching, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Logical **: Students will make a database of effective technology and its rating of effectiveness based on the fist to five poll. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Musical **: Students will discuss how music/sound/cadence affects views on the usefulness of technology in reviews, samples, sales pitching, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Naturalist **: Students will discuss the affects different technologies have on their environment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Intrapersonal **: Students will reflect on which technology in today's world they'd change, why they'd change it and how they'd change it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Interpersonal **: Students will discuss what makes common technologies popular. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Kinesthetic **: Students will discuss interactive/action/movement choice affects views on the usefulness of technology in reviews, samples, sales pitching, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Type II Technology://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are using podcasts to quickly and efficiently present information to a broad audience. They can do this through visual aids if needed, but it is meant to be with at least audio. The partners can take on different roles. They can create characters to help make their podcast more into a story if that helps them convey the information easier. However, students are expected to do plenty of research to get them a clear idea of the media they are discussing. Students will be able to tailor this activity to create their personal needs, as long as they don't conflict with their partner's needs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Each activity is designed to support various learners. Though students are being asked to use a mainly interpersonal approach to this lesson, there are still plenty of opportunities for them to tailor their final product to their specific learning styles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Formative://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are using emails between their partners and the teacher as a way for recording their personal ideas. Teachers will be able to consistently assess their growth throughout the unit and provide feedback and references as needed. Students will also be using an E Chart as means of an outline for which media types work best for them and will be asked to justify why that organization is the best suited for their presentation. This justification process helps the students also individually assess the pieces of media in their resource centers and decide which pieces are quality sources. Any concerns from the teacher about quality will be addressed, and as long as the student can justify their choices, their work will be approved. Students will also be assessed on their professionalism in group work and how well they communicate with their peers and with the teacher.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Summative://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** __Podcast (50)__ **: Students will pick one type of media used in class and make a podcast with a partner assessing its effectiveness in learning cultural content. Then follow other two podcasts. Podcast ideas should be appropriate, and reflect the professionalism of the students. Groups should work together to understand the technology involved. Any special effects used should add to the presentation, not take away. Students should feel free to be create and have fun with their reviews; props, video effects and humor can be used to enhance their product. Students will be sure that they are reviewing a new product and can refer to another review on the internet. More importantly focus on the what was talked about in class. This product will be assessed using a rubric.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Formative and summative assessment are meshed together in this lesson to create a better understanding of the unit as a whole, and the specific activities and media the students are working with in this lesson. The activities are being used as a base to help build the rest of the unit on, so assessing and making sure that everyone is at a similar point will help the teacher know how to continue through the rest of the lesson. Because students are given some choices in the way they are presenting their information, these assessments also help the teacher better understand their students individually. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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