Day: Learning Goals and Learning Activities Assessment Technology

Outcomes
1 Strand 1: American Industrialization lecture Formative: Mid-lecture Powerpoint
History; Concept 7: • Guided notes discussion questions presentation
Emergence of the Modern • Partner discussions
United States
PO 5. Analyze the Students will learn new
impact of industrialization material on industrialization
on the United States:
a. rural to urban
migration
b. factory conditions
c. unions
d. Influence of big
business

SWBAT identify the

components of
industrialization in the US
by observing and
discussing the lecture.
2 Strand 1: American Workplace legislation Formative: Mid-lecture Powerpoint
History; Concept 7: lecture Discussion questions presentation
Emergence of the Modern • Guided notes
United States • Partner discussions
PO 5. Analyze the
impact of industrialization Students will learn new
on the United States: material on legislation in
c. unions factories.

SWBAT examine the

effects of safety laws in
factories by observing and
discussing the lecture.
3 Strand 1: American Read and discuss “The Formative: Creation of a n/a
History; Concept 7: Jungle” Word Wall
Emergence of the Modern • Working in groups
United States • Reading the passage
PO 5. Analyze the to each other
impact of industrialization
• Writing down
on the United States:
b. factory conditions descriptive phrases
 SWBAT differentiate the to add to the word
characteristics of factories wall
unique to the era by
reading a passage from a Students will have a better
book. understanding of factory
descriptions for their script.
4 Writing: Text Types and Writing video script Formative: Teacher n/a
Purposes • Working in student- observation, guiding
chosen groups questions
3. Write narratives to
• Decide group roles
develop real or imagined
(Recorder, news
experiences or events
using effective technique, anchor, reporter,
well-chosen details, and actors)
well-structured event • Collaborate to
sequences. brainstorm ideas and
write report script
SWBAT organize their
information into a script Students will synthesize the
for a news segment in the information they have
early 1900s on the learned into the script for
conditions of factories. their video.
5 Writing: Text Types and Complete video script, peer Feedback: Peer editing, n/a
Purposes editing groups receive graded
• Complete video rubric
3. Write narratives to script (1-2 pages)
develop real or imagined
• Switch papers with
experiences or events
using effective technique, another group, peer
well-chosen details, and edit and grade using
well-structured event rubric
sequences.
Students will give and gain
SWBAT organize their feedback to revise their
information into a script writing.
for a news segment in the
early 1900s on the
conditions of factories.
6 6. Creative Recording and editing Summative: Computer lab
Communicator lesson Industrialization quiz Movie Maker
Students communicate • Class in computer lab
clearly and express • Teacher presents
themselves creatively for walkthrough on how
a variety of purposes
 using the platforms, tools,
styles, formats and digital
media appropriate to
their goals. Students:
d. publish or present
content that customizes
the message and medium
for their intended
audiences.
to record and use
editing software
(Movie Maker)
Students will learn how to
use technology to create
videos to present their
learning.

7. Global Collaborator
Students use digital tools
to broaden their
perspectives and enrich
their learning by
collaborating with others
and working effectively in
teams locally and globally.
Students:
c. contribute
constructively to project
teams, assuming various
roles and responsibilities
to work effectively
toward a common goal.

SWBAT produce and edit

their video by
participating in the hands-
on, teacher-guided
lesson.
7 6. Creative Record Formative: Teacher Camera
Communicator • Student use of observation
Students communicate classroom and other
clearly and express school facilities to
themselves creatively for
create a set for the
a variety of purposes
using the platforms, tools, videos
styles, formats and digital • Record using
media appropriate to student’s
their goals. Students: cellphones/cameras
d. publish or present
content that customizes Students will record footage
the message and medium for their video project.
 for their intended
audiences.

7. Global Collaborator
Students use digital tools
to broaden their
perspectives and enrich
their learning by
collaborating with others
and working effectively in
teams locally and globally.
Students:
c. contribute
constructively to project
teams, assuming various
roles and responsibilities
to work effectively
toward a common goal.

SWBAT create their own

unique news report by
using the script they
wrote and act as news
anchors from the period.
8 6. Creative Recording/editing
Communicator
Students communicate
clearly and express
themselves creatively for
a variety of purposes
using the platforms, tools,
styles, formats and digital
media appropriate to
their goals. Students:
d. publish or present
content that customizes
the message and medium
for their intended
audiences.
Formative: Teacher Camera
• Student use of Observation Computer lab
classroom and other Movie Maker
school facilities to
create a set for the
videos
• Record using
student’s
cellphones/cameras
• Upload footage onto
school computer and
begin editing videos
in the computer lab

7. Global Collaborator Students will record footage

Students use digital tools for their video project and
to broaden their start the editing process.
perspectives and enrich
 their learning by
collaborating with others
and working effectively in
teams locally and globally.
Students:
c. contribute
constructively to project
teams, assuming various
roles and responsibilities
to work effectively
toward a common goal.

SWBAT create their own

unique news report by
using the script they
wrote and act as news
anchors from the period.
9 6. Creative Finish Editing Feedback: Teacher Computer lab
Communicator • Students should preview Movie Maker
Students communicate finish editing and will
clearly and express preview it for the
themselves creatively for
teacher
a variety of purposes
using the platforms, tools, • Teacher will give
styles, formats and digital feedback and
media appropriate to students will
their goals. Students: continue editing,
d. publish or present finishing for
content that customizes
homework
the message and medium
for their intended Students will finish editing
audiences. their videos and get
feedback from the teacher
7. Global Collaborator to edit their videos.
Students use digital tools
to broaden their
perspectives and enrich
their learning by
collaborating with others
and working effectively in
teams locally and globally.
Students:
c. contribute
constructively to project
 teams, assuming various
roles and responsibilities
to work effectively
toward a common goal.

SWBAT create their own

unique news report by
using the script they
wrote and act as news
anchors from the period.
10 Strand 1: American Student Presentations
History; Concept 7:
Emergence of the Modern
United States
PO 5. Analyze the
impact of industrialization
on the United States:
b. factory conditions
SWBAT evaluate other
students’ projects by
completing a peer-grading
rubric.
Summative: Polleverywhere.com
• Groups will present Presentations graded (for voting)
their videos for the with rubric
class
• Students will use
rubrics to give each
team a grade
• After all groups have
presented, students
will vote via online
poll to choose the
video they thought
was best

Students will present their

knowledge through their
videos to the class and will
give feedback to other
groups. They will then vote
for the video that gets to be
shown to the rest of the
school.

This project will encourage my students to be engaged because they are creating their
own representation of their knowledge. They have some creative freedoms within the
guidelines for the project as well, so they are able to make their videos unique to themselves.
As 7th graders, there have not been very many opportunities for them to take control of their
assignments, so this gives them a chance to start experimenting with their own thoughts and
ideas to find out what way of knowledge presentation they prefer. Through this project
students will enhance their collaboration skills, as well as teach them the new skill of
videography. They will be able to use this ability not only as a hobby, but also for future
academic projects and even a career if they discover a love for it.