A Long Way From Chicago (History imovie)

Susan Pinster's picture
Content Area(s):  
Grade Level(s):  
Oregon Common Core State Standards: 
CCG: Develop and use interpersonal skills that contribute to cooperation and teamwork in working toward common goals in family, school, community, and workplace settings.
EL.05.RE.03
Lesson Plan Details
Duration: 
3 Class periods
Objective: 

Students will use imovie to present information about the assigned historical figure that is taken from the book "A Long Way from Chicago". They will also be doing research for their historical figure online.

Resources: 
laptops, doc cams, snowballs, imovie, garage band
Preparation: 

Prior to instruction, the teacher needs to read "A Long Way from Chicago" with your students.  The teacher will need to assemble a list of historical people that are listed in the book.  

Instruction: 

In this lesson, the teacher...

     *Assign the students into partners of 2.

     * They will receive a name from this list:  Abraham Lincoln, Mary Todd Lincoln, Ulysses S. Grant, Al Capone, Bugs Moran, John D. Rockefeller, John Dillinger, Dracula, Franlkin Delano Roosevelt, Eleanor Roosevelt, Shirley Temple, charles A. Linbergh, Seersucker suit/ Stove pipe hat.

     *Each pair of students will receive a name from the book  to research.

     *We will talk about using imovie for their ending product.

     *The students will need to have at least 10 different slides with a picture, and either a voice over or a caption of information to go with the picture.

    *They will be finding information about the facts of the persons life, so that the audience will walk away with a basic back ground of the person or thing that is reported on.

     *We will discuss the rubric and what the expectations are for the score that they will be working for.  

     *In addition to the slides, they will need to use pictures, film clips, captions, transitions, headers and closers.  Voice overs are also an options.  

    *When they finish the project they will be responsible for a presentation to the class and being able to answer questions that they classmates have about the research project.

     *The students will also receive a grade around working as a partner.  Their partner will give them up to 5 points for their work and I will give up to 5 points for the work that I observe they doing during the project.

Assessment: 

The assessment is the presentation and the use of the above listed requirements. They will receive points based on the information and how many of the technology options that they used in their imovies.   I will also give the students points for their participation in their groups.

Oregon Educational Technology Standards
Creativity and Innovation: 
1B. Create original works as a means of personal or group expression.
Communication and Collaboration: 
2A. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.
2B. Effectively communicate and publish to multiple audiences using a variety of media and formats.
2C. Engage with learners from other cultures to develop cultural understanding and global awareness.
2D. Contribute to project teams. Produce original works or solve problems in a team setting.
Research and Information Fluency: 
3B. Locate, organize and use information ethically from a variety of sources and media.
3C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
3D. Analyze, evaluate, and summarize information or data and report results.
Critical Thinking, Problem Solving and Decision Making: 
4A. Identify and define authentic problems and significant questions for investigation.
4B. Plan and manage activities to develop a solution or complete a project.
4D. Use multiple processes and diverse perspectives to explore alternative solutions.
Digital Citizenship: 
5A. Advocate and practice safe, legal, and responsible use of information and digital technology.
5C. Demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts: 
6A. Select, use, and troubleshoot tools efficiently.
Career Related Learning Standards
Personal Management: 
CR1A. Identify tasks that need to be done and initiate action to complete the tasks.
CR2A. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
CR3A. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
CR4A. Maintain regular attendance and be on time.
Problem Solving: 
CR2A. Identify problems and locate information that may lead to solutions.
CR2D. Select and explain a proposed solution and course of action.
CR2E. Develop a plan to implement the selected course of action.
Communication: 
CR3A. Locate, process, and convey information using traditional and technological tools.
CR3B. Listen attentively and summarize key elements of verbal and non-verbal communication.
CR3C Give and receive feedback in a positive manner.
CR3F. Speak clearly, accurately and in a manner appropriate for the intended audience when giving oral instructions, technical reports and business communications.
Teamwork: 
CR4A. Identify different types of teams and roles within each type of team; describe why each role is important to effective teamwork.
CR4B. Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflict management, shared decision making and goal-setting).
Employment Foundations: 
CR5B. Select, apply, and maintain tools and technologies appropriate for the workplace.
CR5C. Identify parts of organizations and systems and how they fit together.
CR5H. Explain and follow regulatory requirements, security procedures, and ethical practices.
Career Development: 
CR6B. Research and analyze career and educational information.