2011-P2-Hope

=Project Overview=


 * Title**: How-To Instructional Video
 * Grade Level**: 3rd Grade
 * Subject Area**: Writing
 * Time Frame (when, duration)**: 3rd Quarter

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal or modify to your district and/or school's guidelines

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if// //someone asked you to// //briefly and clearly// //describe the intent of the// //lesson or project.// ||  ||   ||< During third quarter in 3rd grade, students explore different functional writings, including “how-to”. The overall assignment in the past has been for each student to choose an activity that they were strong enough at that they could teach someone else. The students then go through the writing process and create a six-paragraph essay giving step-by-step directions on how to complete the given activity. In the past the students have then shared their activities in small groups. This year, we will include a video aspect. Once the students have completed their essays, they will work in small groups to design, film, and create an instructional video related to their how-to. We will then share the videos as a class and students can critique the videos based on whether they feel they could easily complete the activity after watching the instructional video. || //What will guide student// //inquiry?// ||  ||   ||< What are the key elements needed to teach someone else how to do something?
 * < **Summary of Unit**
 * < **Essential Questions**

Why is it important to learn how to do new things?

How can you take new things you learn and apply them to your life? || //Include technology.// //Use district standards// //where applicable,// //targeting performance// //objectives you will// //assess.// ||  ||   ||< l3.3.1: **Write** a variety of **functional text** (directions) l1.1: **Generate, plan, and organize** ideas for specific purposes. l1.2: Create a **first draft** by incorporating prewriting activities and strategies. l1.3: **Evaluate and refine** the rough draft for clarity and effectiveness. l1.4: **Proofread and correct** the draft for conventions. l1.5: **Format and present** a final product for the intended audience. l2.1: Develop **clear and focused ideas** with strong supporting details. l2.2: **Organize** the structure of the writing. l2.3: Use an **appropriate voice** for the audience and purpose. l2.4: Use **specific words and phrases** to convey the intended message. l2.5: Write **strong, varied sentences** that have rhythm and flow. l2.6: Apply **appropriate conventions** throughout a writing piece. || //What will students learn// //and do?// ||  ||   ||< As a result of what I learn today, I will be able to…
 * < **Academic Standards**
 * < **Objectives**

•Collaborate, plan, and film scenes to make an instructional video using a storyboard, video camera, tripod, and microphones.

•Import and produce an instructional video using iMovie.

•Critique instructional videos and develop ways that I can implement new things into my everyday life. || //Checklist, Presentation,// //Oral Response, Rubric,// //Test, Quiz, etc.// ||  ||   ||< Presentation and Rubric || //(e.g., content,// //technology, etc.)// ||  ||   || Purpose and elements of "How-To" || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||<   || //- Computers// //- Software// //- URLs// //- ameras// //- Presentation Device// //- Handouts, Books// //- Supplies, Other// ||  ||   ||< Camera, Tripod, Computers, iMovie, Microphones || //- Location// //- Teacher / Student roles// //- Group Dynamics// //- Interactions with experts,// //other educators, etc.,// //if applicable// ||  ||   ||< "I do, we do, you do" Small Groups || //Special Ed, Gifted, ELL// ||  ||   ||<   ||
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**