Hypermedia Integration Project
For this project I blended 3 videos using different software and combined them to create an introduction for the beginning of 7th grade ELA. The videos show class expectations for written work.
The following is a lesson plan that integrates this video.
Lesson Title: Beginning of the year classwork and homework procedures
Introduction: This lesson will be used during the first week of school to ensure that students know some of the basic expectations for the work they will be completing for the class.
Content Area: 7th Grade Literature and Composition
Objectives:
Standards Addressed: California Common Core State Standards for Language Arts Writing Anchor Standard 1
"Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence."
Relative Advantage: One benefit of teaching homework and classwork procedures this way is that students can easily see what needs to be done. Students will be able to see how their paper heading should look. They can see how to choose key words from a question to embed in an answer, thus creating a claim. Students will be able to see how an MLA formatted essay should look when formatted correctly, and how to do the formatting easily in Google Docs. Another benefit to teaching procedures with video is that the students can watch portions of the video whenever they have questions, especially for formatting an essay and embedding questions. Because the video will be embedded into Google Classroom, students will be able to easily find the link and watch the video at home if they have forgotten the procedures.
Timeline: 2-3 hours
Materials: laptops, headphones, The Language of Literature: 7th Grade, paper, student accounts for Google Apps for Education, projector
Grouping Strategies: For the initial instruction, the grouping will be whole class. Once students have received their Google account information, 4 students will be at each table, and each will have a laptop. Students will help each other in their table groups, but will primarily be working alone.
Learning Activities:
Assessment:
Adaptations for Learners with Special Needs:
References:
The California Common Core State Standards. (2013). California Department of Education. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.
The language of literature. (2002). Evanston, Illinois: McDougal Littell. (Images in embedding section photographed from this book.)
Lesson Title: Beginning of the year classwork and homework procedures
Introduction: This lesson will be used during the first week of school to ensure that students know some of the basic expectations for the work they will be completing for the class.
Content Area: 7th Grade Literature and Composition
Objectives:
- After this lesson, students will be able to label their papers with a proper paper heading.
- Students will be able to format an essay in Google Docs using MLA format.
- Students will know how questions will be graded.
- Students will know what it means to embed a question in an answer.
Standards Addressed: California Common Core State Standards for Language Arts Writing Anchor Standard 1
"Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence."
Relative Advantage: One benefit of teaching homework and classwork procedures this way is that students can easily see what needs to be done. Students will be able to see how their paper heading should look. They can see how to choose key words from a question to embed in an answer, thus creating a claim. Students will be able to see how an MLA formatted essay should look when formatted correctly, and how to do the formatting easily in Google Docs. Another benefit to teaching procedures with video is that the students can watch portions of the video whenever they have questions, especially for formatting an essay and embedding questions. Because the video will be embedded into Google Classroom, students will be able to easily find the link and watch the video at home if they have forgotten the procedures.
Timeline: 2-3 hours
Materials: laptops, headphones, The Language of Literature: 7th Grade, paper, student accounts for Google Apps for Education, projector
Grouping Strategies: For the initial instruction, the grouping will be whole class. Once students have received their Google account information, 4 students will be at each table, and each will have a laptop. Students will help each other in their table groups, but will primarily be working alone.
Learning Activities:
- As a whole class, students will watch the video from 1:00 to 1:48 and put a proper paper heading on 2 different pieces of paper, one for the class assignment to follow, and one for the homework that night.
- Students will read the story "Seventh Grade" by Gary Soto in The Language of Literature: 7.
- As a whole class, students will watch the video from 1:49 to 11:41. We will pause here and the students will answer the question as demonstrated in the video, embedding key words from the question in the answer to create a claim, and giving reasons or evidence from the story, or their personal knowledge, that support the claim.
- As a whole class, students will watch the video from 11:41 to 17:51. We will pause after each question so that the students can answer the question.
- For homework, students will read the story "Thank You M'am" by Langston Hughes in The Language of Literature: 7. Students will answer questions from the textbook following the same pattern taught for "Seventh Grade."
- As a class, the students will watch the video from 17:51 to 19:25. The teacher will pause the video at necessary points to allow the students to login to their Google accounts and enroll in Google Classroom.
- Students will watch the rest of the video on their own and set up a one-paragraph essay for the prompt given in Google Classroom. The prompt will ask, "How do you think Roger's interaction with Mrs. Luella Bates Washington Jones will affect the rest of his life? Do you think he will continue to steal? Why or why not?" Students will answer the question following the pattern taught earlier in the video for embedding key words from a question into the answer.
Assessment:
- Students will be assessed on proper paper heading for each paper they turn in. The teacher will check for an accurate heading, including an assignment title and the heading will be part of the assignment's grade.
- The assessment for embedding questions is included in the video. Students will receive up to 3 points for each question answered. One point for embedding key words from the question into the answer. One point for an answer that is relevant to the story/question. One point for including reasons/evidence for the answer.
Adaptations for Learners with Special Needs:
- English Learners and students with learning disabilities could receive a printed copy of the slides used to make the video.
- All students will be given access to the video through Google Classroom.
References:
The California Common Core State Standards. (2013). California Department of Education. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.
The language of literature. (2002). Evanston, Illinois: McDougal Littell. (Images in embedding section photographed from this book.)
Kjersti Withers ©2015