One Computer- One Projector Lesson Plan

by Julie Kitchen
Video Essay Project-Book Review, Language Arts
Overview
Students will learn to use critical thinking when reading. They will be looking for an
interpretation including the three steps of analysis, and the goals of critical reading. Teacher will
distinguish the difference between criticizing versus critical reading.
Non-critical readers are satisfied with what a text says and simply re-stating the main points. A
critical reader recognizes the work as one persons perspective and looks further into what the
author is saying and how he or she is saying it and why it is being said.
Based off of a canon book each group will create a 3-5 min. video to make a statement/argument
for the main themes, premise and author intent of chosen book using critical reading skills.
(ISTE-T Standard 2: Design and develop digital age learning experiences and assessments)
Objective
Students will:
1. Develop skills needed to read with a critical eye.
2. Understand the importance of reading against, reading upon, reading across
texts.
3. Develop vocabulary and written skills.
4. Develop technological skills in video creating and editing. This addresses ISTE-T
standard 1: Facilitate and inspire student learning and creativity by using technology to
promote innovative thinking and student reflection and collaboration.
Grades: 8-12
Time: Multiple class periods
Groups: 5 students per group, 1 book per group
Materials: Computer with either Windows Movie Maker or Apple iMovie, internet access,
books for research, poster board. Books: The Great Gatsby (F. Scott Fitzgerald), The Adventures
of Huckleberry Finn (Mark Twain), Lord of the Flies (William Golding), Of Mice and Men (John
Steinbeck), To Kill a Mockingbird (Harper Lee), and The Scarlet Letter (Nathaniel Hawthorne).
Procedure:
1. Give lesson on multi-layered reading: Reading upon is historically based: When was it
written? What was happening at the time? etc. Reading within is making intertextual
connections: finding similar themes within other texts. Reading against is the critical
reading stage. This is where the reader pushes back and asks why?
2. Practice: In a whole-group setting work through a short story using the multi- layered
techniques. Teacher will demonstrate examples of video essays for students by playing
some examples of short videos using the classroom computer and projector. (ISTE-T
Standard 3: Model digital age work and learning).
3. Group work: After students have completed their assigned novels using their critical
reading skills, they will work in their groups to come to a conclusion on their novels
premise, main themes and authorial intent.
4. Planning: Groups will plan out their video essays. Video essays can include various
media: pictures, music, voice, TV or movie clips, etc.). At this stage they will decide how
they want their video to flow.
5. Storyboard: Using poster board each group will layout and give a formal plan to their
video essay because they will have limited computer time. Planning must be complete
before the group can move on to the computer compiling and editing phase.
6. Computer research time: Once the group has completed their storyboard they will sign
up for computer time. Teacher will begin this portion of the unit by giving a mini-lesson
on digital and online safety and responsibility. Each group will have 15 minutes per class
period (50 min.) to compile their clips, music, record voices, etc. One week for this stage.
This stage addresses ISTE-T Standard 4: Promote and model digital citizenship and
responsibility.
7. Computer editing: Using Windows Movie Maker or iMovie, groups will edit together
their video essays. Each group will have an entire class period to work on this.
8. Culminating activity: Screening party! Once all groups have completed their video
essays plan a special day to screen the videos. Using the classroom computer and
projector play each groups video. Make it special by providing popcorn and allowing
students to sit around the room where they choose. Involve other classes and/or principles
in the screening party to show off the students hard work and to promote the infusion of
technology into the classroom to help inspire other teachers. (ISTE-T Standard 5: Engage
in professional growth and leadership
Homework: Each day the students should be reading their assigned novel. Students will have
one week to finish them before moving on to the planning and video creating phases. If possible,
have students play around with movie making software at home or library to familiarize
themselves with the program.
Assessment: Teacher evaluates the effort of each group members participation, students effort
and work with the final product of the video essay.