Aspect 1: The Syntax |
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| Learning Goals | Instructional |
Instructional Activities |
Student Activities |
| Read selected book from book list and discuss as a small group or partner. | Direct Instruction
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Group reading list in catagories (i.e. mystery) Limit the choices Introduce books to students |
Students select and read book of choice |
| Collaboration/Information Processing | Online: Research writer and background of story
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Group will create a brief bio about author and summary of book. Students maybe allowed to copy/paste but must credit source |
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| Identify significant events and personalities. | Collaboration | Discuss as a group why were these events/persons important. What do they represent | Build a timeline based on events and persionalities. Students may use Inspiration software to do this activity. |
| Information Processing / Collaboration | Guide students as they create a storyboard & script for their movie trailor Provide students with an example of a storyboard |
Build storyboard and write script |
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| Produce Movie Trailor | Collaboration/Active Learning | Guide students as they plan their production of their movie trailor. Provide checklists & rubric for students. Students will gather props and plan their set according to their storyboard and script. |
Students will film their movie trailor.
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| Teacher Learning Goals | Instructional Strategies | Instructor Actions | Student Activities |
| Integrate Technology into lessons | Direct Instruction
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Practice with teacher how to set up the camera and shots for an effective and appealing video. Ephasize the rule of thirds and place ment of characters to imply movement or mood. Allow the teacher to practice. |
Teacher will then teach the students how to video. |
| Guided Practice | Show teacher how to use MovieMaker. Allowing time to practice After the teacher has had a chance to use software, give them an opportunity to ask questions |
Have teacher do a Demo using MovieMaker. Demo can be used as an example to class. Re-Evaluate lesson to see if any changes are necessary. |
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| Implement Student-Centered Lessons | Collaboration | Develop job descriptions for group members Develop lessons that give students choices in assignments |
Make rubric for students to know what is expected and how graded |
| Professional Learning Goals | Instructional Strategies | To accomplish these goals I will.... | |
| Improve ability to cognitive coach | Independent Study Practice |
Read materials from class and research coaching methods Practice working with mentee and other staff. Be available for mentee |
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| Improve ability to clarify | Practice | Go over current lessons to see ways to enrich lessons with technology | |
Aspect 2: The Social System |
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| Students will be assigned to teams. All students will participate in class discussions. Students will be given job descriptions for their role in group work. Then the group grade each others' participation. | |||
Aspect 3: The Instructor |
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The instructor's role will change throughout the project. The instructor will be teacher, demonstrator, facilitator, and learner. They will need to monitor the progress of the groups. |
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Aspect 4: The Support System |
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| Instructional materials needed are: Computer with XP, Projector (computer connection), Internet, Word (word processor), Inspiration software. | |||
