Plan 4 Template

8/3/2019 Plan 4 Template

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W540 Computers in the CurriculumStudents as Contributors

Title Film History Research Divide & Conquer

Grades 11 & 12 Film Literature Elective

Estimated Time 1 Double-block period

Lesson Author Eric Nentrup

Overview Jigsawing is an old technique in the teachers toolbox, but I wasnt taught to do it. Therefore, I hadproudly called it Divide & Conquer in my classroom for the first couple months of teaching before

a gracious veteran told me it was jigsawing. But...Kids seem to like the more militaristic and

competitive flavor of Divide & Conquer over jigsawing! The efficiency of it, though, is what makes it

such a valuable tool in promoting ownership of learning to students. For them to work as

individuals and in teams to report back to the whole class their findings gives them stake in their

learning.

In this lesson, students learning about the history of cinema will do so in a Divide & Conquer

fashion, with both individual and team responsibilities. The teams will elect a leader or

spokesperson to teach the class the summarized findings of their team, and the rest of the class

will work on listening and note-taking skills in response to the presenters.

The end result is distributed learning, built-in differentiation, and a teacher who gets to act more as

the guide on the side than the sage on a stage. The deliverable for this is a digital vector

graphic, suitable for large-format printing and hanging old school. Additionally, this lesson can

flex to extend into multiple sessions based upon student engagement, competitive drive, and

interest in the subject.

Theory to Practice Me In, Phil. (2010). Chapter 11. In H. H. Jacobs (Author), Curriculum 21: essential education for achanging world (Kindle ed., p. XXXX). Alexandria, VA: Association for Supervision and

Curriculum Development.

Resources andPreparation

Materials and Technology

iPads or computers

HDTV or Projector

Internet access

Access to the Popplet App for iOS

Printouts

Upon completion of the activity, students will submit their Popplets as PDFs for large-format

printing and display (which will be more useful for kinesthetic learners in subsequent review of

material).

Pre-formatted worksheets for taking notes during the listening portion of the activity.

Websites

Popplet.com

Wikipedia.org

IMDB.com

FilmSite.org

goo.gl

A class website for posting instructions(Tumblr.com or Posterous.com are great and free options)

Preparation

Make certain websites arent blocked and apps are installed or codes are ready to distribute.

Pre-assign groups of 3-5 students

Make and print (yes, old school paper and pencil) note taking worksheets

Eric Nentrup IU W540 Prof. Elizabeth Lawrie

INSERT THEORY OVERVIEW]

INSERT RESEARCH ARTICLE

CITATION]Eric Nentrup Today, 9:51 PM

Make the NOTE TAKINGWORKSHEET


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Standards COMMON CORE: English Language Arts

Reading Informational TextRI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text, including determining where the text leaves

matters uncertain.

Speaking & Listening:SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media

(e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,

evaluating the credibility and accuracy of each source and noting any discrepancies among the

data.

ISTE | NETS1. Creativity and Innovation:

Students demonstrate creative thinking, construct knowledge, and develop innovative products

and processes using technology. Students:

b. create original works as a means of personal or group expression.

2. Communication and Collaboration:Students use digital media and environments to communicate and work collaboratively,including at a distance, to support individual learning and contribute to the learning of others.

Students:

b. communicate information and ideas effectively to multiple audiences using a variety of

media and formats.

Instructional Plan Learning TargetsI can recognize textual evidence

I can cite my sources properly (per instructions)

I can put summarize information from multiple sources in a visually-organized manner

I can use technology to organize and format my information effectively for my audience

I can listen to a presenter with sincerity

I can ask the presenter relevant questions to extend a discussion for the sake of learning more

I can take notes based on material presented to me visually AND verbally.

Session PlanDO NOW - 3 min.:

Students should enter room and quietly get in their respective, pre-assigned work groups. Students Quietly login into their computers or tablets and setup an account with Popplet (through

the app or the website)

Give students the opening 3 minutes of class to experiment with Popplet and learn to share one

with each other.

INTRODUCTION - 5 min.:

After 3 minutes, call for attention.

Have students volunteer to read the LEARNING TARGETS (above)

With Popplet being projected, talk outloud and model for the students what it is that you were

thinking when you planned todays lesson. Heres a sample script (italics for teachers lines):

Okay! Has everyone had a chance to play around and get comfortable with Popplet yet? Does

anyone want to share a quick description of what they were able to make during the DO NOW

time? (Ask for volunteers and take a few short responses)

You know, having good tools for organizing information is important no matter what career

field you plan to go into. Take my job as a teacher for example (write TEACHING in a central

POPPLET. In the following statements, branch out the bubble chart with the words in CAPS)

You have to think about STUDENTS NEEDS You have to think about LEARNING TARGETS

You have to work in some interesting TECHNOLOGY to make learning easier and more clear.

You have to come up with ENGAGING ACTIVITIES or students get bored, right?

What else does a teacher have to do? (Take a few more SUGGESTIONS into the Popplet)


Make the POPPLET demo andnclude supplementarycreenshots in the appendix ofesson plan
http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-and-listening-6-12/grade-11-12/%23sl-11-12-2http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-and-listening-6-12/grade-11-12/%23sl-11-12-2http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/grade-11-12/%23ri-11-12-1http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/grade-11-12/%23ri-11-12-1


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Instructional Plan

Contd

CONTENT

And its probably the same for most subjects we study isnt it? Today, were going to take a look at the history of cinema, and were going to break it down by the

major eras. Those are (Project these on your dry erase board or screen and/or class website):

The Beginning: Silent Film to Talkies (1890-1935)

The War and Post-War Era (1940-1955)

The 60s & 70s (1960-1979)

The 80s & 90s

Modern Cinema

Talk to your team members and pick an era by writing your team name next to the era you

choose...FIRST COME FIRST SERVE!

ACTIVITY - PART 1 (35 minutes)

We will be using the DIVIDE & CONQUER method for doing our research, and well be using

POPPLET for making our diagrams. Here are the KEY AREAS to research for EACH era (put these

on your screen and/or class website):

The People: Cast and Crew. Who were the most important producers, writers, directors, and

actors in your era?

The Films: What films were the most important? Why were they important? Did they receiveany special recognition?

The Technology: What tools were invented or techniques were developed by the artists

working in cinema during your era?

The Themes: What attitudes were prevalent during your era? Were films responsive to

anything happening in society at that time?

(SWITCH back to Popplet on the big screen) So, if I was doing MODERN CINEMA Id put it in

the middle of my Popplet, and share it with my teammates. Then Id branch out and put THE

PEOPLE, THE FILMS, THE TECHNOLOGY, and THE THEMES in popples surrounding this central

idea, and then Id put examples around those points. Id find my examples using a combination of

websites. Wikipedia, IMDB.com and FilmSite.org are great places to start, but there are far many

more resources out there.You MAY want to divide up these 4 KEY AREAS amongst your

teammates. Remember to work as a team: help each other, be patient, be thorough!

You have 35 minutes to do research and build your Popplet!

During the research time, make rounds and guide the process to expedite the startup and to help

students understand how to construct good examples. Do this in the TEAMS so there is

SCAFFOLDING amongst the higher achieving students as vanguards to the underperforming

students.

ACTIVITY - PART 2 (40 minutes...8 minutes per group)

Introduction (read it and have it posted on the class site & projected)

When your team finishes with the Popplet, nominate a SPOKESPERSON who will present the

diagram, and teach the other teams about YOUR TEAMS era.

During the presentations, the LISTENING teams will take notes using the FILM HISTORY WORK

SHEET. This is important because there will be a QUIZ later based upon YOUR research.

The worksheet has a place for you as an individual to write an ORIGINAL QUESTION that extends

the discussion for EACH of the 5 presentations. At the end of each presentation, there will be

time to talk amongst your team about which question should be asked of the presenter.

This question will also be on the quiz, therefore, followup to make sure its answered is required!


Make SLIDES for the ERAS andor the 4 KEY AREAS for research


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Instructional Plan

Contd

Conducting the Presentations

Were going to go in chronological order. Again, the goal is for us to all SHARE our learningeffectively with each other. The presenters Popplet will be projected, and you are to take

notes for each of 4 Key Areas of EACH teams presentation.

Use your listening skills to come up with an original question. Following the presentation, you

will have 1 minute to confer with your team, and a chance to ask your additional questions to

the presenter. If a duplicate question is asked, switch to ANOTHER question from your team.

Again, the notes you take from EACH presentation as well as the responsive questions you

generate may be on tomorrows quiz.

Repeat the process for each presentation.(note: If you have a document camera, modeling

effective note-taking would be a fantastic opportunity!)

Conclusion:

Exit Ticket: Submit the Popplet as PDF (currently only available on full iOS version of the app)

Homework: Study your notes for the quiz.

UDLConsiderations

Assessment An open-notes quiz based upon the content presented by students.


review and INSERT!]

Eric Nentrup Today, 9:54 PM

Plan 4 Template

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