Book iMovies Performance Assessment - Welcome to …sblc.registereastconn.org/Book iMovies Performance... · · 2006-11-20Performance Assessment ... Self-assessment with rubric

Performance Assessment Performance Assessment Title: Reading Rainbow Our Way Grade Level: 4 Content Area(s) Targeted: Language Arts and Technology Author: Rebecca Pilver, EASTCONN

Performance Assessment Overview Standards Targeted This performance assessment will provide evidence of student application of the following standards: CT LA Standards: • Draw conclusions and use evidence to substantiate them by using texts

heard, read and viewed • Organize relevant information to use in a summary. • Make and support judgments. • Identify and discuss the topic or main idea in texts and begin to understand

the theme in texts. • Determine purpose, point of view and audience, and choose an appropriate

written, oral or visual format. • Identify and discuss the choices an author, illustrator or film maker

makes to convey his or her ideas in a text. • Use oral language with clarity, voice and fluency to communicate a message. Brooklyn Technology Students Outcomes: • Work cooperatively and collaboratively with peers, staff, family

members, and others when using technology in the classroom. • Use technology tools to design, develop, publish and present products

(e.g., multimedia authoring, presentation, web tools, digital cameras, scanners)

for individual and collaborative writing, communication, and publishing activities

to create knowledge products for audiences inside and outside the classroom.

Interdisciplinary Connections: This performance assessment addresses the following interdisciplinary connections.

“Engaging Scenario” Planning Current Situation First grade teachers need books on tape for their children

to learn from. Challenge Can we create computer books that give students a model

of fluent reading and teaches them an important lesson? Student Role Themselves Audience First Grade Students Product or Performance Reading Rainbow iMovie of picture book that has a

message Task 1: Book Reviews Task 2: Writing the Introduction Task 3: Presenting the Introduction Task 4: Creating the iMovie

Engaging Scenario Motivation Scale

High Simulation of a task Audience is classroom or teacher

Simulation of a Real Life Task Audience is classroom or teacher

Authentic Task Authentic Audience

Authentic Task Authentic Audience Community Service Project

“Performance assessments must emulate the tasks students will face in the real world.” Doug Reeves, Making Standards Work

Performance Task 1: Book Reviews

Description: After being introduced to the project, students will review 5 books. Each review will include a summary, a written response supported by evidence to a question about the author’s intent, and an opinion of the book supported with evidence. Standard (s) Targeted: • Draw conclusions and use evidence to substantiate them by using texts heard, read and viewed • Organize relevant information to use in a summary. • Make and support judgments • Identify and discuss the topic or main idea in texts and begin to understand the theme in texts.

Effective Teaching Strategies (Check those used. Write specific name of strategy)

_√ _Similarities and Differences compare 2 summaries √ Summarizing/Note taking write a summary _√ _Nonlinguistic Representations SWBS organizer _√ _Cooperative Learning Small groups/partners √ Setting Objectives/Providing Feedback Self-assessment with rubric

___Generating and Testing Hypothesis ___Questions/Cues _√ __Nonfiction Writing Written reviews, exit cards √ Building Understanding Together

with Teacher What makes a good summary? ___Gradual Release of Responsibility To/With/By

Unwrapped Concepts and Skills (This task will target) Concepts (Need to Know) Skills (Be Able to Do)

Summary Relevant information Evidence (that substantiates) Conclusions Theme

Organize (relevant information to use in a summary) Draw Conclusions Use (evidence to substantiate conclusions) Identify (the topic or main idea in texts) Begin to understand (the theme in texts)

Big Idea(s) (What Big Ideas will this task develop?): Authors teach valuable lessons through their stories. Stories can make a difference in our lives Summarizing gives the gist of a long story or event in a few phrases. Essential Question(s)(What essential questions does this task address?): Why do people write stories? What can we learn from stories? Can stories make a difference in our lives? What makes a good summary? Application of Knowledge (What will students actually do or produce in this task related to the unwrapped standards?)

Levels of Blooms (Mark or Bold those addressed)

Knowledge cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state

Comprehension

alter, discover, manage, relate, change, explain, rephrase, substitute, convert, give examples, represent, summarize, depict, give main idea, restate, translate, describe, illustrate, reword, vary, interpret, paraphrase

Application apply, discover, manage, relate, classify, employ, predict, show, compute, evidence, prepare, solve, demonstrate, manifest, present, utilize, direct

Analysis ascertain, diagnose, distinguish, outline, analyze, diagram, divide, point out, associate, differentiate, examine, reduce, conclude, discriminate, find, separate, designate, dissect, infer, determine

Write a summary of stories heard and read. Draw conclusions about the author’s purpose for writing stories. Use evidence to support conclusions about theme. Make and support judgments about stories read. Evidence of Learning-Assessments (How will you know students what students know and are able to do as related to the unwrapped standards?) Exit Cards Koosh ball toss Written responses on review sheets/scoring rubric Resources Needed: See each lesson for materials

Synthesis

combine, devise, originate, revise, compile, expand, plan, rewrite, compose, extend, pose, synthesize, conceive, generalize, propose, theorize, create, integrate, project, write, design, invent, rearrange, develop, modify

Evaluation appraise, conclude, critique, judge, assess, contrast, deduce, weigh, compare, criticize, evaluate

Task One Lessons

Lesson One- Introduction/Engaging Scenario: Materials:

Letter from grade one teachers Example of Reading Rainbow iMovie (optional) The book A Bad Case of Stripes Book review sheet Clip of Reading Rainbow book review (www.readingrainbow.com) Projection device or SMART board to show iMovie and clip

Differentiation Strategies: Partners

1. Read the letter from grade one teachers. Ask, “Are you interested in helping?” 2. Introduce concept of Reading Rainbow. “How any of you ever seen Reading Rainbow? How would you like to make your own

Reading Rainbows? You are going to make Reading Rainbows for grade one classrooms! Show example. 3. Let’s read the letter again. “What kinds of books are the teachers looking for? Can you think of any books that do that? What

else do you think is important for the books for first grade children?” (List all ideas on the board.) 4. Before we start making our Reading Rainbows, you will need to review some books and choose your favorite. Part of the

reading rainbow is going to be you giving a little summary about the book and giving your opinion. (show Reading Rainbow clip of girl introducing a book) I have a book review sheet that you will be using and we will try it out today with this book, The Bad Case of Stripes. Let’s look at the questions that we will need to answer after I read the book.

5. Read the book. After reading the book, ask students to take a couple of minutes to talk about in their small groups what they think the author’s lesson is. Then go around and ask each group to share. Give students time to answer the question on their review sheet.

6. Pre-Assess: Give students time to fill out the rest of the review sheet. This will be used as a formative assessment of students abilities to summarize, form an opinion, interpret the theme and use evidence to support their answer.

7. Next Steps: You will be assigned partners. I will bring in books and we will begin to review them. Encourage students to also be on the look out for books that teach a lesson to bring in.

Notes: Lesson Two: What Makes a Good Summary? Materials:

Chart: What Makes a Good Summary? Differentiation Strategies: Partners

1. Explain to the students that after reading their reviews from yesterday you discovered that summarizing seemed tricky for

them. Explain that summarizing is tricky and that all of these years teachers have been telling them to add more detail, add more detail and now they are saying “keep it short! Don’t add every detail!” No wonder you are confused!!

2. Explain that we will first start by answering the question “What Makes a Good Summary?” 3. Give each partner one copy of the Harry Potter summaries. Explain that one is not really a summary and the other is a good

summary. Their job is to read the two and compare them. Then, they need to list what they think notice a summary has. 4. Go around and have each group share. Ask for a volunteer to scribe students’ responses on a chart “What Makes a Good

Summary?” Notes:

Lesson Three: Tips for Writing a Summary Materials:

Charts: Tips for Summarizing Combining Events chart Somebody, Wanted, But, So

Somebody, Wanted, But, So graphic organizer Harry Potter summaries Koosh Ball A read aloud book


1. Show students the Tips for Writing a Summary chart. 2. Tip # 1: Combine events and things into one or two sentences. Tell students that you are going to do an activity that will help

them understand how to do this. Tell them that we are going to have some events happen and then we will summarize the events.

3. Explain to students that you will tap or call on a student. When you do, that student needs to perform some kind of action like clap their hands, stand up, hop, etc. Ask for a volunteer to script the actions as they take place. They need to write the name of the person and what they did in a list. For example “Joey clapped his hands.”

4. Proceed to call on about 7 students while the scribe writes down their actions. 5. Read over the list. Say, I am going to retell all the events that just took place in this classroom! Then, ask the students to think

of a way they could tell what just happened in one sentence. 6. Give students about 3 minutes to discuss and write down a sentence with their partners. 7. Ask for volunteers to share. Write down their summaries under the list of events. Save this chart as an Anchor lesson chart. 8. Refer to the book Bad Case of Stripes. Quickly flip through the pages, listing all of the things that Camilla turned into. Ask for

a few suggestions for how we could summarize all of those things into one sentence. 9. Tip #2: Somebody, Wanted, But, So strategy. Explain to the students that you have a fun strategy to use that will help them

summarize. Ask students or have a title of a movie that everyone has seen. Fill out the SWBS chart together. Then, use it to orally summarize.

10. Tip #3: Go over tip number 3, use order words like first, next, last, finally. Model using the time order words with the movie SWBS that you just did together.

11. Formative Assessments: 1. Throw a koosh ball around. Whoever catches the Koosh ball needs to tell one thing they learned today. 2. Read aloud a story. Ask students to try out the SWBS strategy using the graphic organizer..

Notes:

Continue to practice using the SWBS chart with class read alouds or other stories. You may find that you will also need to model adding some important details and/or descriptive words to summaries to make them more interesting to the reader. Lesson Three: Book Reviews Materials:

Book review sheets Scoring rubrics SBWS sheets for students to use if they choose to Many titles of books that have lessons (see book list)

Differentiation Strategies: Partners, SBWS graphic organizers, leveled books

1. Go over the rubric with the students. You may want to model and score one together first. 2. Students then need to read 5 books and write their reviews. Each time they write a review, they need to score it and bring it to

you to score. If it meets goal, they can move onto their next book. 3. To differentiate for students, provide a gradual release of responsibility by asking students to write the first review together.

(discuss together, write together) After they bring it you to see if it meets goal, you decide if you think they should each write the next one separately. In other words, they discuss it together, they write together. The last review should be done independently in order to see if individual students can apply the standards on their own. (Note: Students do not need to do questions in order. As you go around and talk to them about their books, most begin with discussing what they think the lesson of the story is. Suggest that since they are talking about that question, they might like to start with that one)

4. Formative Assessments: Observe each group and discuss with them, “What do you think the author’s message is? What makes you think that?” On the first day, your students will most likely get only one story read and reviewed. After the first review session, do a Koosh Ball toss: When you catch the ball respond to either “What went well? What could improve? What did you learn?

5. Begin to keep a chart that answers the question “What lessons can we learn from stories?” A fun way to introduce this is to after reading a couple of books, give each partner sentence strips to write the lesson they learned. They can write and draw a little illustration of the lesson. Then, post the sentence strips on the wall. Students can continue to fill out sentence strips as they read.

6. After completing all reviews, have students fill out EXIT Cards. What did you learn from this activity? Notes: As you read books with your students continue to notice author’s messages and discuss. Practice summarizing with everyday events such as “We just ……..and……and…., who would like to try their hand at summarizing what we just did?” Or use the SWBS orally after reading read alouds.

December 12, 2005 Dear Fourth Grade Students, How are all of you? We need your help. Our students love books but can’t read a lot of books on their own. We would like some great books on tape for our children to listen to at centers. If possible, we would like the books to teach an important lesson to our children. For example, the book Ruby the Copycat teaches children that it is important to be who they are and not copy others. Would you be interested in helping us?

Thank you! The Grade One Teachers:

Name___________________________________________________________

Title_____________________________________Author________________________________________________

1. What was this book about? Write a summary.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2. What do you think the author trying to teach us through this story? What makes you think that?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

3. Do you like this book? Why or why not?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

___________________________________________________________________________________________

Not a Good Summary This is a movie about a young boy called Harry Potter, who has to lead a hard life: His parents have died in a car crash when he was still a baby, and he is being brought up by his Uncle Vernon and Aunt Petunia. The ten-year-old Harry has been forced to live a horrible life forced by the Dursleys. They make him live in the small chamber under the stairs, and treat him more like vermin than like a family member. His fat cousin Dudley, the Dursley's real son, keeps bothering Harry all the time. On his eleventh birthday, Harry Potter finally receives a mysterious letter from the Hogwarts School of Witchcraft and Wizardry, telling him that he is chosen as one of the future students of Hogwarts. Hagrid, the gigantic man who brought the letter, finally introduces Harry into the real circumstances of his life: His parents were a wizard and a witch, they were killed by the evil wizard Voldemort protecting him. Harry still has a lightning-shaped scar on his forehead from that event. Since he survived the attack as a baby, and also somehow deprived Voldemort from his powers, he has been famous in the wizarding world ever since. Hagrid takes Harry to the Alley to buy all of the wizardly things he needs for school. He buys a wand, books and a broom. At Hogwarts, Harry meets his teachers, and becomes friends with Ron Weasley and Hermione Granger. Ron has red hair and lots of brothers. Hermione is half wizard and half human. They call her mug blood. Harry brings his pet owl to school. Harry, Ron and Hermione live in a dorm with changing staircases, ghosts, and talking paintings. Harry learned how to perform magic and play Quidditch. The three of them accidentally find out that the potions master, Severus Snape, seems to plot on stealing something that is guarded by a three-headed dog. Since nobody would believe some first years to have found out such important things that even would incriminate a Hogwarts teacher, they take it on themselves to find out what Snape is up to.

A Good Summary This movie is about Harry Potter, a boy who learns on his eleventh birthday that he is the orphaned son of two powerful wizards and possesses unique magical powers of his own. He becomes a student at Hogwarts, an English boarding school for wizards. He learns to fly, cast spells, and perform other feats of sorcery. At Hogwarts, Harry meets several friends who become his closest buddies and help him discover the truth about his parents’ mysterious deaths at the hands of a powerful enemy. ________________________________________________________

• What is the difference? What makes a summary good? List your ideas below:

Title of Book:________________________________________________________Author:___________________________

Somebody

(main character) Wanted

(what the character wanted)But

(what happened to keep them from getting what

they wanted)

So (how everything worked out)

Summary:________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Evaluate your Summary ______It has a beginning, middle, and end. ______It includes the character. ______It does not include extra details. ______It makes sense. Name_______________________________________Date__________

Task One Scoring Guide: Book Reviews

3 Exemplary 2 Goal 1 Not Yet The summary includes everything in goal and it uses 3 or more descriptive vocabulary words.

The summary: o Tells the beginning, middle

and end. o Includes the character o Combines events and

things into a sentence or two

o Is in the correct sequence o Does not include extra

details o Makes sense o Uses complete sentences,

correct spelling and good punctuation

The summary includes everything in goal except it is missing the following:

Questions 2 and 3 include everything in goal and uses more than 2 examples from the story to support it.

Questions 2 and 3: o Answer all parts of the

question o Uses 2 examples from the

story o Uses complete sentences,

correct spelling and good punctuation

Questions 2 and 3 include everything in goal except it is missing the following:

Performance Task 2 Task Title: Writing Reading Rainbow Introduction Description: After carefully selecting the book that they will create their iMovie of, students use the review sheet to craft a written script of their introduction. Standard (s) Targeted: • Draw conclusions and use evidence to substantiate them by using texts heard, read and viewed • Organize relevant information to use in a summary. • Make and support judgments • Identify and discuss the topic or main idea in texts and begin to understand the theme in texts. • Determine purpose, point of view and audience, and choose an appropriate written, oral or visual format. • Listen to or read a variety of genres to use as models for writing in different modes.


_√ _Similarities and Differences compare several introductions √ Summarizing/Note taking observe and take notes ___Reinforcement/Recognition _ _Nonlinguistic Representations _√ _Cooperative Learning Partners

√ Setting Objectives/Providing Feedback

Self-assessment with rubric __Generating and Testing Hypothesis ___Questions/Cues _√ __Nonfiction Writing Written introductions, exit cards √ Building Understanding Together

with Teacher What makes a good introduction? _√ __Gradual Release of Responsibility To/With/By Modeled or shared writing


Summary Relevant information Evidence (that substantiates) Conclusions Theme Purpose, point of view, audience Variety of genre (to use as models for writing)

Organize (relevant information to use in a summary) Draw Conclusions Use (evidence to substantiate conclusions) Identify (the topic or main idea in texts) Begin to understand (the theme in texts) Determine (purpose, point of view, audience Choose (appropriate written format) Use (a variety of genres as models for writing)

Big Idea(s) (What Big Ideas will this task develop?): Authors teach valuable lessons through their stories. Stories can make a difference in our lives Summarizing gives the gist of a long story or event in a few phrases. Essential Question(s)(What essential questions does this task address?): Why do people write stories? What can we learn from stories? Can stories make a difference in our lives? What makes a good summary?



Comprehension




Application of Knowledge (What will students actually do or produce in this task related to the unwrapped standards?) Analyze and use models of writing to write a Reading Rainbow introduction appropriate for their audience. The introduction includes a summary, an opinion, and the lesson learned by the characters. Evidence of Learning-Assessments (How will you know students what students know and are able to do as related to the unwrapped standards?) Written introductions/scoring rubric Exit Card Resources Needed: See each lesson for materials

Synthesis



Task Two Lessons and Worksheets

Lesson One: Writing the Reading Rainbow Book Reviews Materials:

Clips of Reading Rainbow Reviews (www.readingrainbow.com or your school library probably has videos) Note: If you go to the clips on reading rainbow, they have the scripts written. You can copy those and give them to students as they follow along. Observation Sheet Chart: What Makes a Good Introduction?


1. Explain to students that they are going to write their scripts for their reading rainbow introductions (a little review of the book). Tell them that we are going to watch some reviews to get ideas about what makes a good introduction.

2. Hand out the observation sheet. Tell students that their job is to notice what makes the review good. What does the speaker say or do?

3. Show several reviews. After each one, randomly call on students using picker sticks, to share. Write down their comments on a chart “What Makes a Good Reading Rainbow Review?”

4. After showing the clips and getting some great ideas, discuss with students, which do you think is important for all of us to include? What will be our goal? (Put a star next to those) Which do you think would be extra? (Put a plus sign next to those.) Use this information to create your scoring guide. Modify the scoring guide below to fit your student’s ideas.

5. When you write your scripts, think about how you can write it so that each of you will contribute to the introduction.

6. Model or do a shared writing of an introduction of the Bad Case of Stripes using a review sheet. 7. Provide time for partners time to write. 8. Finish up by sharing some introductions that meet the criteria. 9. Exit Card: Did watching the Reading Rainbow introductions help you write your introductions? Explain.

Notes:

Task Two Scoring Guide: Reading Rainbow Book Introductions

3 Exemplary 2 Goal 1 Not Yet

The introduction includes everything in goal, plus:

The introduction includes: o A summary of the book o An opinion of the book o Something that grabs

the reader’s interest o The lesson that the

characters or they will learn in the book

o Good punctuation, spelling and sentences.

The introduction includes everything in goal except is missing the following:

Performance Task 3 Task Title: Presenting the Reading Rainbow Introductions Description: After being practicing their scripts at home and/or school, students have their introductions video taped. Standard (s) Targeted: • Use oral language with clarity, voice and fluency to communicate a message. • Work cooperatively and collaboratively with peers, staff, family members, and others when using technology in the classroom.


__ Similarities and Differences ___ Summarizing/Note taking ___Reinforcement/Recognition ___Nonlinguistic Representations ___Cooperative Learning

√ Setting Objectives/Providing Feedback

Self-assessment with rubric ___Generating and Testing Hypothesis ___Questions/Cues ___Nonfiction Writing √ Building Understanding Together with

Teacher What makes a good speaker? ___Gradual Release of Responsibility To/With/By


Clarity Voice fluency

Use (oral language to communicate a message)

Big Idea(s) (What Big Ideas will this task develop?): An effective speaker has the power to influence others. Essential Question(s)(What essential questions does this task address?): How does the ability to speak well help us throughout our lives? Application of Knowledge (What will students actually do or produce in this task related to the unwrapped standards?) Orally present their Reading Rainbow book Review with clarity, voice and fluency. Cooperate with others and the system put into place for the video taping Evidence of Learning-Assessments (How will you know students what students know and are able to do as related to the unwrapped standards?) Their presentation and scoring rubric



Comprehension




Synthesis


Resources Needed: See each lesson for materials


Task Three Lessons

Lesson One: Presenting and Videotaping the Introductions Materials:

Digital Video Recorder A quiet place for recording (idea: set up a backdrop for the recording) A parent volunteer, paraprofessional, media person…..

Differentiation Strategies: Students choose to memorize or read scripts.

1. Remember the presentations we watched? How well did the children get their message across? What made the good speakers good speakers? Write down ideas on a chart: What Makes a Good Speaker? (Note: students may have already identified good speaking qualities in the last lesson. If so, go back to those and highlight or underline them. Add additional ideas.)

2. Present the presentation rubric. Give students time to practice their scripts at home and/or at school. 3. Sign students up for video taping. Go over the guidelines for cooperation. This will vary according to your set up. Examples of

guidelines might include: quietly waiting in hallway for your session, respecting others while they are video taping, understanding that others may have to do the taping over so the wait may be longer…

4. Video tape each student, allowing for retakes as needed. 5. Download save each student’s presentation onto separate iMovie presentations. (One for each student.) 6. Have students watch and evaluate their own performance using the self evaluation.

Notes: o Practicing the scripts one night for homework was very effective. Students were given the choice to either memorize or read

their script. o If you can get two adults to help on this day, have one adult first listen to the child’s introduction before actually recording. If

they feel the child is ready, send them to the recording station. This worked very well.

Task Three Scoring Guide: Reading Rainbow Presentations

3 Exemplary 2 Goal 1 Not Yet

The presentation includes everything in goal, plus: The speaker used expressive speaking changing the intonation and volume of their voice.

The presentation was done: o Clearly o Fluently o In a way that sounded like

the speaker was talking to the audience (voice)

o With eye contact

o The presentation includes everything in goal except is missing the following:

The student went out of their way to help others in a cooperative manner.

The student cooperated with others so that the presentations went smoothly.

The student distracted others while taping or was uncooperative while waiting for their turn, practicing or video taping their session.

Comments:

Performance Task 4: Creating the iMovie

Description: The culminating task in this performance assessment requires students to individually create individual iMovies. Each iMovie includes the video of the student reviewing a book, digital pictures of selected illustrations from the book, and music that captures the theme of the book. The students individual iMovies are compiled to create a class iMovie production entitled “Reading Rainbow Our Way”. Standard (s) Targeted: • Determine purpose, point of view and audience, and choose an appropriate written, oral or visual format. • Identify and discuss the choices an author, illustrator or film maker makes to convey his or her ideas in a text. • Work cooperatively and collaboratively with peers, staff, family members, and others when using technology in the classroom. • Use technology tools to design, develop, publish and present products (e.g., multimedia authoring, presentation, web tools, digital cameras,

scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.


__Similarities and Differences ___ Summarizing/Note taking ___Nonlinguistic Representations __Cooperative Learning √ Setting Objectives/Providing Feedback Self-assessment with rubric

___Generating and Testing Hypothesis ___Questions/Cues ___Nonfiction Writing ___ Building Understanding Together

with Teacher ___Gradual Release of Responsibility To/With/By Demonstration/Independent Practice


purpose, point of view and audience choices author, illustrator, film maker makes to convey ideas working cooperatively with others

Determine (purpose, point of view and audience Choose (appropriate visual format) Identify (the choices an author, illustrator or film maker makes to convey ideas in a text) Discuss (the choices an author, illustrator or film maker makes to convey ideas in a text) Use technology tools (to design, publish, present products for audiences in/out of classroom) Work cooperatively with others (when using technology)

Big Idea(s) (What Big Ideas will this task develop?): Authors, illustrators, film makers think carefully about how the words, pictures, and music they choose conveys their themes and ideas. Essential Question(s)(What essential questions does this task address?):



Comprehension


Application apply, discover, manage, relate, classify, employ, predict, show, compute, evidence, prepare, solve, demonstrate, manifest, present,

How can we convey the theme of the story through pictures and music? Application of Knowledge (What will students actually do or produce in this task related to the unwrapped standards?) Create a multimedia presentation integrating video, pictures, transitions, and music Analyze and select illustrations and music that they feel best conveys the theme of their selected book Apply cooperative behaviors while using technology Evidence of Learning-Assessments (How will you know students what students know and are able to do as related to the unwrapped standards?) Scoring rubric Resources Needed: iMovie or other video editing software

utilize, direct


Synthesis



Task Four Lessons and Worksheets

Lesson One: Introduction to iMovie

Materials:

iMovie practice file (Take digital pictures of the illustrations in the book Willy the Wimp by Anthony Browne. Import the digital pictures into iMovie and rearrange them in random order on the “shelf”. Save a file of the prepared iMovie for each student.) Student directions for organizing picture clips, adding transitions and adding a title in iMovie

1. Read Willy the Wimp to the students. 2. Demonstrate how to order the digital clips, add transitions and create a title. 3. Give students time to practice making the Willy the Wimp iMovie using the directions.

Notes:

Students loved doing this. It was also great for sequencing and comprehension! Lesson Two: What illustrations should I Choose?

Materials:

Digital Cameras Picture books students selected for their review A Bad Case of Stripes The review that was written in an earlier lesson for A Bad Case of Stripes

1. Explain to students that part of their Reading Rainbow iMovie will be 5 illustrations from their book. Ask students how they will determine which illustrations to choose. Write their ideas down on a chart or board.

2. Tell students that they are doing exactly what good film makers do…they know they can’t put everything into their film so they need to make very good decisions about what to put in that will best convey their ideas.

3. Put up the review written about A Bad Case of Stripes. Model going through the illustrations and selecting illustrations that best conveys the ideas written about in the review.

4. Give students 5 sticky notes. Ask them to think about the lesson in the story and their review. Ask the students to put sticky notes on the illustrations that they feel best convey the ideas.

5. Show students how to take pictures of the illustrations. Take turns taking the pictures. You may want to do this during a computer lab time while students are finishing up Willy the Wimp or during another time while students are working.

6. Explain to students that they need to be looking for a song that they want to use as background for their pictures. Discuss how the music also needs to convey the ideas of the story.

Notes: To prepare for the next lessons, you will need to download the pictures and the videos into each students file. Lesson Three: Putting it All Together! Creating the iMovie (This lesson takes at least 3 45 minute sessions) Materials: iMovie file with downloaded pictures and video for each student Music CDs (both that students and you have brought in)

1. Show students the rubric by which their finished iMovie will be assessed. Clarify any questions or confusion. Talk again about the importance of finding music for the iMovie.

2. Use a student’s file to demonstrate organizing the video and picture files. Remind students how to add transitions between each clip.

3. Give students time to do the same with their iMovies. 4. Demonstrate for students how to edit their video clip by clipping any unwanted sections. 5. Give students time to do the same. 6. Remind students how to add titles to their iMovie. Discuss places they may want text. (Everyone needs a title page, others are

optional) 7. Give students time to do the same. 8. Show students how to add their music. 9. Once students are satisfied with their completed iMovie, have them show a partner and use the scoring rubric to assess.

Notes:

I compiled all of the students iMovies together into one iMovie performance. I included some of the bloopers from the original video clips. The class iMovie was shown to parents, other classes and contributed to the school media center.

3 Exemplary 2 Goal 1 Not Yet The iMovie includes everything in goal, plus: Interesting text somewhere else in the presentation

The iMovie includes an edited video clip, the title of the book, transitions, five illustrations from the story, and music.

The presentation includes everything in goal except is missing the following:

The music conveys the theme in the book by having a similar theme in the lyrics.

The music conveys the ideas in the book and review by having some of the same words that were found in the book. (For example “Who let the dogs out- there is a dog in the book.”)

The music does not convey the ideas in the book and review.

The picture clips selected align with the ideas presented in the review. (beginning, middle, end,), plus: The clips convey the message of the story

The picture clips selected align with the ideas presented in the review. (beginning, middle, end,)

The picture clips selected do not align with the review. They were selected because they were the student’s favorite.

The student went out of their way to help others in a cooperative manner.

The student cooperated with others so that the iMovie development went smoothly.

The student distracted others while learning or creating and/or was uncooperative in the computer lab.

Comments:

Teacher Reflections at Conclusion of Performance Assessment: 1. What Worked? What Didn’t?

As the project evolved, it became evident that having children take pictures of the entire book and reading it for iMovie was biting off way more than necessary. So the original purpose of the iMovies changed however the audience remained the same (and grew to the whole school). The finished product is a Reading Rainbow production of the whole class iMovies including bloopers and was given to the school library and shown to the first grade, parents, and other interested classrooms. What worked was strategically partnering students for the first part of the unit (reviewing and selecting books) but letting them work individually on the second part (creating their iMovie). It was very important to have more than one adult to help with the videotaping.

2. What Will I Do Differently Next Time?

I would keep everything the same except I will change the letter from the first grade teachers. This project was used in a class with very diverse social, emotional and learning needs. ALL students were engaged, successful, and very proud of their work. Students applied the concepts they learned from the summarizing, inferring the author’s theme/intent, and supporting their opinion with evidence to other contexts. I was thrilled to see that so many students used the concepts/skills when they responded to CMT like response questions!!

3. What Student Work Samples Do I Have for Each Task? What Scoring Guide Examples of Proficiency Do I Have for Each Task?

The final iMovie product with all of the students’ Reading Rainbows, examples of written book reviews

Book iMovies Performance Assessment - Welcome to …sblc.registereastconn.org/Book iMovies Performance... · · 2006-11-20Performance Assessment ... Self-assessment with rubric

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