Motivational Video

I. Standard(s) and Objective(s)

Standard(s)
CCR 6: Use technology, including the internet, to produce and
publish writing and to interact and collaborate with others
CCR 9: Draw evidence from literary or informational texts to
support analysis, reflection, and research
NCTE/IRA 7. Students conduct research on issues and interests by
generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources to
communicate their discoveries in ways that fit their purpose and
audience.
CCR 6: Acquire and use accurately a range of general academic
and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression
NCTE/IRA 10. Students whose first language is not English make
use of their first language to develop competency in the English
language arts and to develop understanding of content across the
curriculum.
NCTE/IRA 11. Students participate as knowledgeable, reflective,
creative, and critical members of a variety of literacy
communities.
NCTE/IRA 12. Students use spoken, written, and visual language
to accomplish their own purposes.
Objective(s)
Students will collaborate with classmates to create a
motivational multi-media project using relevant
vocabulary terms related to the theme, facing
adversity, found in their unit texts.
II. Assessment

Pre-assessmentvocabulary quizzes and notebook.

Post-assessment Student presentation of motivational video and
reflection.
III. Planning
Students will keep a vocabulary notebook throughout this unit
(and from the previous unit with The Great Gatsby). Students will
be encouraged to look at other motivational videos at home to
get inspiration. Student character analysis groups will be
combined into groups of six. Students will be given a list of roles:
recorder, technology liaison, vocabulary monitor, reporter, and
two research assistants. These students will be graded by myself
and their peers on their involvement.
IV. Engaging the Learner
Students will watch the motivational video non-text literacy
element from our unit on facing adversity. Students will jot down
key vocabulary words they think increase the strength of the
video. Students will brainstorm ways to make this video stronger
and geared more toward their generation. Combining their
previous character analysis groups of three into groups of six,
students will collaborate to create a 30 second motivational multimedia video using vimeo, flipagram, animoto, video, or another
approved website. These videos must contain two vocabulary
words from each of the texts we used in this unit. Each student
will be responsible for an element of the project as well as
presenting the project. Each student will grade the other
members of their group to promote work completion. I will
conference with students throughout the planning to make sure
each member is doing their part.
V. Methods, Activities and Resources
Methods: Students will mostly work in groups of six. They will
have some classroom time to collaborate, but to encourage

creativity, this project will be predominantly outside of the

classroom. If students are filming themselves, I want them to
have the freedom to be creative outside of my room.
Week 6:
Day 4: Watch Motivational Video. Form Groups for studentmade motivational video
Day 5: Motivational Video group work

Week 7:
Day 1: Filming/prep
Day 2: Vocabulary Test
Day 3: Grammar
Day 4: Presentation
Day 5: Presentation
Whole Group discussions: Motivational VideoOvercoming
Adversity
Individual Vocabulary Notebooks
Group collaboration inside the classroom
Group collaboration outside the classroom
Group mulit-media presentations
VI. Potential Adaptations to the Lesson {PAL}
If technology fails, students will use class time to work together
on planning their projects, conference with the teacher, and/or
complete their reflection. If there is a last minute schedule
change, the project dates can be adjusted as needed. If the
project completion is faster, preplanned lessons can begin even
though the presentations have not occurred. If the project

completion is slower, the dates can be pressed back allowing

more collaborative days and the teacher can support the group as
needed.
VII. CollaborationSuggestions:
Parents could be involved in the planning process as well as being
a part of the motivational videos. They can help film as well.
Librarians and media specialists the technology and video
websites for editing. Other staff members could be used as
actors or supporter/collaborators for the motivational videos.
Support and involvement from other students and faculty would
be fully encouraged with this activity.
VIII. Reflection and efficacy (to be completed after
teaching this lesson)