NAME _ALYSSA KILGORE_

JOURNALIST AND CELEBRITIES]

I. Topic/Grade Level:

Journalist and Celebrities Sixth Grade/ Social Studies and English Language Arts

II. Standards:

Content Standard Grade Six-World History and Geography: Ancient Civilization

6.7 Students analyze the geographic, political, economic, religious, and social
structures during the development of Rome.
1. Identify the location and describe the rise of the Roman Republic, including the
importance of such mythical and historical figures as Aeneas, Romulus and Remus,
Cincinnatus, Julius Caesar, and Cicero.
4. Discuss the influence of Julius Caesar and Augustus in Rome’s transition from
republic to empire
6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and
teachings of Jesus of Nazareth as described in the New Testament, and the contribution
of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in
the Trinity, resurrection, salvation).

Common Core State Standards Grade 6

Writing Standards
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts
and information through selection, organization, and analysis of relevant content.
6. Use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of three pages in a single sitting.
Speaking and Listening Standards
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others ideas and expressing their own clearly.
Language Standards
1. Demonstrate command of conventions of standard English grammar and usage when
writing or speaking.

III.Goals and Student Learning Outcomes (Objectives):

GOAL:

Students will be able to understand and identify different Roman “Celebrities’” during ancient
civilization. Students will be able to conduct interviews, write about their findings and produce
a video.
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STUDENT LEARNING OUTCOMES:

As result of these activities students will be able to:

Meet standards for both English Language Arts and History Social Science
Investigate “celebrities” in the Roman Empire.
Write informative interviews about their “celebrities”
Produce a video conducting their interview.
Evaluate what Roman “celebrity” is being interviewed.
Work collaboratively with their partners.

IV. Learning Environment(s):

 This is to be a blended environment students will have some face to face time and
online lesson.

V. Resources:

 Students will have access to class notes, and any other material they have gathered

 Primary Sources in the Classroom http://www.schrockguide.net/primary-

sources.html
 The Public Domain Project https://www.fractuslearning.com/2015/02/02/students-
free-media-public-domain-project/
 Visit MyHistro http://www.myhistro.com/ and view a historic timeline
 Using Google Images https://images.google.com/
 http://www.ducksters.com/history/ancient_roman_gods_mythology.php
 http://www.pbs.org/empires/romans/empire/gods.html
 Animoto
 iMovie
 Powtoon
 https://www.scholastic.com/teachers/articles/teaching-content/how-conduct-
journalistic-interview/
 Youtube

VI. Diversity / Differentiation:

 English Language Learners

 Students will be allowed to use voice to Google docs to prepare their interview.
 Students will be arranged in heterogeneous pairs, this will allow for higher
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achieving students to help the lower achieving students (Class Dojo).

VII. Technology Inclusion:

 Students will have access to the internet through their laptops

 Students will have access to microphones and earphones
 Information/Resources will be displayed on a Smart Board
 Resources will be in Class Dojo
 Rubric for Video will be on Class Dojo

VIII. Prior Knowledge: Prior to this lesson, students have: reviewed, learned and identified
different” Celebrities” in the Roman Empire. Students need to know what Journalist are
and what kind of questions would make up for a good interview.
Lesson Placement in the Unit: This is lesson 5__ of __8_.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set: Day 1

Teacher will briefly remind students about some of the “celebrities” they have learned
about while studying about the Roman Empire. Students will be reminded that a
journalist is someone who writes news that is to be broadcast, and in this case an
interview.

2. Direct Instruction: Day 1 and Again on Day 2 to check for understanding

I will briefly go over what kind of questions they need to ask as a journalist to get the
story of who their celebrity is. Examples: What is his or her story of birth, infancy,
childhood, and life as adult? Do they have any influence in the Modern World? How
did they influence their time? I will then talk with them on how a journalist takes these
questions to an interview so that they can find out more about a celebrity. The celebrity
answers these questions and we get to learn about them through the interview

3. Student Interaction with lesson content / Guided Practice: Day 1 and 2

Students will be paired with students that the Class Dojo assigns for them. They will
begin to research their celebrity that they choose from their class notes on
Important/Celebrities of the Roman Empire. They will also use the resources that I
presented to them that are on Class Dojo and on the Smart Board to research more
about the celebrity they choose. They will write out interview questions that help to
describe who their celebrity is. They will write out their interview responses.

4. Independent Practice: Day 1, Day 2 and Day 3

Students will work with their partners to create their interview. They will take their
research and findings and conduct an interview. The interviewee will ask questions
while Celebrity will answer them without ever saying who they are. They will take this
information and make a video. Students will be given two days to research and write
their interviews. They will be given one day in class to make the video. If students feel
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they need more than three class days the rest will be assigned as homework.
5. Presentations: Day 4
Students will share their interview video with the class. After each interview video
students will discuss who they think the celebrity was based on the questions and
responses given in the video.
.
6. Review / Closure: Day 1, Day 2, Day 3, and Day 4
This is a multiple day lesson. At the end of each of the first three days I will make
notation of students’ progress. I will ask the class if they are experiencing any issues or
if they need any clarification. On Day 4 I will lead the students in an informal
discussion where they can tell me some of the stuff they enjoyed about this lesson what
they didn’t. I will set up on Class Dojo some questions I want students to answer such
as Did they feel they gained a better understanding “celebrities” in the Roman Empire?
Do they feel more confident in their writing ability; did they feel comfortable
collaboratively sharing with their partners?

X. Evaluation/Assessment:

1. Formative Assessment- I will be conduct while I am walking around and observing

students working on their project. I will ask them questions to gage wither or not they
are understanding the assignment.
2. Formative Assessments- After students view classmate’s videos they will write down
what celebrity they think was being interviewed.
3. Summative Assessment will turn in their written interview questions and responses
4. Summative Assessment students will be assess on their video by Rubric

Video Interview Rubric Schrock (2018)

Digital Video Assignment Sheet & Evaluation Rubric
Student(s): ______________________________________________________Period ____
Description of Project: ________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Approved by: _______ Start Date: ________________ Completion Date:
_____________
Evaluation Rubric
Appropriateness - PASS _____ FAIL _____
• The feelings of others are respected, people are treated with dignity,
language, music and
visuals are appropriate for a middle school audience and the subject is
appropriate for a
middle school audience.
Interview Evaluation Rubric
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(Excellent) 5...4...3...2...1...(Poor)
Subject
• is interesting 5....4....3....2....1
• is educational 5....4....3....2....1
• is relevant to middle school audience 5....4....3....2....1
• provides insight into person or topic 5....4....3....2....1
• is discussed thoroughly 5....4....3....2....1
• is entertaining 5....4....3....2....1
Concept Score ______ out of 30
Content
• Presents interesting information and/or reactions 5....4....3....2....1
• Presents guest and host well 5....4....3....2....1
• Language is used properly and effectively 5....4....3....2....1
• Images and/ or graphics relate well to content 5....4....3....2....1
• Student(s) behave professionally on camera 5....4....3....2....1
• Student(s) demonstrate thoughtful approach to subject 5....4....3....2....1
Content Score ______ out of 30
Technical Aspects
• Camera is stable, smooth movements and pans 5....4....3....2....1
• Subject is framed well, images are well composed 5....4....3....2....1
• Subject is lit and clearly visible 5....4....3....2....1
• Sound is clear and understandable 5....4....3....2....1
• Video is edited effectively, flows well 5....4....3....2....1
• Titles are used effectively 5....4....3....2....1
• Transitions are used effectively 5....4....3....2....1
• Project was completed in a timely manner 5....4....3....2....1
Technical Score ______ out of 40
Total Score ______
Project Grade ______
A+ = 100 - 96, A = 95 - 91, A- = 90 - 86, B+ = 85 - 81, B = 80 - 76, B- = 75 - 71
C+ = 70 - 66, C = 65 - 61, C- = 60 - 56, F = 55 or below and/ or
failure of Appropriateness

XI. Risk Analysis/Teaching Reflection

With using technology and creating more project based leaning assignments there are
always the possibility of something going wrong
Students can store their video on an external drive
They can upload their video to Class Dojo
Students have option of using different video and resource sites if one does not work
Students only need to use one device to upload their video.
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Students might have fixed mindset when it comes to creating a video

I may not have allowed enough time to complete the project
I will be able to see if students met my goals and objectives or not from the videos, written
interview questions and responses.
I will reflect wither this lesson was a success based on students informal responses, my
observations and the responses they give to me through Class Dojo.

XII. References:

California Common Core State Standards English Language Arts & Literacy in
History/Social Studies, Science and Technical Subjects (2010)
https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

History-Social Science Content Standards for California Public Schools Kindergarten

Through Grade Twelve (1998)
https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

Schrock, Kathy (2018) Kathy Schrock’s Guide to Everything

http://www.olejarz.com/arted/digitalvideo/interviewrubric.pdf