Unit Name: Through Experienced Eyes: Issues of Aging

Title: Through Experienced Eyes Topic: Aging Issues Subject/Course: 9th Grade Literature & Composition Grade: 9th Designer(s): Steve Sapere (as Media Specialist) Lisa Kennedy (Classroom Teacher) and Brooke McArthur (Special Education Co-Teacher)

Learner Analysis and Overview of Lesson: The context of this learner analysis is a grade 9 12 public high school in the North Atlanta suburbs with a population of approximately 1,800 students. Demographically, 92 % of students in the school are White, 3% are African-American and 3% are Hispanic. 15% of the student population is eligible for free and reduced lunch and 11% of the all students are eligible for special education services. For this collaborative assignment, I will be working with a class of 30 ninth-grade high school students, ranging in age from seventeen to nineteen. The group consists of one student of African-American origin and 29 White students. As the class is an inclusion class, three of the students are classified as Special Education students. Based on CRCT testing done in the Spring of 2011, 21 students either met or exceeded state standards in Reading, while 9 students were not tested. 20 students either met or exceeded standards in Language Arts, while one student did not meet state standards and 9 students were not tested. Lexile scores for the class ranged from a low of 815 to a high of 1265. In discussing the skill set of the class with the classroom teacher, she reported that her students had difficulty locating and evaluating pertinent information, in addition to having difficulty incorporating secondary sources with primary sources in order to create products that reflect new understandings. She also reported that her students presentation skills, particularly their verbal or oral presentation skills, were lacking. When we began to discuss our collaboration, she informed me that her students would be starting the semester by reading Mitch Alboms Tuesdays With Morrie. They would then be researching issues related to aging and writing formal research papers about those issues. In addition to this, students would be collecting primary source information by interviewing senior citizens about the same issues they researched. In light of her students information literacy needs and the requirements of the 9th grade E/LA curriculum standards, we discussed adding a culminating, extending activity incorporating technology and addressing the students known skill deficits. Our first collaborative planning activity was to brainstorm and generate a list of possible topics for students to research, which I completed and added to the pathfinder for the unit. Ultimately we decided that I (serving in the role of the media specialist) would instruct the students through the development of an authentic culminating task, a VoiceThread in which they connect their research findings about aging issues with the results of their interviews with seniors to create an audio/visual presentation that reflects the new understandings they gained from their research. Students will share these presentations with their classmates.

Stage One: Desired Results

ESTABLISHED GOALS (State and/or National Content Standard (s)): LISTENING, SPEAKING, AND VIEWING The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student observes and listens critically and responds appropriately to written and oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas. ELA9LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to written and oral texts and media (i.e., television, radio, film productions, and electronic media), the student: a. Assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience. b. Analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic. c. Formulates judgments about ideas under discussion and supports those judgments with convincing evidence. d. Compares and contrasts the ways in which media genres (i.e., televised news, news magazines, documentaries, online information) cover the same event. e. Creates an appropriate scoring guide to prepare, improve, and assess presentations. f. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication. g. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera angles, background, etc.). h. Identifies differences between the voice, tone, and diction used in media presentations (i.e., documentary films, news broadcasts, taped interviews) and informal speech. When delivering and responding to presentations, the student: a. Delivers narrative, expository, or persuasive presentations that incorporate the same elements found in that mode or genre of writing. b. Applies appropriate interviewing techniques (i.e., prepares and asks relevant questions; makes notes of responses; uses language that conveys maturity, sensitivity and respect; responds correctly and effectively to questions). c. Delivers oral responses to literature that incorporate the same elements found in written literary analysis. d. Uses props, visual aids, graphs, or electronic media to enhance the appeal and accuracy of presentations. AASL Standards for the 21st Century Learner:
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1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 1.4.4 Seek appropriate help when it is needed. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3.1 Connect understanding to the real world. 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 3.2.3 Demonstrate teamwork by working productively with others.
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3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learn 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purposes. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4.3 Recognize how to focus efforts in personal learning.

UNDERSTANDINGS: Students will understand that: - Research findings can be effectively presented in multiple formats, including electronic/web-based media (VoiceThread). -An expository presentation should incorporate the same elements involved in expository writing. -Thoughtful selection of visual materials (images/photos) can enhance a presentation. -VoiceThread is an effective and flexible tool for creating online audio/visual presentations. -Only Copyright-friendly images should be used when creating visual presentations. -Storyboarding is a necessary element in creating cohesive, seamless, and effective audio/visual presentations. -Reflection is an important part of the learning process. -It is always necessary to cite information sources, whether presenting research findings in written or audio/visual format. KNOWLEDGE: Students will know: -how to plan and prepare for an audio/visual presentation by creating a storyboard -how to use a web-based tool (VoiceThread) to create audio/visual presentations that effectively organize and present new understandings -how to properly select, provide justification for and cite visual images/photos that enhance their

ESSENTIAL QUESTIONS: -How can learner use the writing process, media and visual literacy, and technology and speaking skills to create products that express new understandings? -How can research findings be effectively shared in audio/visual format? How can web-based technologies be used to create effective and impactful presentations? -How can visual materials (images/photos) enhance the aesthetic appeal and impact of a presentation?

SKILLS: Students will be able to: -use a storyboard to organize information prior to creating an audio/visual presentation -use web-based technology tools (VoiceThread) to organize and present new understandings -select, provide justification for and properly cite visual images/photos for inclusion in presentations -properly cite sources of information
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presentations

-reflect upon the process by which their presentations were created -self-assess the quality and effectiveness of their presentations by applying criteria (scoring rubric)

ESSENTIAL VOCABULARY: Key terms: storyboard, VoiceThread, Copyright-friendly, aesthetics, voice,

Stage 2 - Evidence Performance Task(s)

Goal: To effectively present research done on various issues of aging which impact the elderly. Role: You are a member of the media doing a story about issues affecting our aging population. Audience: Everyone who will view your presentation via the internet Situation: In addition to conducting research on issues impacting the elderly, you have interviewed one or more senior citizens to get their perspective on the issues you studied. Product Performance and Purpose: Create a web-based audio/visual presentation (VoiceThread) that effectively presents both your research findings and the results of your interview with a senior citizen regarding the issues impacting our aging population. Standards and Criteria for Success: Your presentation must cover three specific issues of aging in sufficient depth, as well as including the unique perspective of the senior citizen you interviewed on the issues you selected. In addition, the images you select for use in your presentation must enhance the aesthetic appeal and meaning of the presentation. Finally, the overall impact of your presentation should be to focus your audiences attention on the significance of the issues you selected.

Stage Two: Assessment Evidence

PERFORMANCE TASK (S): (STUDENTS WILL DEMONSTRATE STANDARD BY)

OTHER EVIDENCE: (FORMATIVE) Self-assessment of presentations using teacherprovided rubric Reflection of experience and learning that
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Incorporating researched information into a storyboard

Using Copyright-friendly search tools to seek and find appropriate and effective images/photos that enhance their presentations. Using the provided pathfinder to support their use of the selected web-based presentation tool (VoiceThread) Creating VoiceThread presentations that effectively display knowledge and understanding in ways that others can view, use and evaluate. Creating and publishing completed presentations to the class Moodle page to be shared with classmates. Final VoiceThread presentations will be evaluated against a teacher-designed rubric.

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Stage Three: Plan Learning Experiences

Learning Activities The students will Research issues impacting the elderly Interview senior citizens to discover how the issues researched impact their lives Incorporate information from research into a storyboard Select images/photos from copyright-friendly image pools to enhance researched information Rehearse storyboard to ensure smooth delivery of speaking portion of audio/visual presentation View sample VoiceThread presentations Establish a VoiceThread account Create a VoiceThread presentation incorporating researched information with pertinent images/photos Publish VoiceThread presentation to share with others Self-assess final product Share final product with classmates As part of presentation, reflect on various aspects of learning that has occurred

Lesson Timeline SESSION ONE

1. Orient students to research pathfinder for project: Through Experienced Eyes: Issues of Aging Presentation Pathfinder 2. Show one or two sample VoiceThreads in order to provide exemplars for students. Ask students for their opinions about the sample presentations, as well as administering the Day One Questionnaire (item 10 below). 3. Review project task and flow chart flow chart documents with students. As part of this review, question students about some of their research topics and their interview subjects in order to provide more specific instruction. 4. Explain the storyboarding process to students, showing them the storyboard template. 5. Discuss the image selection process with students along both conceptual and literal lines. Ask them what pictures come to mind when they hear the words lonely or death. Then model the process of searching for images representing these concepts using these search terms through the Advanced Flickr Search link on the pathfinder page. Explain to students the need to justify their selection of images and record that in their storyboards. 6. Briefly explain rules of copyright, as well as Creative Commons. 7. Students will begin building their storyboards using the provided template while media specialist and teacher circulate and assist, answering student questions as needed. 8. Invite students to search for pictures in any of the provided copyright-friendly photo pools linked to the pathfinder. 9. During the final 5 minutes of class, briefly review with students the concepts of storyboard construction and image selection, as well as collecting Day One Questionnaires 10. Students will respond to the following questions in writing as a ticket-out-the-door for the days lesson: What was your favorite part of the VoiceThread examples? What did you notice about the organization of each of the VoiceThreads? Up to this point, which part of this project has been most interesting, important, valuable, thoughtchanging for you? What do you look forward to most in creating your VoiceThread? What questions do you have at this point?

SESSION TWO

Lesson Reflection
To be completed both throughout and after the conclusion of the lesson/unit.