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Lesson Plan for Implementing

NETSSTemplate II
(Open-Ended Exploration)
This second template or process is for more open-ended explorations where the teacher is doing less
designing of specific activities and more facilitating open-ended student explorations. Template with
guiding questions.
Teacher(s)
Name Brian Pesavento
Position Technology Education Teacher
School/District Seneca Valley School District
E-mail pesaventobr@svsd.net
Phone 724-452-6040
Grade Level(s) 9-10
Title of
exploration Into to Graphics Introduction to Screencasting

Curriculum Connection
Content areas
Graphics, Video Production (Screencasting)
Essential learnings/questions (What essential question or learning are you addressing? What would
students care or want to know about the topic? What are some questions to get students thinking about
the topic or generate interest about the topic? What questions can you ask students to help them focus
on important aspects of the topic?)
How many times have you been in Photoshop, Inventor, or Illustrator and did not know how to use a tool? What
did you have to do to learn how to use the tool? When learning, do you prefer to watch a video or read
directions? If you were the teacher, what could you develop to help the students learn the tools?
Standards (content and NETSS) (What do you want students to know and be able to do? What
knowledge, skills, and strategies do you expect students to gain? Are there connections to other
curriculum areas and subject area benchmarks?)

1.b. - Creativity and Innovation
3.b. Research and Information Fluency
5.b. Digital Citizenship
6.b. Technology Operations and Concepts
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Challenge or assignment given to students (Indicate if there is an expected result, i.e., the task is
open-ended but the answer is not.)
The students are to create a screencast explaining how to use a certain tool/feature in Adobe Photoshop or
Illustrator. The overall goal is that anybody can watch the screencast and learn how to properly use the
tool/feature.
Possible product or example result (What is a possible product students will do or produce to illustrate
their learning? What can students do to generate new knowledge? How will you differentiate products?
Note that you may not want to be too prescriptive about the final product to allow for student creativity.)
All students will produce a screencast demonstrating a tool/feature. Each student will have the freedom to
choose any tool/feature they wish. Higher level learners will use advanced screencasting software and lower
level learners can use more user friendly screencasting software like Screencastomatic.
Assessment (How will you assess how students are progressingformative assessment? How will you
assess what they produce or do?)
Students will be given a rubric at the beginning of the project. Some things that can be assessed are voice
quality, proper speaking techniques, length of video, and quality of instruction. As a facilitator, I have the freedom
to walk around the room and talk to each student about their video and assess their progress on a daily basis.
Prerequisites
Previous content knowledge for students to apply to this assignment (What prior knowledge would
you expect students to have and how would you build upon this knowledge?)
All students should have a strong background in Photoshop or Illustrator. The students will build on their
backgrounds by pursuing one tool/feature to learn more about. The students will then learn how to use
screencast software to share what they learned with the class.
Previous technology knowledge for students to apply to this assignment (What technology skills
would you expect students to have to complete this assignment?)
Students have learned how to navigate and use Photoshop and Illustrator. Students have also learned how to
save documents/files to their H drive accounts. In this project the students will learn how to access the computers
microphone and adjust the volume sensitivity.
How you would expect students to complete the assignment (Will students be expected to
collaborate with each other and others? How will you facilitate the collaboration? What instructional
strategies do you expect to use?)
Student will essentially construct their screencasts individually, but collaboration is encouraged. Students will
absolutely be allowed to work with other peers in the classroom on their screencasts. As a facilitator, I will be
circling the room talking to each student about their screencast and informally assessing their progress.
Tools and Resources (How does technology support student learning? What digital tools, and resourcesonline
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp
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elucidate or explain the content or allow students to interact with the content? How can you differentiate content
and process for students?)
Tools provided to students
Each student will be given a project handout and rubric at the beginning of the project to ensure everyone is on
the same page when it comes to the overall goal of the project. On the collaborative storage drive, videos on how
to create screen casts will be provided. There will be different videos for different screencasting tools. Depending
on the level of the student, they can choose which screencast program to use. Students can also use the Adobe
help which will provide tutorials on how to use the tools in Photoshop or Illustrator.
Resources provided to students
Full computer lab equipped with headphones and microphones. Full adobe CS6 suite on the computers. Adobe
Photoshop and Illustrator E-books equipped with tutorials.
Tutorials and templates provided students
Each student has access to the Adobe Photoshop and Illustrator e-books on the collaborative storage drive. The
e-books are loaded with different tutorials for the tools in each program. Students will also have access to
screencasting tutorial videos shared on the collaborative storage drive.
Resources/Tools to differentiate content or process for students
The students will have the freedom to use either Photoshop or Illustrator along with the freedom of tool/feature
selection.

Students will have access to different tutorials based on learning levels. Students will also be permitted to use a
variety of different screencasting software.
Timeline
Day 1 Product Introduction Demonstrate each screen casting software.
Day2 Work Day Students will select which tool/feature they wish to pursue further.
Day 3 Work Day Students will begin creating their screencast.
Day 4 Work Day Students will finish screencasts and evaluate their classmates screencasts.
Closure and Reflection (including reinforcement activities and bridges/scaffolding to next level) (Will there
be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback
on the assignment itself? What will be your process for answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

All students must watch and evaluate five of their classmates screencasts. The students will also complete a self-
assessment of their screencast complete with written evaluation. The instructor will complete the same
assessment as the final grade. There will also be a small group discussion on the project where the students will
have the opportunity to offer input and suggestions for next time.