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__My lesson plan and general outline for MAJOR PROJECT:__

 * ** Mrs. A’s Lesson Plan For imovie … __Civil Rights: Sitting in for Freedom__ ** ||
 * ** Subject: Read 180 Date: April 6-14 ** ||
 * ** Time Frame For Lesson: Approximately 2 weeks ** ||
 * ** Lesson Title: Imovie and historical play ** ||


 * //__Pennsylvania State Standard(s):__//**
 * //__Lesson Objective(s) The Student Will Be Able:__//**
 * Read and perform a historical play as well as create a storyboard for telling a digital story in which they will act, direct, film, and editor to complete their digital story in the imovie program. **

Guidelines for performing a skit Laptops Movie camera Costumes Props Copies of imovie guidelines and procedures Storyboard worksheet for digital story
 * //__Lesson Materials:__//** __Junior Scholastic__ magazine with play in it, __Sitting in on Freedom__


 * //__Procedures:__//**


 * 1) **//__Introduction:__//**
 * **//Anticipatory Set://** Have you ever made an imovie? Do you know how to edit and fix it so it looks like a professional has directed and produced it? Now is your chance! What would it be like to actually have been sitting at the lunch counter in 1960, and be denied service because of your color? What if we could take ourselves back to that day and place ourselves in those kids’ shoes? Students have been through all background material for this lesson from Workshop # 7.
 * **//Purpose://** This is to promote creativity and understanding of the fight for Civil Rights in an on-hands activity in which the students will perform a skit. The purpose is also to teach and reinforce the technology of the imovie program(digital story telling), including learning how the camcorder functions and how to create a story board. Students will also practice creating and performing skits as a small group.


 * 1) **//__Development (Horizontal Teaching - Input>Model>Check Understanding>Guided Practice>Closure)__//**

· **//Input://** Given the skit itself from the scholastic magazine, students and teacher will read through the play (1st cold read) and discuss what happens at the lunch counter. · **//Model: Interpret//**//:// Given the reading of the play itself, teacher will explain what is expect of students in endeavoring into this digital story we are about to create. Teacher will show example of a story board and how to create one of their own using the skit we have just read. Given the guidelines for creating and performing skits, class will review directions and also read through the guidelines and directions for creating an imovie and editing. · **//Check Understanding://** Given the read through of the play, students will create their storyboard and begin to apply parts to the plot focus, as well as begin to choose and assign specific roles to actors. A second read through will occur with each student playing his or her parts. · **//Guided Practice://** //Identify// : Students will use 3 days to put together skip. This will allow class time for costumes and props used. Students will also use this time to organize the skip and decide how to shoot it, etc. · **//Closure://** //Discuss//: This will be the actual filming of the skip with everyone taking an active and engaging part of the process. Students will view and discuss the making and editing of the film and vote whether or not to show other classes.

We need: (at the least) 1 editor **21 roles** 1 director 1 cameraman Prologue narrator Franklin McCain 18 David Richmond 17 Ezell Blair, Jr. 17 Joseph McNeil 17 Waitress (white woman) Cook( black woman) Clarence “Curly” Harris(white lunch counter manager) Police Officer (white) Classmate of the 4 young men George Simkins, Jr. (a black dentist) Ann Dearsley ( a white student at an all-white college nearby) Liz Kent(classmate of Dearsley) Trainer (of nonviolent-protest tactics) Narrators A-E Epilogue Narrator
 * __Day 1__** : Given the skit itself from the scholastic magazine, students and teacher will read through the play (1st cold read) and discuss what happens at the lunch counter. We will begin to analyze how students want to go about assigning roles and actually planning the performance of the play
 * __Day 2__** : This may be more than a day. Given worksheet on storyboard, students will discuss and complete a storyboard for the digital story they are about to perform for the imovie. Given the guidelines to creating and performing a classroom skit, students will read through the guidelines and contemplate which one apply to them and their story. Given roles in the skip, students will decide who will play which parts, or rather who will do what. Questions posed; do we want to rewrite anything? Who is going to play which role? Do we want to memorize or just read through play and perform? Costumes? Props?

If times allows, students will do another read through of play with those playing their assigned/chosen roles.
 * __Days 3-5__**: Given all of the above has been completed, students will be given 3 days to work on rehearsing, organizing, and shooting before the final shoot will be made. Do we want to do it in all one shot or do they want to shoot and edit the play?
 * __Day 6__**: Given allotted time from previous days, this will be the day the students actually perform and tape the play.
 * __Days 7-9__**: Given the final taping of the skit, students will be allotted 2 or 3 class periods to edit, cut, slice together imovie, making sure they include title page, transition slides, and credits. Students will be given imovie tutorial pack that we will go through as whole group to make sure they understand how imovie works. This will be refered to throughout the completion of the imovie itself.

__General Outline Plan for Mini-Project:__

 * 1) Large group discussion of crimes of the century(20th) Guiding talks toward trails of the century. Teacher will allow discussion of OJ Simpson, Son of Sam, Lindbergh, and any others the students find interesting, eventually teacher will lead students to Lizzie Borden.
 * 2) Students will receive the rubric(Instructions for project) this will list everything that needs to be included in the project/the first part/paper slide video.(I will post on here when ready). Students will also receive the rubistar rubric in which they will be able to see how their digital story will be assessed.
 * 3) Students will be told story by teacher, and then be instructed to google and see what kind information they can find on their own.(no restrictions on sites as of yet, just a general search and find).
 * 4) After viewing what groups have found and on which websites, I will okay information if it is accurate and allow students to begin the project.

__My directions to students for trial/crime of the century mini-project:__


You are about to give any evidence on the crime scene and present it to the court in a paper slide video. You will need to answer some tough questions to present to the court. Here is the plan you need to follow to complete your paper slide… Paper-slide video- [] (watch this to see what I’m talking about) The following questions must be presented and answered for the jury and the Court of New Bedford, Massachusetts. 1. In what city was the crime committed? 2. What is the address of the house and a map of the city streets? 3. Who was killed? 4. What was the date of the crime committed? 5. What was the time of day? 6. Who were the suspects? 7. Where were the bodies found and in what condition were they? 8. What weapon was used? Was the weapon ever found? 9. Who was arrested for the murder? 10. Who was first on the scene? 11. Who were the defending attorneys? Who were the prosecuting attorneys? All of these questions must be answered to the best of your abilities. You must have accompanying images with your answers. You will use imovie to create the video. You may use text where you need it to help you get your point across, but I should not see any actual people (you) in the video. So here is how I propose you divide up the work: 1. The whole group collaborates on the research part in finding the answers to the questions about the crime proposed and images to accompany the slide show. 2. Choose a writer (scribe) to be in charge of the writer what the speaker or speakers will say in the video. (Remember to check grammar and spelling folks, it’s on the rubric). 3. Choose who’s going to talk (you may divide it up if more than one person wants to participate in the actual talking part). 4. You will need a cameraman/woman. 5. You may have a director/ producer. 6. You may use one editor or the entire group can help edit. 7. Be sure to have a title page and ending credits. 8. Show a definite transition of slides.

__**This is the rubric I will use for my mini-project**__
 * ||  ||   || ===Digital Storytelling : Famous People of the 19th Century (Student Rubric)=== ||   ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Grammar || Grammar and usage were correct. || Grammar and usage were typically correct. || Grammar and usage were typically correct but errors detracted from story. || Repeated errors in grammar and usage distracted greatly from the story. ||
 * Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * Voice || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * Questions for Assignment || All questions provided in the assignment were completely answered. || Most of the questions provided in the assignment were answered. || Some of the questions provided in the assignment were answered. || A few of the questions provided in teh assignment were answered. ||
 * Quality of Information || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs extensive editing. It is too long or too short to be interesting. ||

==__[|Mini Project]__ Posted on April 1, 2010 by [|heatjim]. [|edit.]== Categories: [|Uncategorized]. Our next section in our read 180 book focuses on Crime and Punishment. My mini project will be assigning the student a research assignment in which they will find information on “Crimes of the Century.” Here students will be given a rubric in both a paper slide and in hard copy. They will be instructed on which websites are applicable for them to use in their research. Students will be instructed on provide a few details about a specific crime.. Lizzie Borden a nd the axe. Here they will guided through making a paper slide of real life crimes scenes and the murder(i. e. How the scene look? Where the victims were found? The murder weapon, the setting, etc.). Students will then focus on a mock trial in which student will take on specific roles and perform a trial and hopefully be able to make an imovie of the trial.

__ Plan for project __
Day 1- discussion on project and rubric for how it is going to be graded. Day 2-4 research on trial and all background information and 2 min paper slide video made. Day 5- students will present their paper slide videos to class. Week 2 Day 1- assigning roles(students will do this among themselves) Day 2-4 practice pulling together the trial and by day 4, have all costumes, or props( if they choose to use them)prepared and begin taking. Day 5- complete taping and editing for final due date of week 3/date 1