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Integrated Lesson Plan


Grade level
9th Grade
Computers/Englis
h

Topic/Title
Making a short copyright friendly music video on IMovie

Outcomes

State standards:

When presented with a list of copyright infringement situations and


the Fair Use Guide, students will properly identify and explain if there is
an infringement in the given situations with 80% accuracy.

When called on in class, each student will state and explain the steps of
the social skill: ignoring distractions with 100% accuracy.

After completing the entire music video on IMovie, students will


explain how they used the social skill of ignoring distractions while
working on their project.

After journaling for 10-15 minutes, students will identify and share their
personal values regarding downloading and sharing music without
purchasing it or without permission.

When prompted in class, each student will role-play the ignoring


distractions skill with 80% accuracy.

Students will correctly complete the music video on IMovie while


abiding by all copyright laws (for music and photos) on the Fair Use
Chart.

Students will follow the formal letter guideline and correctly write a
letter to a record company seeking permission to use a chosen song for
educational purposes.

9th grade Common Core English Language Arts


W.9-10.5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.

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W.9-10.6 : Use technology, including the internet, to produce, publish, and


update individual or shared writing products, taking advantage of
technologys capacity to link to other information and to display information
flexibly and dynamically.

RI.9-10.1: Cite strong and thorough textual evidence to support analysis of


what the text says explicitly as well as inferences drawn from the text.
SL.9-10.4: Present information, findings, and supporting evidence clearly,
concisely and logically such that listeners can follow the line of reasoning
and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
ISTE Standards
1.b. Create original works as a means of personal or group expression.
4.a. Identify and define authentic problems and significant questions for
investigation.
5.a. Advocate and practice safe, legal, and responsible use of information
and technology.
6.a. Understand and use technology systems.
ISBE Social Emotional Goals
1A.4a. Analyze how thoughts and emotions affect decision-making and
responsible behavior.
2D.4a. Analyze how listening and talking accurately help in resolving conflicts.
3A.4a Demonstrate personal responsibility in making ethical decisions.

Rationale:

In a school where the computer to student ratio is 1:1, students must learn to
complete their work without getting overly distracted. Students can also get
distracted at home by music, television, or their phones, as well as distracted
by other people. In order for students to successfully complete work
throughout high school and college, they need to learn how to work through
these distractions. It is also important for students to learn how to make

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ethical decisions regarding technology. Technology is something students


use every day for academic and social purposes. Therefore, it is important to
discuss multiple perspectives when it comes to copyright, downloading, and
sharing. All of this is extremely relatable to students lives. Students will be
able to learn the copyright laws and fair use guidelines for education,
contact a record company for permission using a formal letter, and create a
short video following acceptable guidelines. While completing this project,
students should use the social skill of ignoring distractions in order to
complete the project on time and accurately. They will also analyze their
behavior, listen and talk accurately, and responsibly make ethical decisions.
All of these social skill standards will be integrated in to the IMovie video
project.

Assessments:

1. Reflective journal about personal values regarding copyright law,


downloading, sharing, etc.
2. Copyright infringement situation identification using textual evidence
from the fair use chart for education (class/partner activity)
3. Ignoring distractions skill role-play checklist
4. IMovie music video following all copyright fair use guidelines for
education
5. Written formal letter to record company requesting permission to use a
chosen song in their IMovie video (so they may not have to follow fair
use guidelines)

Instructional
strategies:

**How to use IMovie tools has been pre-taught to students. They


already know hot to use the program to create a short music video and
have completed a practice assignment to learn this program.
Day 1
Opening/anticipatory set: Students complete 10-15 minute journal
reflecting on how they personally feel about copyright law, downloading
music without permission/paying, and sharing music with friends.
Instructional steps:
1. Students will discuss their answers to their reflective journal as a class.
Class will also discuss the concept of ethics, intellectual property, etc.
during the course of this conversation.
2. Students will take notes on copyright law PowerPoint presented by the

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teacher.
3. Students will receive rubric for IMovie project/discuss the project as a
class
4. Students will receive a copy of the Fair Use chart. They will use
understanding from the rubric/discussion of expectations and the
PowerPoint discussed to highlight the guidelines they will most likely
have to follow while completing this project (photos and music section).

Closure: Teacher will discuss with students which sections of the fair use
chart they believe they will have to use the most for a music video project.
For homework, students will review their notes and study over the fair use
chart independently.

Day 2
Opening/anticipatory set: Discuss how students can get distracted while
using technology for a project. Introduce the skill of ignoring distractions.
Instructional steps:
1. Ask students what distractions they might encounter while using a
computer to make an IMovie music video. Have a general discussion
about possible distractions
2. Define the skill: Ignoring distractions (have poster in front of class)

Step 1: Count to five


Step 2: Say to yourself, I wont look. Ill keep on working.
Step 3: Continue to work
Step 4: Say to yourself, Good for me. I did it!

3. Model the skill in two situations


4. Have students complete a checklist while watching teachers model
the skill
Closure: Review the skill with the class and discuss if they saw everything
on the checklist provided. Explain that they will eventually role-play the
skill in class.

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Day 3
Opening/anticipatory set: Explain to students that we will be role-playing
the social skill of ignoring distractions in a situation where they are using
technology to complete the IMovie project.
Instructional steps:
1. Have students write down skill steps on note cards
2. Students will pair with another student and practice role-playing the
skills
3. Teachers will walk around the room to make sure students are on
task
4. Discuss as a whole class how the role-play went and how students
can ignore distractions while working on the IMovie project
Closure: Review how the skill of ignoring distractions can help students
successfully work through the IMovie project without getting distracted by
the computer/internet.

Day 4
Opening/anticipatory set: Teacher states that students will use copyright
notes and fair use chart to analyze copyright infringement situations and use
evidence (fair use chart and notes) to support if situations are legal or
illegal.
Instructional steps:
1. Students take 10 minutes to review the chart and their notes
2. Teacher hands out copyright infringement situations to paired up
students
3. Students take 20 minutes to analyze each situation and decide if it is
legal or illegal and cites textual evidence from fair use chart
4. Students share out as a class about what they think about each
copyright infringement situation using textual evidence
Closure: Teacher reviews how ethics must be considered when creating
IMovie project

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Day 5
Opening/anticipatory set: Discuss as a class options for using copyrighted
material. Explain that an option, instead of using the fair use chart for
education, is to request and gain permission from the copyright holder.
Instructional steps:
1. Discuss the concept of writing a formal letter to a record company
requesting permission
2. Show students an outline for a former letter requesting permission
3. Have students identify the record company that owns the song and
their address/contact information
4. Write a short letter to the record company following the outline
discussed and given in class
Closure: Review the purpose of writing a formal letter requesting
permission to use a chosen song. Have students reread and edit letter with
parents or a friend for homework.

Day 6
Opening/anticipatory set: Review social skill of ignoring distractions by
calling on students to name the steps of the skill. Also review how they can
apply the skill to the creation of their IMovie music video.
Instructional steps:
1. Review fair use chart expectations for gathering and using
music/photos in the IMovie video
2. Have students work on IMovie video in class, using copyright
charts, notes, and acquired social skill of ignoring distractions
3. Aid students in the video creation process
Closure: Check in with students about progress made on the video. Review
how students used ignoring distractions during the work period.

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**Students will have additional days to finish this project. The video
will most likely be completed 2-3 days after students begin this part of
the assignment.
Resources:

Skillstreaming the Elementary School Child


Notecards
Fair Use for Education chart handouts
Copyright PowerPoint and note sheets (students)
Skill step poster (ignoring distractions)
Formal letter outline/letter head (students)
Copyright infringement situation handouts
Technology
Computer/Macbook for each student
IMovie program
Internet
Microsoft Word
Online learning network (Echo) (for journals, downloads, etc.)
Printer

Plan for
maintenance and
generalization of
social skill

Maintenance: To maintain the skill of the social skill, the skill will often be
reviewed and discussed/applied to other tasks involving technology in the
classroom. For example, before starting another project with a program,
students can discuss what potential distractions may arise from using that
specific program. Therefore, we can modify discussions and role-play to
include that specific technology. Review of the skill will be often, as this is
one of the main problems that comes with working in a computer lab.
Generalization: To promote generalization of the skill ignoring distractions,
students will be encourage to apply this skill in their other classes as well.
Other teachers can post the steps in their classroom and encourage students
to follow the steps. Since students use the computers in every classroom,
distractions will be everywhere. However, distractions may look different in
math class than they do in computer class. There can also be a few break out
sessions where the teachers and students collaborate on what ignoring
distractions looks like in other classes and practice the skill in those
specific environments.

Adaptations/
modifications

Allow for PowerPoints of the copyright notes to be downloaded from


Echo (online learning network)

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Allow for extended time to complete activities for students that require
extended time in 504s/IEPs
Provide a Fair Use chart with the appropriate sections (music and
photos) being used for the project already highlighted for students that
may have problems discriminating between relevant/irrelevant
information in the chart
Provide additional links on Echo (online learning network) to more
information about copyright law and fair use
More detailed outline/template (more fill-in-the-blank) for letter to the
record company
More straightforward/lower reading level copyright infringement
situations for some students
Prompting for students that need extra guidance during role-playing
situations or defining the steps of ignoring distractions