| Analyzing the Student |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Age / Academic Range |
Approximately 13-14 years old. 8th graders |
N/A
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| Gender Ratio |
60-70% male |
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Care in selection of literature material necessary. This age group of boys tend not to stay focused on passages written from a female's point of view. |
| Ethnic Diversity |
30-35% minority - includes African-American, Hispanic, Asian, Middle Eastern |
+
|
Various cultural backgrounds help to expand the learning when dealing with a pop culture concept |
| Educational Level |
Range = post secondary to 4th grade |
+\-
|
Basic concepts will be presented to the learners level - learner centered portion will challenge all students from thier level |
| Disability or Impairment |
various - mainly ADD-ADHD, ED, LD mixed in |
N/A
|
Each need is addressed individually as per IEP requirements. |
| Developmentally Appropriate |
Core of curriculum follows state adopted standards (TEKS) |
+
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|
| Prerequisite Knowledge |
basic skills. Some technical ability might be needed - support available |
+
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Use of scanner, digital camera, workstation can be best dealt with in collaborative groups. |
| Related Experience |
Pop culture - suspense
TV, drama, theater, cinema
|
++
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lesson concepts can be directly correlated to the learners interests and experiences. |
| Perception of role as student |
positive perception - understand studying something of interest |
+
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Students are aware of the learning process and are partially responsible for the lessons enrichment via learner centered portion |
| Motivation for learning |
high interest and relationship to pop culture (suspense) |
+
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The use of technology in the learner centered portion helps to boost student interest more |
| Expectations from course |
High expectations. Students are actively involved in their learning |
+
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Sophisticated products are used to sufficiently support and maintain the high level of expectations |
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| Analyzing the Environment |
| Design and Production Factors |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Materials |
Computer Lab, basic materials
|
+
|
Use of PC Lab increases interest and enhances learner centered activity |
| Production Equipment |
Students can opt to use scanners, digital cameras, mini-DV
|
+
|
Let students partner up with "experts" to help with production. Increased control over lesson increases interest and productivity |
| Time for design and production |
10 day project
|
+
|
rubric allows students to see where they are going. They will be able to forge their own path - enhances ownership |
| Dept. Technology Requirements |
keep lab running/internet up
|
-
|
our district has been hammered with virus problems and connectivity issues this year. Should be resolved by now. |
| Implementation Factors |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| Class Sizes |
19-26 |
+
|
meets PC Lab limit of 27. Students will be partnered up too. |
| Period Length |
90 minutes daily |
+
|
ample time to sufficiently cover the exposure material and enrichment projects too |
| location |
std. classroom, PC lab, library |
+
|
|
| seating arrangement |
diads, triads, whole class
no seating chart
|
+
|
by this time in the year students have learned who NOT to partner with in order to complete assignments |
| Technology Support |
little needed |
+
|
technology used is familiar. |
| Outcome Factors |
| Factors |
Description |
Resource vs. Constraint
|
Initial Ideas |
| State Requirements |
TEKS |
+
|
|
| Employer Needs |
TEKS |
+
|
|
| Co-Worker Needs |
unit shared with other 8th grade teachers |
+
|
possible Intel grant use after trial |
| Student Needs |
meet objectives |
+
|
aligned with TEKS |
|
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| Analyzing the Content |
| Main Subject-matter Topics |
Sub topics involved |
Degree of learning difficulty |
Possible instructional strategies |
| Short Story |
Suspense |
challenging |
Author study - connect author's life to influences in work |
| Book reviews - investigate reviews of studied material.
Investigation of reviews on student's favorite works to compare "professional" judgement to own.
|
| Writing in the round - prompts are on word processor in computer lab. Students rotate out, infer and prediction is used to continue story development. Suspenseful story is target |
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