MTT Domain-Competencies

1-001Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.

1-004 Knows and applies basic strategies and techniques for using digital video technology.

2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.

2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.

2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.

2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.

3-009 Knows how to collaborate 3 with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction.

3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

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Content TEKS 10.23. English Language Arts and Reading, Grade 7

(b) Knowledge and skills.

(8)  Reading/variety of texts. The student reads widely for different purposes in varied sources.

(10)  Reading/comprehension. The student comprehends selections using a variety of strategies

(12)  Reading/text structure/literary concepts. The student analyzes the characteristics of various types of texts (genres).

(A)  identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

(B)  recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(D)  understand and identify literary terms such as playwright, theater, stage, act, dialogue, dialect, analogy, and scene across a variety of literary forms (texts) (8);

(E)  understand literary forms by recognizing and distinguishing among such types of text as myths, fables, tall tales, limericks, plays, biographies, autobiographies, tragedy, and comedy (8);

(F)  analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(G)  recognize and analyze story plot, setting, and problem resolution (4-8);

(H)  describe how the author's perspective or point of view affects the text (4-8);

(I)  analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);

(J)  recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and

(K)  recognize how style, tone, and mood contribute to the effect of the text (6-8).

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Content and Cognitive Goals:

• Read selected book from book list and discuss as a small group or partner.
• Identify significant events and characters.
• Recognize and analyze story plot, setting, and problem resolution.
• Produce Movie Trailer to promote a book.

Teacher Goals:

• Implement Student-Centered Lessons.
• Increase the use of applications such as Moviemaker, Digital Graphics software, and other software to enhance lesson plans.
• Increase use of digital equipment

Mentor Learning Goals

• Apply effective mentoring strategies to facilitate the planning and production of lesson
• Refine questioning techniques.
• Encourage and provide technical support.

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Learning Connections:

Through out the year students are challenged to improve their reading level. Early students were introduced to literary terms, forms, and genres. Students will now use this knowledge to analyze a story. Then they will be asked to analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo. Then select high points of the story.

After the students have identified, analyzed, and selected the key points of the story, the teams will then communicate their ideas in the form of a movie trailer. They will use different planning tools such as timelines and story boards to map out their movie trailer. Mrs. Gilbert will explain that the idea is to promote the story with out giving away too much of the story. She will also remind them to think of their audience. Their Movie Trailer will have the same mood and genre of the book.

Students will work as a group identifying and analyzing the story. Students will be asked to interpret and draw conclusions about these events and characters influence on the story. The group again will use planning tools to build the trailer. Based on their research and discussions the student group will make video, edit, and produce a movie trailer that will promote the book.

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Procedures for Learning Activities/Tasks:

Technology Management Strategy:

Students will read and research book; plan and produce video. Build story board, write script, and collect needed props. They will store the gathered information on their network folder. The instructor and the mtt also have access to the students’ network folder. Grading can be done by checking the content of the students’ network folders as well as asses final product using a rubric. The instructor may also create a shared folder for members to access. During the class (in classroom as well as computer lab) the instructor will monitor the progress of the groups by walking around the room, the mtt will also be available.

Materials:

 Assessment:

Reflection:

Please rate the following indicators using a scale of 1-5.

(1=Poor, 5= Excellent, NA if not applicable)

__________ Technology instruction was effective and students/educators achieved curricular goals.

__________ Technology instruction was effective and students/educators or I achieved targeted goals.

__________ Technology instruction was effective and I achieved my professional goals.

__________ Students/educators were motivated by the use of technology.

__________ Technology was critical to the success of this lesson.

__________ Varying abilities of students/educators was supported through the use of the technology.

__________ Equipment was sufficient for the number of students/educators completing the activity.

__________ Equipment and software functioned properly.

__________ Overall rating of lesson.

Reflection Time: Use the following questions to reflect on your lesson.

Questions to Ponder: Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson for teaching it again? Did your students/educators find the lesson meaningful? Did the lesson motivate your students/educators to “go beyond” what was required? Did you achieve your goals met/in progress in the required criteria?