Technology Integration Workshop 2013

Unit Title: Movie Analysis Grade Level: 3 Subject Area: ESL (Low-intermediate to Intermediate), English Duration/Length/Number of class periods: 2 weeks Description: This unit focuses on areas of communication, research, and writing through the use of familiar content students favorite movies. Established Goals (National, State, Local): Minnesota Language Arts: 3.2.2.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.1.0.3 Use knowledge of language and conventions when writing, speaking, reading, or listening. Students will choose words and phrases for effect, recognize and observe differences between the conventions of spoken and written standards of English. 3.6.1.1 Write opinion pieces on topics or texts with supporting viewpoints and reasons with linking words and phrases. 3.6.5.5 Planning, drafting, revising, and editing in the writing process.

What Enduring Understandings are desired? Factors affecting a movie/books success show cause and effect. Research skills will assist in college and career success. Appreciation for the value of differing (or opposing) opinions. The impact of a movie on the viewer is influenced by previous experiences. What Essential Questions will be considered? To what extent can writing affect our lives? How can persuasive writing be used? How can we give and receive constructive criticism in order to improve our work? How do we use the information gained through research to expand knowledge? Students will know / be able to: Blooms Taxonomy (HOTS) Understanding: Students will learn to search for the events that led to a movies (or books) success through whole group instruction and modeling. Students will be able to understand and apply knowledge of finding the main idea for the purpose of reporting information.

Applying: Students will predict the age grouping most in favor of a movies review before accessing web resources. Analyzing: Students will research and analyze movie facts for validity and reliability; learning to be critical thinkers. Students will use a Venn diagram graphic organizer to compare and contrast elements of the presented box office movie with their chosen favorite movie. Evaluating: Students will defend their position as to why their movie of choice is their favorite in small group settings. Creating: Students will independently write a persuasive piece, explaining main idea and details clearly and succinctly.

Introductory Activity

Student Technology Used

Teacher Technology Used

Summative

Description

Watch a video clip of my example of what student works will resemble at the end of the unit. Accessible from: http://goo.gl/1fi2Ht Pre-test of unit concepts and vocabulary Accessible from: http://goo.gl/vUppRF X

iPads, QR scanner; computer

iPad, laptop, iMovie iTrailer Google 6a. Docs Understand & use tech systems; 6d. Transfer current knowledge of learning of new tech.

Read a newspaper article regarding a new movie release, The Croods Accessible from: The Croods - Star Tribune Identify reasons why this movie was a box office success, based on the articles information. Answer comprehension questions regarding the article to ensure content understanding, with a goal proficiency of 80%. X

NETSStandards

Formative

Learning Activity

Units must include at least one of each formative, summative, introductory activity and learning activity. Check the appropriate box; one per row.

Plan, brainstorm factors affecting the success of their favorite movie. Research statistics about their favorite movie, finding at least 3 reliable sources. X

X iPads, laptops 3b. Locate, organize, analyze, evaluate, synthesize and use information from various sources & media; 3d. Process data and report results.

Peer review session of student outlines to receive feedback and constructive feedback for incorporation into the final writing piece. *Note: Students must identify their partners main idea and three supporting details. Students should also have statistics involved for comprehending information found. Write a persuasive writing piece about their favorite movie, persuading others to watch this movie.

iPads, computers, iPhoto, Microsoft Office suite X

1a. Create original works as a means of expression 2b. Communicate information effectively to multiple audiences using various media formats.

Add the persuasive writing, along with corresponding charts and graphs, to my teacher web page for publishing. My teacher webpage: LuESL.weebly.com Alternatively, students could create an iMovie Trailer and share via a private YouTube channel.

Materials, tools and resources iPads, laptops or desktop computers, internet capabilities

Differentiation The wonderful ability of using iPads in a 1:1 environment is the ability of students to work at their own pace. Students must generate the written component (brainstorming, outlining, paragraphs) before beginning to use the web resources and app tools. If students are struggling with finding main idea after the modeling and group practice, I would have those students join me at a kidney table to further develop those skills while other students are working on the independent work. Those students receiving additional instructional time would need to complete the independent work as homework for that evening.

Unit Plan Author Joan Lu, Westwood Intermediate, Spring Lake Park Schools; jlu@district16.org

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Multimedia Project : Movie Analysis

Teacher Name: Lu Student Name: CATEGORY Rough Draft ________________________________________ 4 3 2 Provides feedback and/or edits for peer, but own rough draft was not ready for editing. 1 Rough draft not ready for editing and did not participate in reviewing draft of peer.

Rough draft finished on due Rough draft finished on due date. Student shares with date. Student shares with peer and extensively edits peer and peer makes edits. based on peer feedback.

Content

Covers topic in-depth with 3 details and examples. Subject knowledge is excellent. Includes 2 charts/graphs.

Includes essential knowledge about the topic. Has 2 supporting details. Subject knowledge appears to be good. Includes 1 chart/graph.

Includes essential Content is minimal. Lacking information about the topic supporting details. Does not but there is only 1 have any charts/graphs. supporting detail. May/may not have charts/graphs.

Organization

Content is well organized using headings or bulleted lists to group related material. 3+ transitions included.

Uses headings or bulleted lists to organize information. 2 transitions included.

Content is logically organized for the most part, but the overall organization of topics appears flawed. 1 transition included.

There was no clear or logical organizational structure, just lots of facts. No transitions.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information Very little or no source collected for graphics, facts information was collected. and quotes, but not documented in desired format.

Peer Review Session

Actively engaged in the session, giving classmate full attention. Gives quality feedback (2 suggestions)

Engaged in the session and gives 1 suggestion for improvement.

Not entirely engaged in the session; may or may not give suggestions to classmate for improvement.

Mostly disengaged from the session and does not offer any suggestions for improvement.

Originality

Final product shows a large amount of original thought. Ideas are creative and inventive.

Final product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Copies other people's ideas, but does not give them credit.