Kim,+Ricki

=**Multimedia Lesson Plan **=


 * Grade levels/subjects:** Grades 9-12, World Languages and Creative Writing

Students will collaborate with partners to create a multimedia project that a) teaches peers the meaning of words or concepts. b) develops and strengthens their own vocabulary skills Students will learn how to use the Web 2.0 tool of their choice to share their word/concept lesson. Students will develop their collaborative skills. Students will become aware of the variety of creative commons licenses available. Students will develop an appropriate sense of audience.
 * Goals/Objectives **


 * Rationale **

We learn best what we learn well enough to teach others. Students need to develop strong vocabularies for a variety of reasons, including improving their writing and speaking and test taking skills (such as SAT). Students can have fun learning their selected words and/or concepts by using the available Web 2.0 tools, which have an inherent attractiveness to students.

Quality of Writing: Content; Organization; Style (Voice, Word Choice, Sentence Fluency); Revision; Conventions (grammar, spelling); Research; Speaking and Listening; Information, Communication and Technology Literacy; Media Literacy
 * Standards **

Video cameras Digital photography cameras Miniature voice recorders Microphones Computers with appropriate software and access to flickr.com and other student-friendly websites Scavenger Hunt list SAT vocabulary word list or list of vocabulary appropriate to current content area. Initial web site links provided via del.icio.us
 * Materials**

1. Explain to students that in the next week they will learn how to work with Web 2.0 tools such as, online photos, podcasts and video editing. After completing introductory exercises with each of them, they will be able to choose which medium they want to work with for their first formative (practice) assessment. 2. Introduce students to [|www.flickr.com] and creative commons, and give them time to explore by locating assigned image themes via the use of tags. For example transport related photos, mountain views, and portraits. Students will use desktops or laptops, whichever is available. 3. Students will Pair share, then engage in large group discussion to brainstorm ideas. Topics could include a) how could you use some of these pictures to explain correct use of vocabulary words which you learn in this or other classes? b) How could you use some of these pictures to explain concepts which have special importance to you such as tolerance, love, bigotry, hatred, science fiction, mystery etc. 4. 1. Look at some examples of how photos, video and audio have been used to teach others proper use of words and their interpretations of selected concepts. I. Introduce students to the [|Pimpampum] site with a phrase to illustrate. II. Create a flickr image sequence around a given vocabulary word using [|GIFup]. III. Using a previously created class account have students use Animoto to create a short presentation on a selected vocabulary word using [|this] as an example IV. Introduce Got Brainy: a site for promoting vocabulary acquisition for the SAT created by MIT graduates. Show:  [] V. Introduce: Wordia – the idea is to make vocabulary visual. You give a definition by making a video, of any word you want. These are very clever – BUT (and this is quite a caveat) there is inappropriate content on here. Imagine – if you can define any word you want… So, just talk to the kids beforehand if you have them using this site.  Show: [] []
 * Pacing/Activity/Formative Assessments**
 * __ Day 1 __**
 * __ Day 2 __**

2. Students work from a “scavenger hunt” list or a flickr “set” from which they will select photos for their first formative (experimental) projects. [] "

3. Give students time to brainstorm words and/or concepts that they want to work with, starting tomorrow.

1. Teach students how to create a slide show for their projects using Animoto. Students load their photos, add text and music. 1. Teach students how to create a podcast using audacity software or podomatic.com. 2. Students write a script and record it.
 * __ Day 3 __**
 * __ Day 4 __**

1. Students edit podcast.
 * __ Day 5 __**

1. Teach students how to use the video camera. 2. Teach students how to create a storyboard to plan a video. 3. Students finish storyboards before videotaping tomorrow.
 * __ Day 6 __**

1. Students videotape their words or concepts according to their storyboard plans.
 * __ Day 7 __**

**Summative Assessment / Rubric** Students work with various partners over the course of the marking period or semester to create a class portfolio of their multimedia projects, which will be posted on the class wikispace. The portfolio will serve as an online, visual dictionary, which students can refer to frequently to help them with ongoing writing and speaking assignments. The rubric will be ongoing, with grades attached to the standards listed above for a required number of projects. For example, students will receive a rubric for a project due every other Friday.

Other resources: []