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Lesson Plan

 

Lesson Title: Modern Day Human Trafficking Commercial

Target Grade/Subject: 12th grade Humanities (Modernity & Global Cultures) Could be used in any modern topics class: 20th Century US History, AP Human Geography,

Length: (total class minutes required to complete)

1 or 2- 90 minute classes, depending on how much you want the kids to research & create in class or at home

 

Summary: (Summarize your lesson in 250 words or less)

After learning some basics about modern-day Human Trafficking, students will research the topic on their own. Using facts gathered, students will create a 60-90 second commercial using Windows Movie Maker or any suitable program with images, music or narration & specific information. This can be done as an individual or in groups, depending on abilities of class.

 

Essential questions:   (What are the foundational questions that students should be able to answer after this lesson? 

Students will be able to know: What is Human Trafficking? Who are the victims? How many people does this affect worldwide and in the US? Where do the victims of Human Trafficking live? What are the ages of trafficked victims? How are individuals trafficked? What is being done about this problem? What can YOU (the viewer) do to get involved in this movement?

 

Lesson Development:

Process/Tasks/Assessment: (Describe what the teacher and students are doing during this lesson. Include details about particular tasks and essential resources/tools. Include a description of the artifact that you will collect as evidence of content/skill mastery and state how you will communicate your assessment expectations to the students.)

The assignment is divided into 2 parts: research & commercial production (you can add a third part: presentation of the commercials to the class) Students can complete their research in class with teacher supervision/facilitation or at home, depending on abilities, motivation of students, and access to internet. All students will submit their notes and Works Cited as 20% of the grade. In the second part, students will create their commercial using their facts, music, images etc, in class or at home, again depending on abilities. Teacher will supervise/support the creative process.

 

TIP Chart Assessment:

Using the TIP Chart, identify which level (e.g. entry, developing, approaching, ideal/target) your lesson falls in for each of the categories below AND write a brief statement to describe what the students are doing as it relates to the indicators on the TIP chart. NOTE: This step is important. For example, if you identify your lesson as level 5 for Research and Information Fluency, you must explain why you selected that level in terms of what the students are doing that would make the lesson a 5 for that category.

Categories:

• Research and Information Fluency: Approaching (5) or Ideal (6): The students researched the topic (Human Trafficking) with the freedom to select the most appropriate information & sources, then used their information (acquire, apply) to create an original TV commercial (authentic task) that was then used to publicize the issue (using information fluently) of Human Trafficking. It was played on Herm TV at Hermitage HS to advertise the “movie night” (“Not my Life”) at the start of the Prevention Project, a year-long study by seniors in the Humanities Center to create awareness of this issue.

• Communication and Collaboration: Approaching (5) or Ideal (6): Students selected then to assemble and organize the facts into a commercial (authentic task). Plus they used the tools to display the information (as a commercial that was shown to class and on Herm TV)

• Critical Thinking and Problem Solving: Approaching (5) or Ideal (6): Students used information to make a commercial (authentic task; digital tools) that answers questions about Human Trafficking (responded to purposeful questions; higher order thinking skills)

• Creativity and Innovation: Approaching (5) or Ideal (6): By making a commercial they created meaningful, original work; new ideas and products. Student then viewed their classmates commercials and selected the best ones to air on Herm TV (reflect on the creative/innovative process).

Supporting Documents:

• Lesson plan artifacts (resource materials that support the lesson plan)

• Rubric for assessment

• Student artifacts (work samples)

Commercial Rubric- Total: ________/100 pts

_______/20 Original Thought/Thought Provoking

_______/20 Connection to the Issue/Informative

_______/20 Creativity

_______/20 Appropriate use of Technology

• Sound is appropriately included (audio flows smoothly)

• Pictures, words, symbols enhance the presentation

______/20 Research notes: Proper format, correct number of sources, sufficient information, Works Cited

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