team+23

Team 23 Creating an Animoto as an introduction to writing a persuasive essay || Jillian Ells-Weil Everett Public Schools || LESSON DURATION 3 class periods || Computer Class Grade 8 || Using Multimedia to enhance content knowledge |||| SPECIFIC TOPIC Creating an Animoto || How does knowing how to use a computer and using multimedia programs enhance your content knowledge? ||
 * FINAL Lesson plan
 * INSTRUCTOR(S)
 * COURSE TITLE AND GRADE LEVELS
 * UNIT
 * ESSENTAIL QUESTIONS/KEY CONCEPTS
 * INSTRUCTIONAL GOAL (S) Create an Animoto that argues for something about which we should care deeply – our community. ||
 * PERFORMANCE OBJECTIVE (S) (use an action verb in a description of a measurable outcome)

Students will create, using pictures, words, music, etc., an Animoto of their area of concern. || Students need to first recognize something in their community that needs advocating for to help them become productive citizens. Then, taking that topic one step further and bringing it to the attention of the community, and people in the positions to advocate for it. Students should recognize that they do not live in isolation and that they are part of a bigger world. || In the first class, the students will be signing up for their Animoto accounts. Teacher will have the students view Animoto projects that she has designed. Students will be taken through the process of creating an Animoto account step by step. By the end of the first class period, students will be required to have two slides created using text and a graphic.
 * RATIONALE (brief justification – why you feel the students need to learn this topic)
 * LESSON CONTENT (what is to be taught)

In the second class, the students will be using their Animoto accounts to review what they have learned and also to be able to add music clips. In this second class, the teacher will instruct the students on plagiarism and copyright information and how the students need to be aware at all times if they are in violation of either of them.

In the third class the students will be coming to class with their photos and saving and transferring the images to the computers in the computer lab by way of a flash drive. Students will then work on creating their Animoto as an introduction to writing a persuasive essay. || First class: Students will view Animoto projects that the teacher has designed. Teacher led discussion on plagiarism and copyright information and how the students need to be aware at all times if they are in violation of either of them. Discussion about something that interests/upsets you about our community. It can be something that needs fixing or something that prevents us from enjoying something to the fullest (a broken rim at the basketball court). Second class: 1. Students will log-on to [|www.animoto.com] 2. Teacher will direct students to click sign-up at the top of the page. 3. On the next page, teacher will direct the students to click on “plus”. 4. This will take you to the Create an Animoto page.
 * INSTRUCTIONAL PROCEDURES
 * INSTRUCTIONAL PROCEDURES

Third class:

Students will go on a walking field trip around the school and neighboring streets with their ELA teacher. Digital cameras and cell phones will be used to capture pictures that the students see a concern about in their community. Your photos will be made into at least a 30-second Animoto video-in which you can add music, text and effects. While this is not a research paper, don’t be afraid to look for additional facts and information. The more you know, the stronger your opinion and your ability to defend it. || Checking in with student progress; Confirming students have Animoto accounts; Dipstick for understanding; || -computers -Internet access -digital camera -www.criticalexposure.org -www.animoto.com
 * ASSESSMENTS
 * MATERIALS AND AIDS/WEBSITES/REFERENCES (what you will need in order to teach this lesson)

They don't really care about us -- [] Apologize -- [] Bullying -- [] Instrumental -- [] Stereo -- [] Basketball -- [] Clean up Courts -- [] ||
 * __ Student Work Samples: __**


 * STANDARDS:
 * Technology Standards:**
 * G6-8: 1.3** Independently operate peripheral equipment (e.g., scanner, digital camera, camcorder), if available.


 * G6-8: 1.18** Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks/favorites, print Web pages).


 * G6-8: 1.24** Create a multimedia presentation using various media as appropriate (e.g., audio, video, animations, etc.).


 * G6-8: 2.2** Explain how copyright law protects the ownership of intellectual property, and explain possible consequences of violating the law.


 * G6-8: 3.7** Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources.


 * Common Core Literacy Standards: **
 * CC: W 8.4** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


 * CC: W 8.6.** Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.


 * CC: SL 8.2.** Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

First class: Students will view Animoto projects that the teacher has designed. Teacher led discussion on plagiarism and copyright information and how the students need to be aware at all times if they are in violation of either of them. Discussion about something that interests/upsets you about our community. It can be something that needs fixing or something that prevents us from enjoying something to the fullest (a broken rim at the basketball court). Second class: 1. Students will log-on to [|www.animoto.com] 2. Teacher will direct students to click sign-up at the top of the page. 3. On the next page, teacher will direct the students to click on “plus”. 4. This will take you to the Create an Animoto page.
 * CC: SL 8.5. ** Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. ||
 * INSTRUCTIONAL PROCEDURES

Third class:

Students will go on a walking field trip around the school and neighboring streets with their ELA teacher. Digital cameras and cell phones will be used to capture pictures that the students see a concern about in their community. Your photos will be made into at least a 30-second Animoto video-in which you can add music, text and effects. While this is not a research paper, don’t be afraid to look for additional facts and information. The more you know, the stronger your opinion and your ability to defend it. || ASSESSMENTS Checking in with student progress; Confirming students have Animoto accounts; Dipstick for understanding; || -computers -Internet access -digital camera -www.criticalexposure.org -www.animoto.com
 * MATERIALS AND AIDS/WEBSITES/REFERENCES (what you will need in order to teach this lesson)

They don't really care about us -- [] Apologize -- [] Bullying -- [] Instrumental -- [] Stereo -- [] Basketball -- [] Clean up Courts -- [] ||  ||
 * __ Student Work Samples: __**