Prototype of tech unit outline completed

1. Touro University, Gibbs – Prototype of Student Lesson Plan Outline
Technology Integration Unit Launch Page
Teacher Name: This could be you
Project Title: Self-Image and the Media
Project Subject(s): Language Arts, Media Literacy
Grade Level(s): 7
Goals & Objectives: Students will be able to:
 recognize different types of evidence
 draw out the main idea and important details from an
article
 summarize an article
 correctly cite references
 recognize the influence media plays in influencing a
person’s self-image and feelings of self-worth
Emerging Trend: Directed advertising
Essential Question: In what ways does the media affect a person’s self-image?
Scaffolding Questions: What types of evidence are used to present information in non-
fiction writing?
What is an effective way to take notes from an article?
What is an effective way to write a summary of information?
How do we define “self-image” and “self-worth”?
Approximate Length of Unit (days, weeks)
12 – 14 days
Unit Summary and Sequence of Events, Timelines – give details:
Summary: Students will learn to differentiate between facts and opinions in advertising.
They will learn about advertising techniques used to sell products. Then Students will
work with a partner to read an article about the impact of media on self-image. They will
identify the main idea of the article, the types of evidence used in the article, and the
important details given in the article. They will share this information with their
classmates through a PowerPoint presentation.
Day 1: Classroom – Students will view a PP presentation and take notes on types of
evidence: anecdote, fact, statistic, example, and expert opinion. They will read an article
from their textbooks and learn how to chunk the text, find the main idea of each chunk,
and label the type of evidence being used. They will keep notes on binder paper and use
the notes to write a summary of the article.
Days 2 & 3: Classroom – Students will be assigned a partner and an article to read about
self-image and media. They will use the chunking/note-taking strategy for their article
and write a summary.
Days 4: Classroom – Students will be shown a student prototype of a PP presentation.
They will plan out their own presentation of a storyboard sheet.
Days 5, 6, & 7: Computer Lab – Students will work together to create a PP presentation
about the important details and evidence from their article to present to the class.
Days 8: Classroom – Students will rehearse their presentations.
Days 9 & 10: Classroom – Students will make class presentations and the rest of the class
will take notes.
Day 11: Classroom - Students will write a reflective piece about what they learned from

2. Touro University, Gibbs – Prototype of Student Lesson Plan Outline
the unit.
(Optional) Day 12: Computer Lab - Students will use http://www.glogster.com/ to create
a poster that sends positive messages to teens about how to live a healthy, confident
lifestyle and overcome negative messages in the media.
Software and Hardware needed:
-computers with internet connection
-Powerpoint or Google presentation software
Accommodations for Differentiated Instruction
Learning Challenged Students will be paired according to ability. Teacher will
Student: provide articles of varying degrees of difficulty depending
Gifted Student: on the needs and abilities of individual learners.
ELD Student: Students will be partnered with students with academic English
proficiency.
IDENTIFY STANDARDS
Specific CA Content Standards:
2.0 Reading Comprehension (Focus on Informational Materials)
Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Identify and trace the development of an author’s argument, point of view, or
perspective in text.
1.0 Writing Strategies
Organization and Focus
1.2 Support all statements and claims with anecdotes, descriptions, facts and
statistics, and specific examples.
1.3 Use strategies of notetaking, outlining, and summarizing to impose structure
on composition drafts.
Research and Technology
1.5 Give credit for both quoted and paraphrased information in a bibliography by
using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs.
2.0 Writing Applications (Genres and Their Characteristics)
2.5 Write summaries of reading materials:
a. Include the main ideas and most significant details.
b. Use the student’s own words, except for quotations.
c. Reflect underlying meaning, not just the superficial details.
1.0 Listening and Speaking Strategies
Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the effect on the viewer of images, text, and sound in electronic
journalism; identify the techniques used to achieve the effects in each instance
studied.
2.0 Speaking Applications (Genres and Their Characteristics)
2.2 Deliver oral summaries of articles and books:
a. Include the main ideas of the event or article and the most significant
details.
b. Use the student’s own words, except for material quoted from sources.
c. Convey a comprehensive understanding of sources, not just superficial
details.

3. Touro University, Gibbs – Prototype of Student Lesson Plan Outline
Specific ISTE Tech Standards for Students:
1. Creativity and Innovation
 create original works as a means of personal or group expression.
2. Communication and Collaboration
 interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
 communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
 contribute to project teams to produce original works or solve problems.
Specific ISTE Tech Student Profile Grades 6-8:
3. Gather data, examine patterns, and apply information for decision making using
digital tools and resources. (1, 4)
8. Use collaborative electronic authoring tools to explore common curriculum
content from multicultural perspectives with other learners. (2, 3, 4, 5)
9. integrate a variety of file types to create and illustrate a document or presentation.
(1, 6)
Specific ISTE Tech Standards for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
 engage students in exploring real-world issues and solving authentic problems
using digital tools and resources
2. Design and Develop Digital-Age Learning Experiences and Assessments
 design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
3. Model Digital-Age Work and Learning
 demonstrate fluency in technology systems and the transfer of current knowledge
to new technologies and situations
Formative Assessment Plans (Checking for Understanding)
Formative Assessment Strategies
Self-Image and the Media Student Presentations
The first step in my students’ project is to take notes and analyze an
article and then write a summary. This part is done totally in the classroom
with pen and paper and printed copies of the assigned articles. In this way, I
can monitor their understanding and help them with the content of the
information prior to any computer work. They will have to write a summary
of their article that demonstrates a clear understanding of the author’s
message and the evidence presented.
Once that part is completed, students will have to create a story board,
based on a model that I will provide for them, which completely plans out
their presentation. No one will be able to work on the computer until this
step is completed – always a good motivator!
Prior to going into the computer lab, I will discuss with them the
principles of creating an effective PowerPoint presentation. We will also

4. Touro University, Gibbs – Prototype of Student Lesson Plan Outline
review the presentation scoring rubric.
Once in the lab, I will show them very elementary parts of how to
create the slideshow. Not until they have created the basic content will they
be allowed to do custom animations and add graphics. I want them to
understand that the most important aspect of their presentation is the
information they will be sharing with the class.
Students will be given time in class to rehearse their presentation,
which will allow me to hear how they’re doing and offer feedback while
they’re working.
Summative Assessment (Paste rubric or create with table tools)
Power Point Evaluation: Self-Image and Modern Media
Team Members: _____________________________________________________
Title of Presentation: _________________________________________________
Oral Presentation
CATEGORY 4 3 2 1
Preparedness Students are Students seem fairly Students are Students do not seem
completely prepared well-prepared but might somewhat prepared, at all prepared to
and have obviously have needed a couple but it is clear that present.
rehearsed. more rehearsals. more rehearsal was
needed.
Volume Volume is loud Volume is loud enough Volume is loud Volume is often too
enough to be heard by to be heard by all enough to be heard soft to be heard by
all audience members audience members most by all audience some all audience
throughout the of the time. of the time. members.
presentation.
Posture and Eye Stands up straight, Stands up straight and Sometimes stands up Slouches and/or does
Contact looks relaxed and establishes eye contact straight and not look at people
confident. Establishes with the audience establishes eye during the
eye contact with the throughout most of the contact. presentation.
audience during the presentation.
presentation.
Cooperation Partners delegate Partners delegate tasks Partners delegate Partners not effective
tasks and share and share tasks and share in delegating tasks
responsibilities responsibilities responsibilities and/or sharing
effectively all of the effectively most of the effectively some of responsibility.
time. time. the time.
Slide Show
Requirements All requirements are All requirements are One requirement was More than one
met and exceeded. met. not completely met. requirement was not
completely met.
Content Covers topic in-depth Includes essential Includes essential Content is minimal
with details and knowledge about the information about the OR there appears to
examples. Knowledge topic. Knowledge of topic but there is be little
of article is excellent. article appears to be some uncertainty understanding of the
good. about the article. article.

5. Touro University, Gibbs – Prototype of Student Lesson Plan Outline
Organization Information is Most information is Some information is There is no clear
organized in a clear, organized in a clear, logically sequenced. plan for the
logical way. logical way. An occasional item of organization of
information seems information.
out of place.
Spelling and Presentation has no Presentation has a one Presentation has Presentation has an
Grammar misspellings or or two misspellings several misspellings excessive number of
grammatical errors. and/or grammatical or grammatical misspellings and/or
errors. errors. grammatical errors.
Attractiveness Makes excellent use Makes good use of font, Makes use of font, Use of font, color,
of font, color, color, graphics, effects, color, graphics, graphics, effects etc.
graphics, effects, etc. etc. to enhance to effects, etc. but but these often
to enhance the presentation. occasionally these distract from the
presentation. detract from the presentation’s
presentation content. content.
Notes:
REFERENCES – List websites, books, magazines, and other resources
used to collect content information for this unit
You may link to Delicious or online portal