Teacher Page

1. Important Standards
A. ISTE
1. Creativity and innovation
a. Apply existing knowledge to generate new ideas, products,
or processes.
b. Create original works as a means of personal or group
expression.
2. Communication and collaboration
a. Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve
problems
3. Research and information fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based
on the appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
b. Plan and manage activities to develop a solution or complete a
project
6. Technology operations and concepts
d. Transfer current knowledge to learning of new technologies
B. Massachusetts Frameworks
a. G9-12: 1.8 Apply advanced formatting and page layout features
when appropriate (e.g., columns, templates, and styles) to improve the
appearance of documents and materials
b. G9-12: 1.28 Explain and demonstrate effective search strategies for
locating and retrieving electronic information (e.g., using syntax and
Boolean logic operators).
c. G9-12: 1.32 Identify technology tools (e.g., authoring tools) that can
be used to create a multimedia product.
d. G9-12: 1.33 Use a variety of applications to plan, create, and edit
multimedia products (e.g., slide presentations, videos, animations,
simulations, podcasts).
e. G9-12: 2.5 Write correct in-text citations and reference lists for text and
images gathered from electronic sources.
f. G9-12: 3.1 Devise and demonstrate strategies for efficiently collecting
and organizing information from electronic sources.
g. G9-12: 3.5 Explain and demonstrate how specialized technology tools
can be used for problem solving, decision making, and creativity in all
subject areas (e.g., simulation software, environmental probes, computer-

aided design, geographic information systems, dynamic geometric

software, graphing calculators, art and music composition software).
h. G9-12: 3.6 Use a variety of media to present information for
specific purposes (e.g., reports, research papers, presentations,
newsletters, Web sites, podcasts, blogs), citing sources.
i. G9-12: 3.7 Demonstrate how the use of various techniques and
effects (e.g., editing, music, color, rhetorical devices) can be used to
convey meaning in media.
j. G9-12: 3.8 Use online communication tools to collaborate with peers,
community members, and field experts as appropriate.
C. Common Core
a. CCSS.ELA-LITERACY.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
b. CCSS.ELA-LITERACY.RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when
possible.
c. CCSS.ELA-LITERACY.RST.9-10.7
Translate quantitative or technical information expressed in words in
a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an
equation) into words.
d. CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
e. CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
f. CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
g. CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
h. CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.

i. CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
2. S.M.A.R.T Objectives
Students will create a chapter of a textbook that includes ORIGINAL text, pictures, video
demonstrations, guiding questions and activities to add to a greater workbook of
predetermined subject matter and in turn present the chapter to the classroom in a group
presentation.
3. Taskonomy- My project will not be using one specific task model, but will be a hybrid
of a few different Webquest task. At different points of the lesson they will be using
different task.
Compilation Tasks- Research and Writing of Textbook

Use information resources that are in different formats, and require that they
be rewritten or reformatted to create the compilation;
Set standards for the organization of the compilation, but don't make all the
organization and formatting decisions for the students. Leave some of that
job for them, and evaluate their product based on the consistency and
reasonableness of the organization they come up with;
Require students to develop their own criteria for selecting the items they put
together and to articulate their criteria.

Design Tasks/Creative Product Tasks- Capturing, editing and compiling media sources
for textbook. Pictures, video demonstrations, graphics and info graphs needed for
textbook.

Describes a product that is genuinely needed somewhere by someone;

Describes resource and other constraints that are not unlike those faced by
real designers of such products;
Leaves room for and encourages creativity within those constraints.

Design Task/Creative Product Tasks- Customize the layout and design of their
iBook chapter.

requires learners to create a product or plan of action that accomplishes a

pre-determined goal and works within specified constraints.

Retelling Tasks- Students will give a presentation of their chapter for the rest of the
class having them use activities and guiding questions to check for understanding
concepts.

4.
How will groups or teaming be used?
Students will be but into groups upon predetermined chapters per unit and subject.
Groups will probably be around three people per group. Students will use a Google doc to
make sure all sections of the chapter are written up to the standards. There will be a
collaborative proofreading section of the chapters by different groups to ensure there are
different eyes on each section. Every group will be responsible for one different chapter
of the entire text so the class will also have a responsibility to the greater textbook.
What kind of supports will be needed to ensure student work within assigned role?
Every student will have a different role within the specific chapter assigned. Every group
will be responsible but the assigned roles will designate who is responsible for what
work. During the presentation each group will present the chapter they were responsible
for and ensure each member is educated about the specific section.
How will teaming provide different perspectives during the project and share
responsibility for completion?
Each group member will be responsible for editing, critiquing and proofreading every
part of the textbook. Groups will work collaboratively to create the demonstration video
yet will be in charge of specific sections using their group as a way to reflect and improve
upon the work they have done individually. There will be due dates for every specific
step in the process to ensure students are scheduled for specific tasks.
5. What engaging authentic project will the students create?
Students will be responsible for two different products.
1. Each group of students will be in charge of creating a chapter of a textbook,
within apples iBook author, for a predetermined subject matter given by the
instructor. The textbook will include original text, pictures, video demonstrations,
guiding questions, vocabulary words, and task that are to aid students in
transmitting the specific topic.
2. Students will then be responsible for teaching this chapter to other students in a
presentation format that includes different guiding questions, activities and
products to check for higher learning.
6. Create Your Own Utopia
http://questgarden.com/136/32/6/111130103442/task.htm
1) Learning the content
Students will use different web sources, prior knowledge and group collaboration
to aid in creating a textbook. The teacher will give some web resources, and
further information will have to be researched.
2) Application to
Students will turn the different resources into a practical textbook and create a
presentation on this text to teach to the rest of the class. As a whole the entire
class will create a textbook that describes the basics of using the allotted cameras
and the basics of the premiere pro editing software.
3) Compare/contract, analysis and/or reflection.

Students will use peer editing over Google docs to ensure that each section of the
chapter is accurate, valuable and directed for the given topic. Each group will
present the chapter to the class and other students will go through the activities
and guided question to check for learning Every group will fill in a rubric about
the presentation, the group will self reflect and I will fill in the rubric and the
graded average of all three different rubrics will become the final grade.

Collaborative Lesson Plan Format

MASTERY OBJECTIVES:
1. Students will be able to identify appropriate strategies to use to evaluate web
sources.
2. Students will research, understand and organize different web resources and given
resources to create a textbook chapter.
3. Students will utilize reliable websites to gather research in explaining different
techniques.
4. Students will create and design their own pictures, demonstration videos, info
graphs or graphics to add to the understanding of the chapters main ideas and
learning objectives.
5. Students will organize this information and media into a clear, concise, directed
textbook chapter with a chapter preview, guiding questions, key vocabulary terms
with glossary, comprehension activities, reflection questions, added web
resources and works cited.
6. Student groups will present each chapter on the designated day to the class and
lead them through the different activities to check for understanding.

ACTIVATORS:
Using Google Sites I will present the idea as something to the effect ofOh no! While
on summer vacation hundreds of textbook eating termites got into the storage closet in
Mr. Donnellys room and now we do not have any Digital Media textbooks. Now it is up
to your class to make a brand new textbook using iBook author so the future generations
of Winthropians are able to learn all the skills you need in Digital Media class! Help
Mr. Donnelly and all of Winthrop create an awesome, creative, focused and informative
digital media textbook. THE FUTURE OF DIGITAL MEDIA IN WINTRHOP
DEPENDS ON IT!
CONNECTION TO PREVIOUS LEARNING:
Using the Internet to gather useful web resources
Writing, proofreading and revising informative text
Creating pictures, demonstration videos and graphics to help with further
understanding of text.
Identifying and defining target vocabulary words.
AGENDA:
Day 1!
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!
!

Assignment given out via Google Sites.

Brain Storming of Chapter ideas.
Begin outlining Chapter
Assign sections and roles.

Propose different sections, key vocabulary terms, chapter flow and

questions to the teacher.

Demo of iBook Author

Finish up proposals with teacher to solidify ideas.
Research, gather usable web resources, and begin to outline their
specific section of the chapter in a group Google docs.

Student groups will proofread and comment on each others

outlines. Compare the outline for common themes and ordered
thinking.
Student will identify and outline the different media they need to
collect, capture and produce.
Students will begin to write their specific sections of the chapter.

Day 2-

Day 3-

Day 4-

Students will begin to capture and edit media needed for the
chapter. This will include pictures with captions; demonstration
videos with walk through, computer screen shot/videos and any
helpful info graphs or graphics or charts.

Students will use all of the different aspects that they have
complied and begin to work on the layout and design of the
particular chapter.
This is an easy drag and drop within iBook author, however many
changes can be made to formatting to add to overall layout, design
and readability.

Day 5-

Day 6

Final day of editing. Students will go through with their groups and
continue to tweak design, layout, proofreading of sections.
Students will work with one other group and share their project
with them; they will give suggestions for improvements and design
issues.

Presentations- these will be filmed and added to YouTube so

students can go back and use both these presentations as and the
textbook as a guide.
Student groups will present their activity to the class and give
assessment to students
Students will fill out the given rubric as a group that they worked
with on their chapters. This will lead to 25% of final project grade.
Groups will fill in a rubric based on their own chapter and
presentation. This will be 25% of final project grade.
Teacher will fill in same rubric leading towards 25% of final
project grade.

Day 7&8-

Individuals will get a 25% individual effort grade given by the

instructor.

HOMEWORK:
Night 1- Gather web resources that will be used for research, additional
information and other supplemental media. (Student Google Page)
Night 2- Students will outline their specific section of each chapter. They will
identify key vocabulary terms and define them. They will write two to three guiding
questions for reflection and discussion per section. (Student Google Page)
Night 3- Students will write a rough draft of their section of the textbook. They
will put this onto Google docs that they share with the rest of their group. Student groups
will also design an activity that checks students for comprehension. (Student Google
Page)
Night 4 Students will continue to collect, capture and edit needed media. Revise
the rough draft with given notes. Continue to collaborate on the groups chapter activity.
(Folder on classroom computer)
Night 5- Students will check over both their individual sections and chapter as a
whole to make sure the chapter flows together, carries core information, appropriate
target vocabulary and answers guiding questions. Students will put finishing touches on
group activity. (iBook author)
Night 6- (Should be over a weekend/ two day period if possible) Prepare
presentation of chapter that will be presented to the class. Use activities, guiding
questions, and highlight key vocabulary to create an interesting, engaging presentation of
the given chapter to the class that will engage the rest of the class. Share a modified
lesson plan with students
SUMMARIZERS:
The presentation, activity and guiding questions will act as the summarizer for each
group and the class as a whole. Notes given within the rubric by each group for feedback
of both the chapter and the presentation will be used as constructive criticism.
ASSESSMENTS:
!
!
!
!
!
!

Key Words and Guiding Questions Worksheet- Group Assessment

Outline of Section- Individual Assessment
Rough Draft of Section- Individual Assessment
Final Draft of Section- Individual Assessment
Group Designed Comprehension Activity- Group Assessment
Final Draft of Chapter in the iBooks author app and Presentation of
Activity (Rubric) - Group Assessment

CONNECTION TO LIFE SKILLS/21ST CENTURY SKILLS: See question Number

1.

ACADEMIC & TECHNOLOGY STANDARDS: See question Number 1.

Chapters: Digital Media Textbook
(Hopefully they will be able to Brainstorm most of these)

Pre-Production
Chapter 1- Stages of Pre-Production: Brainstorming, Outlining, Script Writing,
Storyboarding, Shot list, Location List, Props, Shooting Schedule.

Chapter 2. Camera Parts, Equipment & Set-Up- Rebel T5i and Canon XA-10, Rode
Microphones, External Microphones, Tripod, Shoulder Rig, Slider, Lighting.

Chapter 3. Shot Composition- Rule of Thirds, headroom and nose room, Balance,
framing.

Production Sections
Chapter 4- Types of Shots- Establishing shot, Wide Shot, Medium Shot, Medium Shot,
Close up, Extreme Close-up, Axial Zoom, Dolly Shot, Low Angle, High Angle, TwoShot, Pan, Tilt, Zoom, Over the Shoulder.

Chapter 5- Production Tips- Audio Capture, Lighting, Camera Tips, Focus, White
balance, extra shots.

Post-Production Chapters
Chapter 6- Adobe Premiere Pro- Set up, Work Areas, Tools, Time code,
Customization.
Chapter 7- Importing and Manipulating Footage- Creating Bins, Organizing Clips,
Importing Footage, Usable file extensions, adding to the timeline. Mark-In Mark Out,
Exporting Stills.

Chapter 8- Effects Tab & Effect Controls- Adding Effects, Using Key Frames,
Motion, Opacity, Time Remapping, Most Used Effects.

Chapter 9- Transitions: Slides, Pushes, Focus, Disolves, Dip to color.

Chapter 10- Exporting & Sharing Media- Mastering Audio Levels, Exporting Format
and Files. Sharing to YouTube, Vimeo, tagging.