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FRIT 7737 Instructional Partner Lesson

20th

Century Issues in Latin America and the Caribbean

GRADE: 6 TEACHERS: Nancy Probst and Cristina Dover

CONTENT TOPIC: Social Studies

STANDARDS FOR THE 21ST

-CENTURY LEARNER GOALS

Standard:

1.1.1- Follow an inquiry-based process in seeking knowledge in curricular subjects, and makethe real-world connection for using this process in own life.

1.1.8- Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Skills Indicators:

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make

the real-world connection for using this process in own life.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual,

media, digital) in order to make inferences and gather meaning.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Benchmark(s):

- 1.1.1:o Generate questions and practice different ways to locate and evaluate sources

that provide needed information.

- 1.1.4:o Select and use appropriate sources, including specialized reference.o Use multiple resources, including print, electronic, and human, to locate

information.

o Locate appropriate nonfiction resources by using the librarys classificationscheme.


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o Select a variety of credible sources in different formats relevant to researchneeds.

- 1.1.6:o Use various note-taking strategieso Paraphrase or summarize information in various formatso Draw conclusions based on facts and premises

- 1.1.8:o Search an online catalog to locate materialso Use selected websites and periodical databases to find appropriate informationo Use selected search engines to find appropriate informationo Use software or online tools to record and organize informationo Implement keyword strategies

DispositionsIndicators:

1.2.2 Demonstrate confidence and self-direction by making independent choices in the

selection of resources and information.

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

Responsibilities Indicators:

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

Self-Assessment Strategies Indicators:

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as

necessary.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

1.4.4 Seek appropriate help when it is needed.


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CONNECTION TO LOCAL OR STATE STANDARDS:

SS6H3. The student will analyze important 20th

century issues in Latin America and the

Caribbean. a. Explain the impact of the Cuban Revolution. b. Explain the impact and political

outcomes of the Zapatista guerilla movement in Mexico.

CRCT WEAKNESS

Domain Description

Information and Media Literacy refers to the skills required to read, recall, and analyze details

and information from various texts. Texts may include: informational essays, articles, subject-

area texts, and reference sources. This domain also refers to the skills required to read, analyze,

and evaluate various types of workplace, consumer, and media reading materials.

Standard Associated with Domain

ELA7R1 ELA7RC2 ELA7LSV2

Associated Concepts, Skills, and Abilities

Analyze, to gain understanding of text, common textual features, such as:

o paragraphs

o topic sentences

o concluding sentences

o introduction

o conclusion

o footnotes

o index

o bibliography

ISTE.NETS FOR STUDENTS STANDARDS

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. Plan strategies to guide inquiryb. 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 appropriatenessto specific tasks.

d. Process data and report results.Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products

and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processes.b. Create original works as a means of personal or group expression.


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OVERVIEW:

Students will explore the impact of the Cuban Revolution and the Zapatista guerilla movement

in Mexico. Students will work with a partner and will create news broadcasts of events that

transpired during either the Cuban Revolution or the Zapatista movement. A pathfinder will be

used to help students choose a topic and research it. After writing a script, students will thenuse green screen technology to film the script. The finished product will be viewed by the class,

administrators, and parents in a viewing party. The information literacy skill that will be

concentrating on is source citation. This skill is a weakness perceived by both the Media

Specialist and the teacher. Although it is not a 6th

grade standard, our schools 7th

grade CRCT

results from last year show a weakness in the standard relating to bibliographies. Having

students create bibliographies should help with this weakness.

FINAL PRODUCT:

The final product will be a newscast filmed using Adobe Visual Communicator.

ASSESSMENT

ProductA rubric will be used to grade the completed artifact. Students will have copies of these

before work begins so that they understand exactly what is expected and know in which

direction to move. The rubric can be found in the index and at

http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=

1996671&.

INSTRUCTIONAL PLAN

Resources students will useo Online subscription databases: NetTrekker and GALILEOo Web siteso Books: Nonfictiono Referenceo SS6H3 Pathfinder

http://www.liberty.k12.ga.us/mms/Documents/ss6h3pathfinder.pdf

Materials neededo PowerPoint for SS6H3 (access at

http://www.liberty.k12.ga.us/mms/mediaindex.html)

o Access to United Streamingo Computers with internet access for researcho PowerPoint


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o Green screeno Adobe Visual Communicator or Adobe Premiere Elementso Video camera(Note- if green screen equipment and programs are not available, Windows Movie

Maker could be used)

Instructional activities:Day 1: Background Information

Direct Instruction: Classroom teacher will use the SS6H3 PowerPoint to instruct students about

the Cuban Revolution and Zapatista movement. The teacher will then use United Streaming

videos to give visuals about the Cuban Missile Crisis and the Bay of Pigs invasion.

Day 2: Research

Focus: Standard 1; Skills 1.1.1, 1.1.4, 1.1.6, 1.1.8; Dispositions 1.1.2, 1.2.3; 1.2.6;

Responsibilities 1.3.1, 1.3.3; Self Assessment Strategies 1.4.1, 1.4.3, 1.4.4; SS6H3

o Direct Instruction: The Media Specialist will go over the Big 6 research process asit concerns this project. She will then discuss the Pathfinder

(http://www.liberty.k12.ga.us/mms/Documents/ss6h3pathfinder.pdf) and

have students pair up and choose a topic. After this process the guidelines and

rubric for the project will be discussed. Special attention will be given to

explaining the works cited page, examples of proper citations will be given.

Modeling and Guided Practice: Media Specialist will go over the steps of the Big 6 and have

students apply it to their specific topic. Students will receive help with source citation.

Independent Practice: Students will conduct research using the Pathfinder. The Media

Specialist and the teacher will circulate and help students who seem to be off task or stuck with

Step 4 (Use of Information) of the Big 6. By the end of the period students should have

completed their research and have notes and sources written down.

Sharing and Reflecting: None

Day 3: News Script Writing

Focus: Standard 1; Skills 1.1.8; Dispositions 1.2.3; Responsibilities 1.3.1 Self Assessment

Strategies 1.4.3; SS6H3Direct Instruction: none


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Modeling and Guided Practice: none

Independent Practice: Using Microsoft Word, students will begin Step 5 (Synthesis) of the Big 6

process. Students will type their news scripts using the notes from the previous day. Students

will also use PowerPoint to create their credits slide. Students will find a picture to be used in

the background of their video. After all three items have been completed, students will submit

their script for approval from the Media Specialist and teacher. Groups with approved scripts

may begin filming with the Media Specialist.

Sharing and Reflecting: none

Day 4: Filming

Direct Instruction: The Media Specialist will show students how to use Adobe Visual

Communicator to make a newscast.

Modeling and Guided Practice: The Media Specialist will supervise and help students utilize the

green screen, video camera, and Visual Communicator to create their video.

Independent Practice: none

Sharing and Reflecting: none

Viewing Showcase:

After all projects have been completed, the teacher will send home invitation for a viewing

showcase. Parents, teacher, and administrators will be invited to view the projects. During theviewing party the teacher and the Media Specialist will collaboratively grade the videos using

the rubric.

Collaboration Reflection

The focus of the Media Center this year has been collaborative lessons and grading. This

was a wonderful opportunity to do both. The teacher is one I have collaborated with in the

past. Because of our close relationship (she is my younger sister) we are usually on the same

wavelength. This project came about because she was looking for something new to do with

her students. She stated that in the past students found this standard (SS6H3) to be boring.

She approached me with the task to make it interesting. After brainstorming a bit we decided


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that we would utilize the new green screen program that I have been using for the student

news. We also discussed what we wanted the newscast to include and how the rubric should

be constructed. The collaboration went really well.

Lesson Reflection

The lesson turned out to be very successful. This group of students actually enjoys

researching so they had a good time looking for photographs and finding information about

their topics. For the most part they did a good job of writing their scripts. There were only a

few that we asked to go back and find additional information. We helped them edit the scripts

before filming. Even after working on the skill of source citation several times, the students still

had a pretty rough time doing it. It seems that no matter how many times we tell them to write

down where they got the information from, they seem to forget. Even including it into the

rubric didnt seem to do the trick. It seemed like pulling teeth, but in the end each group had a

source citation list for their project.

Filming the videos was the students favorite part of the project. Most of them enjoyed

being in front of the camera and creating the opening and closing slates of their video. They

also enjoyed being able to choose the music from Visual Communicators collection.

The most rewarding part of this lesson was the viewing party we held when all projects

were completed. I made up invitations and the teacher sent them out to parents and our

administration. We reserved the reception room, a large multi-purpose room in our school.

Our school counselor manned the popcorn machine so that the students and parents would

have fresh movie snacks! I purchased drinks, cups, napkins, etc for the party. Students really


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liked that they could share their hard work with their peers, parents, and even grandparents

that attended. I have included some pictures from the event on the next few pages.


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Index of Materials


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