What did I do with my weekend?

Check out my improved web-quest, now with a lesson plan. Boy I hope I did this right :-) On to the next assignment I know I will start that now!

Lesson Title:	Commercial For your Colony
Grade Level/Subject Area:	8th Grade U.S. American History
Performance Objectives:	After completion of the lesson, students will be able to: What were the reasons Europeans colonized in America? How was life in the colonies different from life in Europe? What are the best features to each of the colonies?
Sunshine State Standards	SS.8.A.1.6 – Compare interpretations of key events and issues throughout American History.  SS.8.A.1.7 – View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.2.4 – Identify the impact of key colonial figures on the economic, political, and social development of the colonies. SS.8.C.1.4 – Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. SS.8.E.2.2 – Explain the economic impact of government policies. SS.8.G.6.2 – Illustrate places and events in the U.S. history through the use of narratives and graphic representations. Cross Curricular LA.8.6.2.2: The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources.
ISTE NETS-S Standards	1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:      a. Apply existing knowledge to generate new ideas, products, or processes.      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. Students:      a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.     b. 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. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.   4. Critical Thinking, Problem Solving, 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.  Students: 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.   Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship.   6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: b. Select and use applications effectively and productively. d. Transfer current knowledge to learning of new technologies.
Time Needed:	1 week or 5 50-minute class periods.
Assessment:	Students will be assessed using a rubric provided from iRubric.
Technology Connections:	Students will conduct research about the thirteen colonies on the internet. Students will then turn their findings into a short video.
Materials:	Students will use the provided handouts and computers to research their colony. Students will use camcorders, and computers to create a short video.
Related URLs:	Teacher created wiki: http://petersonusamerican.wikispaces.com/ http://etc.usf.edu/clipart/
Step by Step Procedures:	Day 1 –in classroom: Students will randomly be placed into groups  Groups will come up with “team names” for their production company name The Production company will need a illustration to symbolize them as a whole group.  Then they will draw colony names out of the hat. Explain the project and show example to whole class.   Day 2- Computer Lab: Each student will complete research of colonies on the computers. Students will complete research handouts. Students will be given time to find pictures for use in their movie. The group will come together to create a storyboard or a written idea of the infomercial.   Day 3- “on-set”: Students will have to pitch their storyboard to teacher. Students will be able to go out on to school grounds to film short live action shots for infomercial.   Day 4- Computer Lab: Students will work together to use Movie Maker to import their pictures and footage that they captured. Students will be able edit film in the sequence that they wanted. They will also create a script for the voice over.   Day 5- Computer Lab: Students will work together to put in voice over and music to help entice people to join their colony. Render the film to be shown during another class. Save all film to one easy location to be graded. Once all handouts have been completed, turn in to teacher. (Research, storyboard, and script)
Classroom Management:	Whole Class Instruction, Monitor Student understanding through Informal Questioning.
Accommodations:	One-on-one assistance as needed. Use visuals and explain vocabulary ahead of time.
Resources:	Scott Firenza Digital Book Talk Teaching Copyright Authentic Learning Creative Commons on Ted Currant EmergingEdTech