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iMovie View…
iMovie View Website Here 
Content Area: Language Arts
Learning Activities
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Act it Out: Students can act out their favorite scenes from literature circle books to play for the rest of the class that chose a different book. #
"Meet the Press" : Students can group together to debate a topic using standard argumentative format Example from NBC show, Meet the Press: Meet the Press #
Now You Teach: During times for review, students can use iMovies to create review videos for their peers. For example: Students can make a video about how when to capitalize a word. #
Teacher Roles
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Learning Goals (inspired by MO Learning Standards for 6-12 Writing & Speaking and Listening)
Create a narrative: Students can write a narrative with a clear beginning, middle, and end, applying their knowledge of important ELA concepts like plot structure and theme and turn it into a script for a movie which they can perform and record using iMovie. #
Create an argument: Students can research a topic, create an argument about it, and cite relevant evidence while developing the significance of their claim. They can demonstrate this skill with iMovie by performing and recording a debate, or they could also act out scenarios for their examples/evidence, creating a message or a PSA to present their arguments.
Create an informative text: Students can gather information on a topic and present their findings using iMovie.
Organize/make revisions to produce a clear and coherent whole: Students can use the recording and editing tools in iMovie to plan and structure an end product (whether it be a film trailer, news broadcast, etc.). They can make decisions about how to most effectively structure the text (which is in this case, their movies) and they can strategically edit clips and re-record or revise the structure as needed. #
Use technology to publish writing and collaborate with others: Students can use iMovie as a tool to publish different types of writing (see other learning goals), and they can collaborate in groups to create a finished product. Each student can play a specific role, including but not limited to, filming, acting, script-writing, editing, directing, etc. #
Learning Assessment # #
Written Assessment: By providing students with a writing assessment that asks them to respond to a prompt influenced by an essential question or a unit's theme(s), students will be assessed on their ability to inform or argue the audience to demonstrate their understanding of the topic at hand. Example: After reading Harper Lee's To Kill A Mockingbird, analyze the title of the novel to determine its significance and relation to major themes seen throughout the book citing textual evidence to support your argument. #
Multiple Choice Test: Students' understanding can be assessed using a Multiple Choice Exam, wherein students answer a variety of questions that can range in length and level of comprehension that pertain to the material. Example: Read the following excerpt from J.D. Salinger's Catcher in the Rye (. . . I’m standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff—I mean if they’re running and they don’t look where they’re going I have to come out from somewhere and catch them. That’s all I’d do all day. I’d just be the catcher in the rye and all.) What does the "cliff" symbolize? (A) Holden's inability to grapple with his inevitable death, (B) Holden's free spirit, (C) Holden's inability to conform to societal expectations, (D) Holden's role as a protector of innocence
Online Polls/Surveys: In order to ensure each individual student is meeting the learning objectives of the lesson, a teacher can create and administer an online poll/survey that will ask a set of questions that correspond to the learning objectives of a lesson. The teacher can use the data to determine which students are grasping the material and/or struggling to understand the material. Example: Students will complete a 10-question poll/survey to assess their understanding of comma usage via Schoology.
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Exit Slips: Using a rubric to determine which responses are acceptable in the sense that they prove the student has met the learning objective(s) of the lesson, exit slips can be created and administered at the end of class before a student leaves with an open-ended question. Exit slips can serve as a recall activity, wherein students must use their knowledge of the day's lesson to remember a topic's significance, or an application activity, wherein students must list examples that pertain to the lesson's concept. Example: Identify two examples of personification in the poems we read in class today. #
Debates: In order to evaluate a students rhetorical abilities, debates can be used to determine if a student understands one or more major themes of a unit or important concepts. Example: Students can demonstrate their understanding of Ethos, Logos & Pathos while debating Steve Harmon's innocence in Walter Dean Meyer's multimedia text Monster #
The teacher can actively participate in the creation of class projects. By participating, the teacher is showing they are part of the classroom community and the students will be more engaged in the activity.
The teacher can create instructional videos on grammar, spelling, and formatting styles of writing. The teacher can upload these to Schoology or an independent website for students to review anytime they need extra help.
The teacher can create mentor videos to give students an idea of what their iMovies should look like or what criteria they need to have in their movies
As a leader by example, the teacher should create mentor iMovies that show students the elements required to be successful while being assessed on their movies.
As an evaluator/observer, the teacher should be able to identify how students have achieved learning goals through their iMovie trailers.
As a facilitator, the teacher is responsible for teaching students how to use iMovies so the students only concern will be accomplishing learning goals for the iMovie activities.
As a collector, the teacher compiles previous students work as a collection of examples to use with future students.
As facilitator, the teacher is responsible for providing suggestions of how students might collaborate. The teacher might assign roles or give them a list to choose from them and allow students to assign themselves.
The finished product should show evidence that students made thoughtful decisions about how to organize and structure their iMovies as part of how they are assessed.
Activities such as "Now You Teach" allow students to demonstrate this learning goal by allowing them to create and present informative speech/writing.
Activities such as "Meet the Press" allow students to meet the learning goal of argumentation by having them plan and perform debates.
As a leader by example, the teacher can provide a model of the main components of narrative structure as well as model their own creation of a short film.
Students can self or peer evaluate iMovie projects to determine whether they have accomplished what was assigned.
Students can create scripted narratives or play to accompany the movies they create to also assess their writing abilities.
Now You Teach movies can be used in tandem with exit slips to teach a skill and review the skill at the end of the lesson.