Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) I will be teaching students in grades 10 and 11. I teach three students that have IEPs and two with GIEPs. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? No one will be assisting with this lesson. What is the long range goal(s) that is tied to this lesson? The long range goal is to have students create a news package to be aired on local cable access. What is the specific learning objective(s) for this lesson? Students will be able to combine skills learned in shot composition, writing for broadcast, and editing to construct a news package. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students will have completed proficiencies (skill tests) in basic camera operation, shot composition, technical writing, and basic video editing. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This lesson will be presented at the beginning stages of learning; it is a learning acquisition lesson. I will present this same project and lesson to the students three more times during the school year, so it will become a lesson of fluency and maintenance. I tweak the original lesson plan each time adding higher level thinking skills and requirements. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) The lesson will be completed in a 41-minute time period. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? The lesson will be presented in a classroom with some sort of large screen display, such as an inFocus machine or large screen television so that all students can clearly see the audio visual examples. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? I am presenting this lesson/project to allow students the opportunity to incorporate practical application to the learning process. The information must be presented to the students for them to move through the curriculum. How does this lesson relate to the PA Academic Standards? The lesson meets state standards in the areas of Reading, Writing, and Listening and in Science and Technology. How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson allows students to assimilate the knowledge gained during the proficiency stage of the learning process and synthesize creating a finished product. I will adapt this lesson each nine weeks and require a similar type of project adding new skills and requirements. How will you determine if students have met the lesson objective? (Think assessment)

I will conduct a think, pair, share to assess their basic knowledge of the material presented then assess again with benchmarks and finally a finished product rubric. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) This lesson begins with a lecture, moves to a group activity, and wraps with an exit slip exercise.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 3.7.10. GRADE 10 Select and apply software to meet specific needs. Transfer files between different computer platforms. 1.4.11. GRADE 11 Apply varying organizational methods. Write complex informational pieces (e.g., research papers, analyses, evaluations, essays). Include a variety of methods to develop the main idea. Use precise language and specific detail. Lesson Objective(s) (Stated in observable and measurable terms) The students will perform in a group, write an informative voice over that does not contain opinion, shoot video footage to accompany the voice over that incorporates the rule of thirds, and edit the project incorporating the predetermined formula with a final project that is one minute in length. Assessment Plan (What will be done to determine if lesson objectives have been met?) A rubric will be used for final assessment. Two benchmarks will be established to monitor progress. Materials: The materials needed will be a camcorder, tripod, microphone, editing software, storyboard sheets, pencil, paper, and a computer. Inclusion Techniques for Students with Special Needs: Accommodations will be made for students with learning disabilities through grouping, small group instruction, and personalized instruction. Enrichment Techniques: Students may include advanced editing techniques, such as split-edits to challenge themselves. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): No modifications are necessary outside of the above listed.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: The lesson begins with an audio visual aid. Students are to watch an example of a student created news package and examples of sound-byte composition from local and national news stations. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Begin with showing examples that are saved on the hard drive of the teacher station-folder named news package examples. Hand out news package project introduction sheet. Go over handout in detail. Refer back to examples and have students analyze and then identify the parts of a news package.

Break students into groups and have then do a think, pair, share about the parts of the news package. Instruct each group to report to the class about one part of the news package. Facilitate students to form groups of three people that will work together to complete the assignment. Instruct students to select a topic from the Headlines Idea List.

Guided Practice/Independent Practice/Assessment Activities The students will be guided through the assignment presentation, participate in a think, pair, share activity, and select a topic as a group. Closure: The lesson will conclude with a review from the students about the parts of the news package that acts as an exit slip in conjunction with the topic select from each group. A detailed benchmark list and rubric for the final project will be presented along with a due date.