Mansfield University of PA / School Library & Information ...
Mansfield University of PA / School Library & Information Technologies
Lesson Plan Template | |
|GRADE: 8 |ESTIMATED LESSON TIME: 155 mins (3 class periods) |
|SUBJECT: ELA | |
|TEACHER: Mr. Garre | |
|Library Media Specialist Valarie Hunsinger | |
|SCHOOL: Hyde Leadership Charter School | |
|LIBRARY CONTEXT: |COLLABORATION CONTINUUM: |Standards for the 21st Century Learner Goals |
|___Fixed |___Cooperation |Standard: Share knowledge and participate ethically and productively as |
|___Flexible |___Coordination |members of our democratic society. |
|_X_Combination |_X_ Collaboration |Benchmark(s) |
|___Individualized instruction |___ None |3.1.4 Use technology and other information tools to organize and display |
|___Stand-alone lesson | |knowledge and understanding in ways that others can view, use, and assess. |
|_X__Lesson in a Unit | |Self-Assessment Strategies Indicator(s) |
|___Multiple lessons in a unit | |3.4.2 Assess the quality and effectiveness of the learning product. |
|Scenario /overview/content topic: |Connection to Local or State Standards |
|Lesson Title: Poetry Service Announcements Podcasts |New York State Information Literacy Standards: |
|Lesson Topic: Creating podcasts to promote poetry in the community and to |Standard 1: Using Information To Build Understanding |
|support “synthesis” of the Big6 Research Model |8.8 Creates products for authentic reasons and audiences |
|Mr. Garre the 8th grade ELA teacher and I have collaborated on a poetry unit to|8.9 Identifies and uses a variety of technology tools, include Web-based |
|create public service announcements to help students learn and teach poetry |interactive tools to organize, create a product, and enhance communication |
|devices found in poetry. Using poetry resources in the library and online | |
|students have worked on analyzing poetry devices and have done an analysis of a|Common Core |
|poetry device used in a poem. |RI.8.10: By the end of the year, read and comprehend literary nonfiction at |
| |the high end of grades 6-8 text complexity band independently and |
|For this lesson, working in collaboration with Mr. Garre, library classes will |proficiently |
|learn how to produce podcasts to create “Poetry Service Announcements” (PSAs) | |
|to support a school wide poetry month. Students will learn how to synthesize | |
|information based on the Big6 research model, by learning how to present | |
|information from multiple sources and presenting information for authentic | |
|reasons. This will empower students to communicate information and ideas | |
|effectively to multiple audiences using a variety of media and formats. | |
|Students have struggled with producing and synthesizing work for audiences. | |
| | |
|Students will utilize Audacity audio software to record their PSAs. Students | |
|will work in pairs to create a 1 minute PSA to creatively teach a poetry device| |
|in the context of one poem. Students will utilize rubrics to evaluate the | |
|podcasts. | |
| | |
|The PSAs will be used during the school morning announcements during poetry | |
|month. The PSAs will also be featured on the school website. | |
|Collaboration: Mr. Garre and I will work closely on this unit and will plan collaboratively during Friday PDs. Mr. Garre will instruct students on writing |
|PSA scripts in order to effectively communicate their use of their assigned poetic device in the context of a poem. Students will write and revise PSA |
|scripts prior to creating podcasts. I will instruct them how to use audacity technology to effective communicate their poetry PSA scripts. |
|Final Product: Students will create Poetry Service Announcement podcasts. |
|Library Lesson(s): Students will learn how to synthesize and share knowledge and participate ethically and productively as a member of our democratic |
|society by creating podcasts that will teach members of the school learning community about poetic devices used in poetry. Also students will learn how to |
|use new technology, Audacity audio software, to create podcast that will allow them to display their knowledge and understanding in ways that other students |
|can use. Students will assess the quality and effectiveness of the podcast. |
|Objectives: |Assessment: |
|-Students will utilize the audio technology software Audacity to create a |Product: Poetry Service Announcement |
|Poetry Service Announcement |Process: Podcast Rubric (see attached) |
|-Students will utilize rubrics to evaluate the PSA's | |
|Instructional Plan: |Motivation, anticipatory set: Students will be introduced to celebrity PSAs |
|___Resources students will use: |and they will find out that as “the leaders” of the school they will be |
|___Online subscription database(s) |creating poetry PSAS that will be heard by the whole school during poetry |
|___Websites |month. |
|___Books | |
|___Reference | |
|___Non-print | |
|___Periodical/newspapers | |
|_X_Others/list | |
|-Computers with internet connection, audio player and speakers. | |
|-Audacity software (free to download) | |
|Microphone for audio recording | |
|Projector | |
| |Inclusion, adaptations: |
| | |
| |Students with IEPs will be partnered with students who have strong skills |
| |technology skills. |
|Instructional Activities: |
|_X__Direct Instruction: The librarian instructs the classroom with an overview of public service announcements podcasts including determining student |
|familiarity with podcasts. Librarian will provide examples by projecting two celebrity service announcements podcasts |
|(). Librarian introduced use of audacity audio software through |
|projector and records Students are given grading rubric for podcasts. |
| |
| |
|__X_Modeling and Guided practice: The librarian uses an online computer projection system to show how to create a public service announcement podcast. Taking|
|examples from several students, the librarian brainstorms specific issues to help students present podcasts for the best results. The librarian records PSA. |
|Students proceed to the library computer workstations. Accessing the audacity software, students begin navigating program. The librarian circulates. Students|
|practice recording PSAs. |
| |
|_X__Independent practice: Students meet in their group to practice reading the scripts out loud. Each team designates a reader for its section of the |
|podcasts. Now they will have the tools they need to create audio podcasts poetry service announcements. |
| |
|__X_Sharing and reflecting: Students will complete poetry service announcement podcast rubrics. |
|Lesson reflection: ELA teacher and librarian review podcast rubrics to improve lesson plan. |
Excerpted from Standards for the 21st-Century Learner in Action by the American Association of School Librarians, a division of the American Library Association, copyright © 2009 American Library Association. Used with permission.
Poetry Service Announcement Rubric
| CATEGORY |4 |3 |2 |1 |
|Content |Students create an |Students create an accurate|Students create an accurate|The PSA is not accurate. |
| |original, accurate and |PSA that adequately |PSA but it does not | |
| |interesting PSA using |addresses the issue. |adequately address the | |
| |Audacity Software | |issue. | |
|Technical |The PSA podcast is created,|The PSA is almost created, |Most of the PSA is created,|The PSA podcast is not |
| |has clear audio, and is |has frequently clear audio,|has occasionally clear |created, does not have |
| |saved for public use. |and may be saved for public|audio, and may be saved for|clear audio and cannot be |
| | |use. |public use. |used publicly. |
|Collaboration with Peers |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |
| |shares with, and supports |with, and supports the |with, and supports the |with, and supports the |
| |the efforts of others in |efforts of others in the |efforts of others in the |efforts of others in the |
| |the group. Tries to keep |group. Does not cause |group but sometimes is not |group. Often is not a good |
| |people working well |problems in the group. |a good team member. |team member. |
| |together. | | | |
|Technical Production |Tone and voice convey |Tone and voice frequently |Tone and voice frequently |Tone and voice rarely |
| |emotions and enthusiasm. |convey emotions and |convey emotions or |convey emotions or |
| |The recording is clear and |enthusiasm. The recording |enthusiasm. Most of the |enthusiasm. Recording is |
| |loud enough to be heard. |is clear and loud enough to|recording is clear and loud|unclear and/or not loud |
| | |be heard. |enough to be heard. |enough to be heard. |
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