Lesson Plan
Class/grade: Date(s) taught: Teacher:

3 (Beacon) - 4 Month of March (four to five 50 minute periods) Rashell Clarke

Lesson title: Math Madness Lesson objective(s): At the end of this lesson, you will be able to: * (Synthesis Level) create an interactive web-based tutorial that illustrates a math concept * (Evaluation Level) evaluate one or more peer tutorials for accuracy and effectiveness * (Application Level) apply skills learned from tutorials to complete online game activities. Language/vocabulary: Multimedia, Apps, Transitions, Cloud Computing, Import Materials/technology: iPads, iLife Apps (iPhoto & iMovie), Computer, Script template, Brain Nook student accounts, Google Form for survey (or other survey service), Class Blog (e.g., Word Press or Blog Spot) Standards met: Common Core Math Standards 1. Make sense of problems and persevere in solving them 3. Construct viable arguments and critique the reasoning of others 6. Attend to precision NETS-S 1. Creativity and Innovation 2. Communication and Collaboration 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts

Instructional plan: Prior Knowledge: Students have already been introduced to blogging in previous projects.


Introduction: Introduce students to the concept of multimedia by showing a tutorial from Brainpop Jr. or teacher-created video (example: video of Patterns). Ask students: What are some of the elements of the movie that makes it easy to understand the concept? (Possible responses: definitions, examples of patterns, character actions, audio, text). Explain to students that the video is a multimedia presentation because it involved a combination of communication formats. Tell students that they will work in groups of three or four to create a two-three minute multimedia presentation to teach a math concept they have learned and share it with others online. Review the scoring rubric with the class. Procedure: Towards the end of each class, individual students will post their “work log” on the class blog. They will document their role in the group, activities for the day, challenges, solutions etc. here. Each subsequent class will begin with the teacher addressing some of the issues students faced in the previous class (based on their posts). 1. Assign students to a group (see Differentiation section). Two group members will begin creating the script using a template. This could be made in PowerPoint by creating a number of blank slides then printing the slides as notes. This allows students to use the blank box to sketch scene and the lines to write the script. During this time, one member from each group will meet with the teacher to learn how to take pictures on the iPad and how to create a simple movie using the iMovie app. These students should be shown how to import videos to iMovie, add themes and text. The students will then be partially responsible for showing their group members how to use the app. 2. Once the script template has been completed, students will be required to have at least two non-group members review it for accuracy and understanding before recording their video. 3. Students begin recording their movie and importing clips to iMovie. They can also begin taking pictures of any artwork they created to use as illustrations. 4. Once the movie has been created, students will begin using iPhoto. The teacher will demonstrate to class how to create a journal using video clip(s) and photos taken. Show students how to arrange the thumbnails in the journal and how to add text, calendar and other features to their journal layout. 5. Once the journal is complete, students will send it to iCloud and note the URL. 6. The teacher will add the URL links to a class blog (separate posts for each journal) where each student will be responsible for watching at least two of their classmates’ online journal and evaluating the math video for accuracy and effectiveness (did they understand it?). They will post their responses on the class blog. 7. Based on the topics students responded to on the blog, the teacher will assign two Brain Nook math activities so students can practice their math skills. Each student will sign in to their Brain Nook account and complete the assignments. Students will be able to communicate with other students, challenge each other and collect points, which they can use to create outfits for their avatars or decorate their avatar’s home. Student achievement certificates, awarded by Brain Nook, will be printed and


presented to students at the end of the project. Closure: On the last day of the project, students will complete an online survey (using Google Forms) about their reflection on the project, issues they faced and what they would change about the project to improve it. This form can be linked to or embedded on the class blog. Differentiation/accommodations: Students are assigned to groups based on the following: ● topic interest ● technology skills (based on prior performance in class) In each group, there should be someone who has intermediate to strong technology skills. ELLs (English Language Learners) will take advantage of the Google Translate App to assist with communication with teacher and fellow students. Assessment: Rubric Category

Demonstrates detailed planning on the video shot sequence, scene descriptions, audio and effects notes, and dialog for every scene.

Includes sketches of each video scene and includes some planned descriptions, audio notes, effects notes, and dialog for every scene. Thorough listing of daily activities, but no reflections.

Sketches are in a logical sequence, but do not give adequate descriptions of the video scenes, audio background, or dialogue notes.

Does not represent the sequence of shots in the video. Storyboard descriptions are vague or incomplete.

Work Log

Includes descriptive detail and reflections on daily activities Strong message. Covers topic completely and in depth. Includes complete information.

General comments on daily activities.

Very minimal comments about few activities on the work log. Message is unclear. Includes little essential information and one or two facts.

Overall Content

Message is clearly communicated. Includes essential information.

Message is vaguely communicated. Includes some essential information with few facts



Organization of presentation is excellent. Transitions add to the viewer's understanding of the topic. Titles and images are added to enhance understanding.

Sequence of project components is clear and evident. Transitions provide easy movement from one scene to another. Titles and images are used and add to the video's flow. Works well with others. Takes part in most decisions and contributes fair share to group.

Adequate preparation and sequence is shown. Transitions are adequate. Titles and images are present.

Either lack of preparation or illogical sequence. Transitions are choppy or distract the viewer. Titles and images are not present or distract from the overall video. Cannot work with others. Cannot share decisions or responsibilities.

Cooperative Group Work

Works well with others. Assumes a clear role and related responsibilities. Motivates others.

Works with others, but has difficulty sharing decisions and responsibilities.

Final Score: 1 - Beginning: 5-8 2 - Developing: 9-12 3 - Proficient: -13-16 4 - Exemplary: 17-20

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