Floresville ISD LoTi Lesson Plan

 

Character Movies 
 

 

 

Lesson Information
Title of Lesson Character Movies
Grade Levels 6th, 7th, 8th
Subject Other
Course No course information associated with this lesson.
Authors and Contributors

vwiggins 
Lesson Submission Date 5/2/2007 8:23:03 AM
Lesson Approval Date 7/31/2007 10:29:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		Validity Student Expectation: This lesson is the culminating event of a semester of lessons built and designed around positive character traits. Lessons that students have participated in via the learning process are: respect, responsibility, caring, citizenship, trustworthiness, fairness, honesty, courage, friendship, justice, tolerance, imagination, equality, integrity, creativity, assertiveness, honor, kindness, sincerity, loyalty, humor, truthfulness, compassion, giving, forgiveness, cooperation, sharing, restraint, empathy, confidence, imagination, wisdom. Students will learn about what behaviors and actions are necessary to display good character and demonstrate those qualities by acting out scenarios of both positive character traits and negative character traits.
Targeted TAKS /
Department Objectives 		Department Objectives: To demonstrate knowledge of good character and the behaviors that are associated with good behavior and to provide the campus with a resource by which to access educational tools for all students and to contribute to a campus wide implementation plan for educating students on positive character traits.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		Challenge The students will produce a library of character/psycho-educational videos and accompanying handouts based on character traits learned throughout the course of the semester/year. The library will be accessible by other students, teachers, councilors, administrators and the community when character educational materials are needed, necessary or desired for the purpose of teaching/learning these traits. During the creation of these videos students will be interacting with one another to learn valuable character traits, putting those traits to action and educating others on those valuable traits.

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Evaluation  
Description High Level Processes: By the process of writing their own scripts and role play students will immerse themselves in scenarios similar to real life situations and demonstrate the differences between choices made from a positive character perspective and a dichotomous perspective that is of poor character. These experiences will prepare students for real life situations that the students will be basing their scripts on. Students thus bring real life experience, potential future experiences and knowledge of interactions between peers of a similar age group and are allowed the opportunity to dialogue with one another to determine best possible solutions and analyze the results of the choices they may make.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Flexible Grouping
Description Each student is expected to produce their own individualized and unique movie that has to do with educating others and themselves about positive character traits. Students who need extra time based on IEP accomodations and work effectiveness will be given that by having faster groups work on other project assignments. Peer tutoring will be used. For students whose IEP requests extra assistance a seperate rubric for grading will be used: Digital Storytelling : Character Videos Teacher Name: Vernon Wiggins Student Name:     ________________________________________ CATEGORY 4 3 2 1 Point of View - Awareness of Audience With assistance student displays strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. With assistance student displays some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. With assistance student displays some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. With assistance student displays limited awareness of the needs and interests of the target audience. Dramatic Question With assistance student displays realization is dramatically different from expectation. With assistance student displays realization differs noticeably from expectation. With assistance student displays realization barely differs from the expectation. With assistance student displays realization and expecation do not differ. Voice - Consistency With assistance student displays voice quality is clear and consistently audible throughout the presentation. With assistance student displays voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. With assistance student displays voice quality is clear and consistently audible through some (70-84%)of the presentation. With assistance student displays voice quality needs more attention. Voice - Conversational Style With assistance student displays uses a conversational style throughout. With assistance student displays uses a conversational style the majority (85-95%)of the time. With assistance student displays uses a conversational style most (70-84%)of the time. With assistance student displays presentation style is primarily monologue. Voice - Pacing With assistance student displays the pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. With assistance student displays occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. With assistance student displays tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. With assistance student displays no attempt to match the pace of the storytelling to the story line or the audience. Images With assistance student displays images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. With assistance student displays images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. With assistance student displays an attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. With assistance student displays little or no attempt to use images to create an appropriate atmosphere/tone. Economy With assistance student displays the story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. With assistance student displays the story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. With assistance student displays the story seems to need more editing. It is noticeably too long or too short in more than one section. With assistance student displays the story needs extensive editing. It is too long or too short to be interesting. Duration of Presentation With assistance student displays length of presentation was 5 - 10 minutes. With assistance student displays length of presentation was within one minute of time required. With assistance student displays length of presentation was within 2 minutes of time required. With assistance student displays presentation was more than 2 minutes of time required. Grammar With assistance student displays grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. With assistance student displays grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. With assistance student displays grammar and usage were typically correct but errors detracted from story. With assistance student displays repeated errors in grammar and usage distracted greatly from the story. Point of View - Purpose With assistance student displays establishes a purpose early on and maintains a clear focus throughout. With assistance student displays establishes a purpose early on and maintains focus for most of the presentation. With assistance student displays there are a few lapses in focus, but the purpose is fairly clear. With assistance student displays it is difficult to figure out the purpose of the presentation. Student put forth equal effort with all group members. With assistance student displays student participated equally with all group members. With assistance student displays student participated but with less input than other group members. With assistance student displays student participated but markedly less than other group members. With assistance student displays student did not participate with group members at all. Handout is congruent with topic. With assistance student displays handout provided by the student(s) improves the educational value of the video. With assistance student displays handout is only consistent with the video. With assistance student displays handout is produced but does not add to the educational value of the video. With assistance student displays no handout is produced.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Cameras to record character education movies. Projectors to display them for evaluation of their effectiveness of educating students.
Web Resources

 

Assessment
Assessments

Digital Storytelling : Character Videos Teacher Name: Vernon Wiggins Student Name:     ________________________________________ CATEGORY 4 3 2 1 Point of View - Awareness of Audience Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. Limited awareness of the needs and interests of the target audience. Dramatic Question Realization is dramatically different from expectation. Realization differs noticeably from expectation. Realization barely differs from the expectation. Realization and expecation do not differ. Voice - Consistency 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. Voice - Conversational Style Uses a conversational style throughout. Uses a conversational style the majority (85-95%)of the time Uses a conversational style most (70-84%)of the time. Presentation style is primarily monologue. Voice - Pacing The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. No attempt to match the pace of the storytelling to the story line or the audience. 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. Economy 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. Duration of Presentation Length of presentation was 5 - 10 minutes. Length of presentation was within one minute of time required. Length of presentation was within 2 minutes of time required. Presentation was more than 2 minutes of time required. Grammar Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. Grammar and usage were typically correct but errors detracted from story. Repeated errors in grammar and usage distracted greatly from the story. Point of View - Purpose Establishes a purpose early on and maintains a clear focus throughout. Establishes a purpose early on and maintains focus for most of the presentation. There are a few lapses in focus, but the purpose is fairly clear. It is difficult to figure out the purpose of the presentation. Student put forth equal effort with all group members. Student participated equally with all group members. Student participated but with less input than other group members. Student participated but markedly less than other group members. Student did not participate with group members at all. Handout is congruent with topic. Handout provided by the student(s) improves the educational value of the video. Handout is only consistent with the video. Handout is produced but does not add to the educational value of the video. No handout is produced. Date Created: Mar 30, 2007 08:47 am (CDT)  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsRelated TEKS Technology Applications Grades 6-8. 126.12.10 (a). use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports; 126.12.11 (a). publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video 126.12.11 (b). design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics 1st week - Students will critique/preview pre-made videos; look for aspects that should be omitted or included in student produced videos. Also look for videos that maintain student interest and how they do that. 2nd week – Students will be assigned to groups of two and randomly assigned character topics. Students will then produce “scripts” based on assigned topics in which students will interact to demonstrate a situation that displays the assigned topic. 3rd week Students will ten record videos according to pre-written scripts. Props from students will be included. 4th week Students will then critique their own videos an assist with assigning grades and evaluating the effectiveness of the video at educating students within the given topic. Important content: Topics to be covered, Respect, responsibility, caring, citizenship, trustworthiness, fairness, honesty, courage, friendship, justice, tolerance, imagination, Equality, integrity, creativity, assertiveness, honor, kindness, sincerity, loyalty, humor, truthfulness, compassion, giving forgiveness, cooperation, sharing restraint, empathy, confidence, imagination, wisdom.

EBAMAuthenticity: Students will learn by being engaged in situations that promote character learning. Students also are producing videos that will be utilized by other students on a school wide level.

Performance Task1st week - Students will critique/preview pre-made videos; look for aspects that should be omitted or included in student produced videos. Also look for videos that maintain student interest and how they do that. 2nd week – Students will be assigned to groups of two and randomly assigned character topics. Students will then produce “scripts” based on assigned topics in which students will interact to demonstrate a situation that displays the assigned topic. 3rd week Students will ten record videos according to pre-written scripts. Props from students will be included. 4th week Students will then critique their own videos an assist with assigning grades and evaluating the effectiveness of the video at educating students within the given topic.

ResourcesOther videos gathered from internet and counseling office for examples of the students videos.