Name of Lesson: iCare; iRant: Vox Populi

Grade Level: 11 Subject: English-Language Arts 20-1 Prepared by: Nona Lynn Barker Overview and Purpose: Background Knowledge/Previous Experience: Students will recall and utilize the following: persuasive techniques, comparison-contrast graphic organizers, and exit tickets (32-1 Summary and KWL). Students will already know how to access the wiki and the class blog. Purpose: The intent of this activity (in its entirety) is two-fold. First, the lesson (or project) is designed to allow students to work independently of the teacheras much as possible. (Students may consult with their peers, as needed.) Second, the lesson (or project) is designed so that the student can develop and deliver an oral, visual and/or multimedia presentation using an iPad/Apps. In the end, each student should create a personal response (a rant). ELA Curriculum Outcomes (Alberta): GO 2: Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1 Construct meaning from text and context 2.1.1 Discern and analyze context 2.1.2 Understand and interpret content 2.1.3 Engage prior knowledge 2.2 Understand and appreciate textual forms, elements and techniques 2.2.2 Relate elements, devices and techniques to created effects GO 4: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication 4.1 Develop and present a variety of print and nonprint texts 4.1.1 Assess text creation context 4.1.2 Consider and address form, structure and medium 4.1.3 Develop content 4.1.4 Use production, publication and presentation strategies and technologies consistent with context

Objectives: Specify skills/information that will be learned Viewing Activity: Explain how the persuasive techniques support or develop the topic / argument Evaluate the effectiveness of persuasive techniques in a text Relate devices and techniques to created effect in text Recognize elements of effective oral, visual, and multimedia presentations Respond personally and analytically to ideas and techniques in texts

Writing Activity: Select and/or craft a topic that is meaningful and engaging Develop content to support controlling idea or produce a unifying effect Develop supporting details Incorporate examples from personal experience and findings from inquiry and research Apply understanding of stylistic techniques or rhetorical devices to writing Identify and select persuasive techniques / strategies to suit purpose and audience Experiment with a variety of strategies (tone, word choice, personal anecdotes, asking questions, logical and emotional examples) to create rapport with audience Assess and revise texts in progress Film Activities: Develop and deliver an oral and visual presentation (using an iPad / apps) Adapt presentation materials and select strategies and technologies to suit purpose, audience, and situation Assess organizational components of a text (introduction, body, conclusion) and revise as needed to strengthen effectiveness (lasting impression on audience) Develop and deliver a presentation using voice production factors, nonverbal factors, and visual production factors (volume, tone, gestures, eye contact, colour and contrast) Develop a repertoire of effective strategies to create rapport with an audience (volume, tone, gestures, eye contact, body language, facial expression) Assess and revise texts in progress

Reflection Activities Assess relationship between controlling idea and supporting detail Assess appropriateness of evidence / supporting details Assess effectiveness of persuasive techniques Assess effectiveness of text for presenting ideas, feelings and information to evoke a response Respond personally and analytically to own text and/or peers texts

Materials Needed: iPad (25) iPad Apps (x25) iMovie (filming & editing) WordPress (class blog) Notability (note-taking / brainstorming / storyboarding) Dragon Dictation (voice to text dictation) iThoughts HD (mindmapping) Socrative (social networking) Chrome (web browser) DropBox (cloud) iPad Stylus (25 it may be possible to half this number) iPad Keyboard (25) NOTE: Although this project is supposed to be paper free as possible, some items (eg. rant and/or storyboard, cue cards) may need to be printed; therefore students will need access to a printer that allows iPads to print!

Other Resources: Websites: Teacher Wiki (posted resources: videos and handouts) barkerWCHS.wikispaces.com (ELA 20-1 page) WordPress (Class blog) wordpress.com Class YouTube Acct (to export movies to / to embed movie on WordPress) www.youtube.com Handouts (posted on wiki): iCare; iRant Student Assignment & Rubric Persuasive Techniques Cheat Sheet Peer Response Form Exit Tickets & Self-Reflection Questions Videos: Ricks Rants (posted on wiki/available on YouTube): Swine Flu Teen Suicide First Light: How to Storyboard

Information: Give and/or demonstrate necessary information

1 2

Students may need time to test apps to see what works best for them. Teacher could demonstrate how key apps work; however, most demos are available online via tutorials. Encourage students to access these tutorials.

Verification: Steps to check for student understanding Day 1: Viewing Activity Comparison-Contrast Graphic Organizer (choose format) 3-2-1 Summary or KWL (Exit Ticket) Day 2: Writing Written text (rant) Peer Feedback (use Peer Response Form as a guide & post comments on blog) Day 3: Planning, Filming, Editing Storyboard (Optionalsharing with teacher) Day4: Sharing & Reflecting Video (export to YouTube & embed on blog) Peer Feedback (post comments on blog) Self-Reflection post (blog)

Activities: Describe activity that will reinforce the lesson Day 1: Viewing Activity using iPad/Apps Introduce the assignment. Have students access the assignment on the wiki using their iPad. Ask if there are any questions? Review persuasive techniques. Write viewing steps on board: Now that the students are online, have them access Ricks Rants on the wiki (ELA 20-1). (FYI: Steps A D are done individually.) A. Using Notability, draw or sketch a graphic organizer (Top Hat, Y or Venn diagram). B. View Ricks two rants (Swine Flu and Teen Suicide). C. Compare & contrast the two rants using a comparison-contrast graphic organizer. Consider Ricks use of persuasive techniques & his delivery or performance (voice, volume, tone, eye-contact, body language) in your comparison. D. Fill in the graphic organizer. E. Think-Pair-Share: After the organizer is completed, share the chart with a partner. Discuss findings. Add to chart, if needed. F. Class discussion: Which of Ricks rants is more effective and why? G. Complete exit ticket (3-2-1 Summary or KWL). Choose an app to help you complete your exit ticket. H. Email chart & exit ticket to teacher. I. Lastly, find a topic: What grinds your gears? Find a topic or issue that you are passionate about! The more strongly you feel about the issue the better your rant will be! (Tip: Sometimes its a good idea to have more than one topic lined up just in case one topic is not meaty enough!) Explore the web (using either Safari or Chrome) if topic ideas are needed! Record topic ideas on the iPad. eg. Notability or Dictation, etc. Homework: A topic (or two) should be chosen by next class. Day 2: Writing Activity (or Dictation Activity) using iPad/Apps Note writing (or dictation) steps on the board: A. Share topic with a partner. Discuss pros & cons of choice. Fine-tune topic. Email topic to teacher. B. Research topic. Find examples, evidence, anecdotes, quotes, etc. that support stance. (Use web browser). Record notes using Notability or Dragon Dictation, etc. C. Write or dictate rant. Options: 1) Write rant directly on WordPress blog and post (using keyboard). 2) Dictate rant using one of the apps provided. Convert to text and post on blog. 3) Handwrite rant using stylus. Convert to text and post on blog. D. Choose a peer response partner. Have your partner read your rant and add comments directly to the blog post. Use the Peer Response Form as a guide. E. Revise rant (based on partners criticism).

Add reminders to the board as well: Rant length = 1minute (minimum) 2 minutes (maximum) Rant must incorporate persuasive techniques Consider word choice & imagery (use to persuade audience) Homework: Complete revisions at home, if needed. All revisions need to be completed by next class. The Library computers can be accessed before, during and after school. Day 3: Planning, Filming & Editing using the iPad/Apps Write planning, filming and editing steps on the board: A. View How to Storyboard by First Light. It is found on the wiki. Watch again if needed. B. Develop and deliver a storyboard for the rant. Think of storyboard as a timeline as it allows you organize events sequentially. Choose an app that works best for you. Eg. Notability, iThoughts, etc. 1) Use an app that allows you to sketch rough images and include camera shots/angles, and so on; or 2) take pictures of the film location and use image captions to include camera shots. 3) If you choose, you may film your rant in one go (but camera shots should be mapped out so you know where emphasis needs to be placed). Access your rant (on blog). Read it carefully. When and where should you emphasize your points? How should you emphasize those points? Eg. Camera shot and/or angle? Performance/delivery (voice, volume, tone, body language, gestures, facial expression, etc.)? A combination of both? Tip 1: Use camera shots/angles to emphasis important points in your rant. Watch one of Ricks rants again to help gain insight. Tip2: Use performance and delivery to emphasis points as well. Tip 3: Remember the KISS principle: Keep it simple, sunshine! Dont go overboard here. You are not being evaluated on how well you sketch. Clearly indicate where emphasis is needed and how you are going to achieve that. Tip 4: Movement is not required. Ranting may be done Jon Stewart (Daily Show) or Stephen Colbert (The Colbert Report) style. Perhaps you prefer a news desk. Maximize gestures / facial expressions / voice in this situation. Tip 5: Bad memory? Create cue cards (hand written or printed via AirPrint) or set up easy to read note cards on the iPad. Use notes as needed. (Notability works well for this.) Since your partner will be filming you with your iPad (so you can edit the film later) you might want to email your notes to your partner and use his or her iPad during the filming process. C. Share storyboard with film partner. Discuss and revise storyboard. Print a copy (for shoot). D. Email a copy of the storyboard to the teacher (optional). E. Film the rant using iMovie app. (Film partners will have to take turns.) F. If time allows, begin to edit film using iMovie. Reminder: Filming must be completed by next class. Finish editing tomorrow.

Day 4: Sharing & Reflecting (Finish Editing) Write sharing and reflecting steps on the board:

A. Students may need time to finish editing. The iMovie app is pretty basic, and editing should not take more than 20 or 30 minutes. B. Once editing is done, export film to YouTube (Class Acct.). Choose a YouTube tutorial to guide in export process. Experts (peers) may help those who need guidance, after trying a tutorial first. C. Embed YouTube video (after exporting) on blog. Embed video on the same post as your written rant. D. Write (or dictate) a reflection on the blog as well. Answer the following questions:
~ What I really wanted my audience to know / realize / appreciate is because ~ Persuasive techniques are more effective if or when ~ What I liked the most about my project ~ If I could do the project again, I would change because

E. Comment on two other students rants (via the blog). Let them know what worked well and what they should remember for next time F. Email teacher when rant video is embedded (for evaluation).
OPTIONAL: If time permits, host a film premiere! Bring popcorn & enjoy! Notes In order to complete this project, students must have Wi-Fi access. Check with ITs with regards to the printing capabilities of the iPads. Consider providing the steps for each activity via SMART Notebook or Google Presentation / PowerPoint Presentation. Embed presentation or post an overview page on the wiki so students may access them any time! The storyboard (as a verification step) could be optional because the final evaluation rubric does not place specific emphasis on it. However, the step should be completed to make sure camera shots and nonverbal factors are used to emphasize ideas / points; and organize events for filming. Student rants could be posted on the wiki as well. I prefer to have student materials on a separate site to save space on the blog. Role of the Teacher: This may be a challenge but the teacher is merely a guide or a get-back-on-task master (when necessary). Students should use the iPad to find information or access help (online tutorials are available for almost every part of the process.) If the student cannot find what he or she needs via the Internet, a class expert can help or guide the person. The teacher monitors the students progress through verification steps (eg. chart, exit ticket, storyboard, blog posts, etc.) and acts accordingly.