(Houghton Mifflin "Invitations to Literacy")
Grade Level: 5
Instructional Time: 10, 55-minute periods to coincide with classroom study of unit
Resources/Materials: Any Media Survey of students's uses for types of mass media, balance scale, blank storyboards, scenes to draw out of hat, video recording and editing equipment
List the forms of mass media. Note: "From HM" refers to Houghton Mifflin's Teacher Resource Book for this unit.
HM p.T11A: Complete a Media Survey to give information about favorite forms of the mass media. (Results need to be tabulated before Lesson 2.)
From HM pp. T27-28, A Package for Mrs. Jewls, why does the class dislike the computer and why does Mrs. Jewls throw it out the window? Brainstorm answers. Discuss what else they could have thrown out and author's apparent POV about computers.
Review results of Media Survey and note favorite types of mass media.
Review literature that says electronic media is bad for kids. Review Media Survey and note (probably) that an imbalance exists between time spent reading and time spent with electronic media. What can they do about it? Introduce a need for balance in their lives among books, computers, TV.
Using a balance scale, place beans on pans 1 and 2 for time spent (1) reading and (2) with electronic media.
Introduce video equipment and demonstrate possibilities. List what makes good TV instead of bad. Introduce plan to make a video as good TV:
Who: 5th graders in small groups of 4
What: video of "School Adventure", "Spaceship (Name of School)?"
When: media classes; also free times to videotape
Where: around school
Why: to show adults our school and what is a good use of TV
How: steps are to list scenes, make assignments, storyboard, tape, edit
Note: each group will use books and computers as background for their clips (i.e., they will demonstrate a balance of media) by adding print information about the school and creating a computer visual about the school.
List scenes for video. Draw a scene out of a hat for your group to do.
Small groups work together to decide:
Equitable assignments for scenes among members
Schedule -- time line (From HM p.85)
From Houghton Mifflin for inspiration, information and background:
Using the Library p.55N, Photos and Illustrations p.55L,
Using Lists of Details p.61, Definition of Biography p.63, Guinness Book of Records p.37D, Movie Sequencing p.55B, Kinds of Sentences p.55I, Panel Discussion p.55K, Game Show p.55K, Interviewing p.115K, Role-playing p.121, Comparing video to written text p.77L, Artistic interpretation p.89, Movie poster p.81, Illustrations and Captions p. 71, "Call to Adventure" essay p.80-81, Overcoming Fear p.82-83, Planets pp.89A-115
Lessons 5 - 7: Small-group work
Lessons 8 - 10: Edit, critique, evaluate. What did you learn about facing challenges in this project? What other challenges would you like to take on?
What kind of adventure was this project? How has this project changed your ideas about facing challenges? How has it changed your ideas about TV?
Assessment: Rubric for group videos, including uses of print, computer, video.
Prerequisites: Basic experience with video equipment.
MN Standards: Read, View, Listen
MPS Grade Level Expectations: 1.4c, 2.1b, 2.2a, 2.4a, 3.2c, 3.3a, 4.1, 4.2, 4.3, 4.4
Author/Source: Lyn Lacy, Media Specialist, Keewaydin Community School