Prior experience would have been assessed through a series of questions before and after the movie trailer is shown. The students would be asked what they know about the book or movie as well as give details if they have read the book or seen the movie before.
Because our assessment for prior knowledge requires our students to watch the movie trailer for the movie that was made based off of our book being used for the assignment, we would also need to allow time for students to compare the differences between the movie and book as well. We would also need to make sure that all students are able to view the video so that they are building background knowledge on the book if they have not read it before or seen the movie. We could also prepare a set of questions that can be asked during this time so that we are prepared to assess their prior knowledge.
http://www.ade.state.az.us/standards/language-arts/std3.pdf
Planning Instruction:
When planning our instruction we are going to make sure that the students know the objectives and goals by telling them what they are. We could also put them up on the board so that they are clearly visible.
Objective: Students will be able to individually or in a group create a presentation, that relates to the book "Cloudy with a Chance of Meatballs," using any technology of their choice.
We made sure that the book was grade appropriate and that the assignment coincided with the state standards. In case the book proved to be difficult for our students with a lower reading level to read, we created a voice recording of the book for them to listen to.
Planning Instruction:
When planning our instruction we are going to make sure that the students know the objectives and goals by telling them what they are. We could also put them up on the board so that they are clearly visible.
Objective: Students will be able to individually or in a group create a presentation, that relates to the book "Cloudy with a Chance of Meatballs," using any technology of their choice.
We made sure that the book was grade appropriate and that the assignment coincided with the state standards. In case the book proved to be difficult for our students with a lower reading level to read, we created a voice recording of the book for them to listen to.Designing Instruction:
Our lesson is organized so that the students will be introduced to the book, introduced to the technology followed by time to explore before working on their project. Once their project is completed they will present what they have explored and created.
With this project they will have the ability to listen to the book orally or read the book after it has been read to them. They are then required to think come up with ideas of how to present and what they want to present using the book as a base. Once they have presented they will demonstrate their knowledge of both technology and concepts from the book in a presentation to the class which also is using public speaking skills.
Planning Assessment:
When planning our assessment there was one type of assessment that we were going to do after they finished the assignment.
We left the assignment open ended so that the students could explore the technology and prepare a presentation any way that they may have wanted.
The way that we would grade them would be done by a rubric that grades their creativity and use of technology.
The grades are going to be out of a total of 16.
When planning our assessment there was one type of assessment that we were going to do after they finished the assignment.
We left the assignment open ended so that the students could explore the technology and prepare a presentation any way that they may have wanted.
The way that we would grade them would be done by a rubric that grades their creativity and use of technology.
The grades are going to be out of a total of 16.
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