Instructor: Deborah Edens, Reading Intervention Teacher
Grade: 9-10
Subject: READ 180
Part 3: Utilize Resources
Preview Resources
The instructor previewed the WeVideo tutorial, the YouTube tutorial and the YouTube mock talk show video prior to showing it in class to confirm each resource’s appropriateness for the lesson and the student audience. Students frequently use Nearpod, GoogleDocs, and KidBlog in class, therefore the students and the teacher and are familiar with these software apps.
Prepare Resources
- Nearpod Lesson: Nearpod will be used by the teacher to introduce and explain the project to students. The tutorial videos and example mock talk show video will be embedded within the Nearpod lesson. Students will view the lesson during whole group instruction. The teacher will lead the viewing of the first eight slides and provide guided instruction for this portion of the lesson. The students will independently view the remaining slides. This will allow students to move at their own pace to develop a concrete understanding of the expectations for the project and the various roles required to complete the project. Once groups begin to work on the project they will have the freedom to return to the lesson as needed for clarification and guidance. This will serve to foster self-directed learning among the students.
- YouTube: YouTube will be used for two purposes. During the Nearpod lesson, students will view an example Mock Talk Show video, as well as tutorials for WeVideo Tutorial and YouTube Tutorial. This video will serve as a model for what is expected in the final project. Once students have completed their project, they will upload their video to YouTube. They will use YouTube to share their video with classmates.
- WeVideo (www.wevideo.com): Students will use WeVideo to create their videos. WeVideo will allow students to collaborate with their group members and to work on their video inside or outside of the classroom.
- GoogleDocs (www.google.com/docs/about): Students will use Google Docs to create their script notes. Google Docs will allow students to collaborate on the scripts and to work on the scripts inside or outside of the classroom.
- Kidblog (kidblog.org/home): Students will post their video on their KidBlog page. They will then blog about their experience making the video and self-evaluate their mastery of the lesson objectives. This will allow students to reflect on their learning and to share their learning experience with other students within the school.
- Model Notes for Role-Play (role_play_notes.pdf): Students will be provided with model notes for the role-play. These notes will be embedded within the Nearpod Lesson.
- Rubric (role-play_rubric.pdf): A grading rubric will be provided to students and embedded within the Nearpod Lesson.
Prepare the Environment
The lesson took place in the classroom and online. The class is structured using a rotational model. The activities for this lesson occurred during the whole group and small group rotations. The project was explained during the whole group portion of the class. Students then worked with group members during the small group portion of the class. Students were divided into two small groups for the project by the teacher. Within their groups, students were allowed to self-select the roles they would play during the mock talk show.
A Nearpod lesson was created and shared with the students. The purpose of the Nearpod lesson was to explain expectations for the project and to provide examples to the students for expectations. Students viewed the lesson during the whole group portion of the class. Students were encouraged to return to the lesson as a resource as they worked on the project in their groups.
Students each have Chromebooks that can be used to access the apps required for the lesson, as well as to record the mock talk show. An extra Chromebook and desktop computers are available for use if needed. All apps and equipment were check prior to the lesson.
Prepare the Learners
Learners were prepared for the project lesson in a variety of ways. Prior to this lesson, students had read and discussed three articles about music censorship. Students had also watched a variety of videos on the issue. Students had practiced expressing their opinions about music censorship orally and in writing. Students had also learned and practiced vocabulary relevant to the topic of music censorship that would facilitate their ability to effectively discuss the topic during the role play.
During the whole group instruction portion of class students were provided with access to the Nearpod lesson, which explained the expectations for the project, provided examples of expectations, and tutorials for the applications that would be needed. The teacher guided students through the first eight slides of the Nearpod lesson. The students independently viewed the remaining slides at their own pace, with the teacher available to provide clarification as needed.
Provide the Learning Experience
- Students view the Nearpod lesson independently to develop an understanding of the expectations for the project.
- Students analyze model notes for a role play.
- Students collaborate to identify reasons for and against music censorship.
- Students view an example mock talk show, a WeVideo tutorial, and a YouTube tutorial.
- Students select the role he or she will play during the mock talk show.
- Students describe what opinion their talk show character would have regarding music censorship and why he/she would have that opinion.
- Students view the rubric for the project.
- Students work with their group members to review the roles that each group member will play during the mock talk show.
- Students work with their group members to plan their mock talk show, including developing an outline for the show.
- Students record their mock talk show.
- Students edit their recording using WeVideo and upload the completed recording to YouTube.
- Students present their mock talk show to the other group. Example of a completed Mock Talk Show Video
- Students evaluate the mock talk show of the other groups and provide constructive feedback.
- Students blog about their experience creating the mock talk show video, including self-assessing their mastery of the lesson objectives. Students include their completed video in the post.