ITEC 7400 Spring 2014

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Engaged Learning Project Melanie Tucker ITEC 7400 – Spring 2014

Title of Project: Don’t Switch That Channel!

Subject(s): English Language Arts and Social Studies Grade Level(s): 6th (could be extended through 12th) Abstract:

Students will work in small groups to create a student-produced TV Newscast. They will explore the elements of TV News and use the concepts of storytelling to create a coherent newscast, composed of multiple news stories, that presents relevant and factual information—current events—to a real audience. Students will also create, modify, revise, and publish a final news script which supports the news story. The learning will be authentic because students will take on the initiative to research news stories and find topics that most interest them, including news stories that pertain to the 6th grade Social Studies standards. They will then explore the elements of TV News and explore why being informed with worldly news is important, especially in today’s society.

Learner Description/Context:

Veterans Memorial Middle is home to about 750 students from sixth to eighth grade. It is one of five Title I middle schools in the Newton County School System. About 75% of the student population is low-income, and about 26 students are in each of four total classes.

Students do not have their own school-provided laptops, but several students do have technology resources. Since students will be in groups of about four, and the school provides laptops and iPads to reserve for a school day, groups will not lack adequate technology resources.

Students will take this project into the community by sharing with peers from other classes, faculty and staff, family, and even the community by conducting interviews to support their news stories and newscasts. They will have the option to publish the end product to the web.

Time Frame:

This project will take approximately 15-20 days, or three-four weeks, with each day consisting of 45-50 minutes of class time spent in class. Some time spent outside of class may be necessary to conduct interviews and/or to create the final newscast presentation (video recording).

Standards Assessed: NETS:

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

b. create original works as a means of personal or group expression. 2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency

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

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking. Problem Solvin,g and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

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a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. advocate and practice sage, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. b. select and use applications effectively and productively

English and Language Arts Common Core Standards:

SL – Speaking and Listening Strategies

ELACC6SL1 – 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. ELACC6SL1d – Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

ELACC6SL4 – Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. ELACC6SL5 – Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

ELACC6L3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.*

b. Maintain consistency in style and tone.*

W – Writing

ELACC6W2 – Use appropriate transitions to clarify the relationships among ideas and concepts.

ELACC6W2a – Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

ELACC6W4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELACC6W5 – With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

L - Language

ELACC6L1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive). c. Recognize and correct inappropriate shifts in pronoun number and person.

e. Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression unconventional language.

ELACC6L2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Social Studies Standards:

LATIN AMERICA and CANADA Geographic Understandings

SS6G1: The student will locate selected features of Latin America and the Caribbean. SS6G2: The student will discuss environmental issues in Latin America.

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SS6G3: The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean.

SS6G5: The student will locate selected features of Canada.

SS6G6: The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

SS6G7: The student will discuss environmental issues in Canada. EUROPE Geographic Understandings

SS6G8: The student will locate selected features of Europe. SS6G9: The student will discuss environmental issues in Europe.

SS6G10: The student will explain the impact of location, climate, natural resources, and population distribution on Europe.

AUSTRALIA Geographic Understandings

SS6G12: The student will be able to locate selected features of Australia.

SS6G13: The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.

Learner Objectives:

Students will use their knowledge of short stories and basic terminology of TV news to research and explore current events both domestically and globally. Since students study Latin America, Canada, Europe, and Australia in Social Studies, one of the news stories should derive from either of those countries, but the remainder of the news stories may derive from their choice of country/continent. Students will then take the information from their news stories and produce a TV newscast via a movie/media-creation software of their choice.

The “hook” or Introduction:

CNN Student News Broadcast: http://www.cnn.com/studentnews/

You may use the most recent newscast depending on when this project is implemented. This newscast’s intended purpose is to give an example for students to use as a model while they create their own newscasts, all the while engaging students in both global and domestic news.

Process:

Throughout the entire project, the Teacher will make him/herself available to students to ensure maximum height of the learning experience. The teacher will actively monitor groups and students throughout the learning experience. 1. One to two days will be spent on the introduction of this project. Since students will already have a basic understanding of TV news terms and will have seen the example newscast, we will take time to review the rubric, allow students to ask for any clarification regarding this project, and assess time management. A brief discussion regarding how to gather information and deciphering between fact and opinion will also occur, but students may explore these concepts deeper once they engage in the project. These resources will be made available to them through the class website.

 Newscasts should be composed of at least three news stories, but no more than five (as seen in the CNN Student News example newscast video).

2. BrainPop video - Newspaper. This short tutorial video explains how to read a newspaper and interpret the news stories. Students may use this resource to understand how to read articles they may find on the internet or in e-Reference materials.

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3. Brainpop video - Fact and Opinion. This short tutorial video explains how to decipher between fact and opinion and how they strengthen or weaken news stories’ authenticity. This resource may help students decide how to present some of the information gathered for their news stories.

4. BrainPop video - Continents of the World. This short tutorial shows a picture of the seven continents and their locations in relation to each other. Although this video does not go in depth regarding issues with these continents, this resource may be used a brief “refresher” of the continents’ locations. Since students’ focus should be on countries that are being learned in Social Studies (including North America), but are not limited to these countries, this video may prompt interest in terms of which areas they want to focus their attention to obtain news stories. 5. Days 3-6 (possibly 7) – Students may use a variety of e-Reference materials and news websites to gather information for their TV news stories. Students will spend three to four days researching topics and issues to produce into TV news. As mentioned, one of the news stories must be relevant to the Social Studies curriculum, but the remainder of the stories may continue to be global news or students may choose domestic news. (i.e. They may create a news story based on something happening in their neighborhood that could be considered news-worthy, whether it pertains to the community or a local church.)

 To guide students’ research and provide time-management skills, they will be encouraged to find around ten stories. Then, they could narrow it down to eight; then five; and if necessary, then three. These will be the news stories that students will end up investigating and gathering the most information. Newscasts must include a minimum of three news stories, but should not exceed five news stories.

 These are days in which students will also conduct interviews with outside resources to enhance the news-cast and individual news stories. Students may resort to classmates outside of the classroom, other faculty and staff, and even family members and members of the community. Students should conduct at least two interviews that “show two sides of the same coin,” meaning they represent conflicting viewpoints of the same topic. Students may choose to include interviews for more than one news story, but two conflicting in-terviews for one story must be included to receive full credit.

 At some point during this stage, students will consult with a local news station to ask questions. This inter-view may be conducted via Skype or e-mail. Students may consult with the teacher to determine what ques-tions need to be asked in regards to their own news stories, but this should be geared more toward the stu-dents’ interests—what do they want to know? What do they need to know?

6. Days 6-9 (possibly 7-10) – Students will begin the process of writing the transcript for their news stories and final newscast. Students may use examples found from e-References materials and on news websites. (i.e. CNN Student News provides a transcript for most news stories, so students may use these as models for the creations of their own. -- The teacher will highly encourage this. Students may also reference the teacher, but it is encouraged that students do most of the investigation.)

7. Days 10-12 (possibly 11-13) – Students will revisit, revise, and edit their transcripts to ensure flawless work. Students/groups may consult with Teacher, but this is not required. Students will then move on the rehearsing stage of this project.

8. Days 13-14 (possibly 14-15) – Students will review and rehearse news stories and practice before recording to ensure maximum recording time. Students will take this time to finalize last details for their news stories and newscasts.

9. Days 15-17 (possibly 16-18) – Students will record their news stories. Students may consult with Teacher to ensure appropriate use of graphics, etc., but this is not required. Once they have finished, they may begin editing the stories to create the final newscasts. This may be done in any kind of movie/presentation-creating software (i.e. iMovie or Windows Movie Maker).

10. Days 18-19 (possibly 19-20) – Students will present their newscast videos to the class for a final assessment. They may post to the class website for peer reviews.

 Students will rate/grade each other and themselves in regards to the effort put into the newscasts. (Rubric is attached at the end of this document.)

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 Students will respond to other group newscasts and respond to audience reflective questions that meditate on the individual newscasts and stories. This will be done on the class website. (Questions attached at the end of this document.)

Product:

Students will produce a news story using movie maker software. They will be responsible for appropriate interviews that support the news story, and they will be responsible for recording these interviews and any other components needed to create an elaborate news story presentation. This product will be meaningful to students because they can take ownership of their learning—researching news that’s causing our world to change every day, developing news skills and knowledge in both ELA and Social Studies, and even gaining an interest of following current events.

Students may use provided technology or their own technology to develop this project. Skype or another conferencing tool may be used to conduct interviews, which could assist in preserving time spent out of class. Productivity tools such as Google Docs and movie maker software may be used to work collaboratively in small groups to produce the final product.

The entire learning experience will be assessed, including the final news story presentation, which should be similar to turning on the TV and watching 11 Alive News.

The final product will be assessed following a rubric. Items include fluency of the news story, sequence of events within the news story, collaboration with “experts” outside of the classroom, etc.

Students may publish their newscasts on the class website, their own student blogs, or even submit to CNN Student News (or other student-centered news). A lot of times, news stations have contests in which students create videos and submit for review.

Technology Use:

The proposed technology used in this learning experience support the following indicators of engaged learning: Challenging – Instead of students just learning the elements of a news story and being able to recall that

information, they will engage in the exploration of learning how these elements work together to create an effective news story—one that presents a purpose and reaches an intended audience with an intended purpose.

Culturally Responsive – Students are required to include one news story that centers in one of the countries they have learned, are learning, or will learn in Social Studies (Latin America, Canada, Europe, or Australia). Because the other remaining news stories may be of any interest or topic to students, this criteria fits the Culturally

Responsive, as students are allowed to incorporate their own knowledge, experiences, and performance styles; therefore, appealing to their own learning and strengths.

Student-directed – Students will pose questions as to what they want to learn in regards to worldly news. They must have an interest and explore it through making their own decisions in the overall learning experience.

Student as Explorer – Students will pursue the ideas of what information they want to learn and investigate, as well as to think about and present information that would be important for the world to know (an audience).

Student as Producer – Students will produce an “actual” newscasts in which they deliver a news story to a real audience (classmates, other peers, teachers and staff, parents and community, web world, etc.)

Teacher as Facilitator – Especially if the concept of TV news is new to students, the teacher will want to engage in more discussion with small groups to ensure that any learning gaps are closed.

Collaborative – Students will work together in small groups to create a coherent news story that reflects “two sides of the story” (or multiple sides) with appropriate interviews with outside resources.

 BrainPop tutorial videos will be used in the introduction of this project to communicate any misconceptions or clarify new information regarding news.

 e-Reference materials and news websites (i.e. CNN Student News, Fox News, etc.) will be used for the investi-gation of this project. Students will use these websites to gather pertinent information regarding news stories.

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 iMovie or Movie Maker (or some other movie-creation software) will be used to create the final newscast that is composed of multiple news stories. This will be the final presentation/product of the project.

Assessment of LoTi:

This project reaches a LoTi level of 5, as students work with people/experts outside of the classroom as they research and gather information for their final news stories. Students will have access to technology resources (within the school) for research, gathering information, creating a news transcript, and producing a news story of interest to share with an audience.

References and Supporting Material:

Brainpop. (2014, March). Continents of the World. [Tutorial video.] Retrieved from http://www.brainpop.com/socialstudies/geography/continentsoftheworld/ Brainpop. (2014, March). Fact and Opinion. [Tutorial video.] Retrieved from

http://www.brainpop.com/english/writing/factandopinion/

Brainpop. (2014, March). Reading a Newspaper. [Tutorial video.] Retrieved from http://www.brainpop.com/english/studyandreadingskills/readinganewspaper/

Cable News Network [CNN]. (2014). CNN Student News. Turner Broadcasting System, Inc. Retrieved from: http://www.cnn.com/studentnews/

Changes from First Draft to Final Draft:

 I reduced the amount of standards, heavily in Social Studies, as the news stories are not dependent on addressing every standard. This was more of a guideline, to help students think about topics they could research in the countries learned in the 6th_{grade curriculum.}

 To strengthen the LoTi level, and as suggested by classmates and instructor, I provided an “expert component” to the researching/investigating stage. Students are highly encouraged to collaborate with an outside expert—as suggested a local news station—and ask questions regarding their news stories. This step might appropriately fit after students gather information, but students may also find they need the collaboration before researching and gathering information. That’s why this step is offered “throughout” the several days spent researching and gathering.

 I added a publishing component to reach a broader audience and provided suggestions as to how students could publish their newscasts, if desired.

 I included the Culturally Responsive indicator. I addressed the need for strengthening it in my original idea, but did not extend on it in the first draft.

 I provided the assessment of LoTi. I addressed it in my original idea and asked for ways to strengthen it, but did not include the assessment in my first draft. I incorporated the suggestions and also addressed the LoTi assessment in my final draft.

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Project Rubric:

Scoring Criteria:

Exemplary Proficient Emerging

Ideas Facts of the news stories and interviews skillfully include who, what, when, where, why, and how.

The intended message is clearly communicated to the audience.

Facts of the news stories and interviews include who, what, when, where, why, and how.

The message is communicated to the audience.

Facts of the news stories and interviews (who, what, when, where, why, and how) are missing.

No message is communicated to the audience.

Organization The newscast (news stories and interviews) have an

organizational structure that enhances the story and communicates a purpose and focus accurately and efficiently.

The newscast (news stories and interviews) are organized and provide a purpose and focus for the audience.

The newscasts (news stories and interviews) are not organized and focused, and provide the viewer with a limited knowledge of the story.

Presentation The newscast contains an insightful account of the material/topic featured in the news stories.

The newscast contains:  an engaging

introduc-tion

 significant facts that provide details about the news stories  two interviews that

rep-resent conflicting view-points regarding the topic of a chosen news story and are used to clarify important ideas for the viewer

 reflective commentary that examines the larg-er effects or ovlarg-erall message of the news stories

The newscast flows smoothly from introduction to conclusion using transitions between parts of the newscast.

Visual images (graphics) are used and clearly support the

The newscast contains an accurate account of the material/topic featured in the news stories.

The newscast contains:  an introduction  facts that provide

details from the news stories  two interviews that

represent conflict-ing viewpoints and connect to the news stories  reflective

commen-tary

The newscast flows from the introduction to a conclusion using

transitions between parts of the newscast.

Visual images (graphics) are used and connect to the newscast.

The newscast does not contain an accurate account of the material/topic featured in the news stories.

The newscast is missing some or all of the following:

 an appropriate intro-duction

 relevant facts that provide details from the news stories  interviews that

con-nect to the news sto-ries

 reflective commen-tary

The newscast does not flow smoothly from introduction to a clear conclusion and may not use transitions between parts of the newscast.

Visual images (graphics) may distract from the newscast or may be missing.

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Engaged Learning Project Melanie Tucker ITEC 7400 – Spring 2014 news stories. Use of Language and Technology

Carefully selected words enhance the audience’s understanding of the intended message.

The newscast includes effective headlines for individual news stories.

Carefully selected use of appropriate technologies were used to enhance the learning experience and to create a final newscast presentation.

Appropriate word choice helps to communicate the intended message.

The newscast includes headlines for individual news stories.

Technologies were used throughout the learning experience and to create a final newscast presentation.

Word choice is inaccurate or does not flow with the news stories.

Headlines do not connect to the news stories or are missing.

Use of technologies may distract from the newscast or may not have been used throughout the learning experience.

Evidence of Rehearsal and Collaboration

The final newscast presentation is coherent and professional.

It displays evidence of collaborative story design, careful planning, and rehearsal.

The final newscast presentation is organized.

It displays evidence of collaboration on the news stories, planning, and rehearsal.

The newscast presentation is disorganized.

It displays little evidence of collaboration on the story, planning,or rehearsal.

Conventions Extensive evidence reflects the various stages of the writing process.

Evidence reflects the various stages of the writing process.

Little or no evidence reflects the stages of the writing process.

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Evaluating Contract

For each scoring criteria, Emerging is worth two (2) points; Proficient is worth three (3) points; and Exemplary is worth four (4) points. A total of twenty-four (24) points may be earned.

For each scoring criteria, choose the goal that you hope to attain upon completing the TV Newscast:

Scoring Criteria Exemplary Proficient Emerging

Ideas Organization Presentation Use of Language Evidence of Rehearsal and Collaboration Conventions

_______ Points Attempted / 24 Total Possible Earned

Student Working Conditions

While you are working on alternate activities involved with the production of your group’s TV newscast, you are expected to meet and exceed the following guidelines:

1. Stay on task at all times in order to effectively complete the activities.

2. Do not disturb or distract other groups who are working on activities, as to not take away from their learning experiences.

3. When discussing within your group, use an appropriate volume as to not disturb those around you.

4. When you or your group needs help and the teacher is busy helping another group or individual, you may ask another group. Once you receive the information you need, immediately return to your working group, as to take full advantage of the class time given to work on the activities.

5. If you or your group is unable to receive help, continue working on what you can until the teacher is available. 6. “Never settle for less than your best!” ~ Unknown

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Teacher-to-Teacher

The learning experience – Students will work with a small group to produce and present a mock TV newscast that emphasized individual news stories from around the world. Each member of the group will take on a role in the broadcast, such as director, anchor, on-the-scene reporter, or interviewee.

Resources for implementation:

1. Facts vs. Opinion – This helps students to stray away from forming opinions of the news stories and stick solely to the facts to ensure an accurate account of details. (Opinions may appear through select interviews.)

Who What When Where Why How

2. The Point of the News Story – This helps students plan for the intended audience of the newscast and the overall message of the news stories.

What big idea, or message, do you want to present through your news story?

What is your purpose in reporting the story (to inform, to persuade, or to entertain)?

What will you do to achieve your purpose?

3. Visual Images – This helps students plan for appropriate use of graphics that will clearly support the news stories.

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What graphics will you use? (maps, charts, photos, etc.)

What is the information that your graphic supports?

4. The Interviews – This will help students determine who would be most appropriate to interview in order to represent conflicting viewpoints of the same topic (or news story).

Whom will you interview (a witness to the event, a “man-on-the-street” or interviewee, who represents a general opinion, an expert in the

field, etc.)?

Two interviews needed with two different people who have conflicting viewpoints regarding the

news topic.

What part of the news story will you clarify or explain through the interview?

Will you include a lower-third (names, locations, etc.) for your interviews? How will you represent the lower-third in your

presentation?

Where will the interviews take place?

Group roles for the newscast:

Director: The director is responsible for leading the group discussions and rehearsals. He or she will keep the group on task. The director will also write the final plans for the presentation and will be in charge of making sure that all the elements of the presentation are addressed, including the graphics. Finally, the director will make sure that the parts of the newscast flow smoothly, that there is an introduction to the newscast, that there are transitions between parts of the newscast, and that there is a clear conclusion to the newscast.

Anchor: The anchor is responsible for writing the final copy of the news story, though everyone in the group will contribute to planning the story. The anchor will deliver the news story during the presentation.

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On-the-Scene Reporter and Interviewee: The on-the-scene reporter and the interviewee are responsible for working together to write the final copy of the interview, though everyone in the group will contribute to planning the

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Self-Reflection and Group Reflection

Include the name of each group member according to assigned role.

Beside each item, rate your group member according to the following criteria and his or her effort in the project:

3 points – Fulfilled this duty throughout the project

1 point – Did not effectively fulfill this duty throughout the project 0 points – Did not fulfill this duty throughout the project

Director (Name: _____________________________________) ____led group discussions/rehearsals

____kept group on task

____wrote final plans for presentation

____worked with anchor and reporter to develop relevant questions for interviews ____in charge of making sure all elements were addressed

____made sure the newscast flowed smoothly

____made sure there were transitions between parts of the newscast ____made sure there was an introduction and a clear conclusion ____made sure graphics relate to the news stories

Anchor (Name: _____________________________________) ____wrote final copy of news story

____included an introduction ____included a conclusion ____included transitions

____worked with reporter and director to develop relevant questions for interviews ____rehearsed the news stories and newscast

____delivered the news stories and newscast ____concluded the broadcast

On-the-Scene Reporter (Name: _____________________________________) ____worked with anchor and director to develop questions for interviews

____interviewed at least two people who had conflicting viewpoints of the same topic ____wrote the final copy of the interview with anchor and director

____included an introduction ____included an introduction

____included a conclusion ____included transitions

____rehearsed the news stories and newscast

Audience Response: Note-taking Guide Listen carefully to the news stories presented by your classmates and take notes.

1. What was the big idea, or message, of the news story? 2. What did the group do to get the message across?

3. is this news story hard news or a feature story? How can you tell? 4. What was the purpose of the story (to inform or entertain)?