Lesson Plan Focus: Online digital research skills using critical media literacy
Class: Dance 1 Grade: 9-12 Co-Curricular: Technology, Digital Reading
Time Allotment: 5-6 class periods (56 minutes) (This will be taught after teaching annotation)
CA Visual Performing Arts Standards Addressed: Development of Life Skills and Career Competencies 5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Intended Learning Outcomes Objectives:
Students will take a position (previously assigned by teacher) to support or oppose the main question at hand.
Students will be able to access various websites and research articles to support or negate their position.
Students will be able to analyze data using the five key questions of media literacy.
Students will be able to work independently and as a group.
Big Idea / Concept: All media messages are constructed and different people experience the same media message differently. Media messages have embedded values and points of view. Enduring Understanding(s):
We should or should not have dance in the public school with evidence provided by research.
Media messages are organized and reconstructed to show opinion.
What Essential Question(s) will be considered:
Should we have dance in the public schools?
Five Key Questions of Media Literacy:
Who created this message?
What techniques are used to attract my attention?
How might different people understand this message differently from me?
What lifestyles, values, and points of view are represented in, or omitted from, this message?
Why was this message sent?
Knowledge, Skills, Understanding Acquiring and Developing Skills: To explore a range of websites and research data bases to gather evidence to support their claim in the debate. Selecting and Acquiring Skills and Tactics: To develop a better understanding of research data bases and digital media. Knowledge of critical literacy and digital reading: To recognize and design information to support and oppose the position for the debate. Evaluating and Improving Performance: To improve vocabulary, listening, and speaking skills during the debate.
Materials/Equipment/Resources/Facilities School Loop, Smart Phone, Computer (Library/Computer Lab)
Implementation Summary: Students will be put in two groups for the debate. The pro side will support the position of dance in the public school and the con side will oppose. Each group will be assigned a manager and assistant manager that will support their group and will report to instructor directly. Advise the students that after school they will be in environments that they will have to work independently and then come together as a team. Everyone must do their part and will be held accountable for the work and information they bring to the table. The teacher will be grading the manager and the assistants as individuals and leaders, while the managers will be scoring your group participation.
Anticipatory Set: (1 min.) “We are going to research our issue. After you brainstorm pro and con sides managers should delegate what each student should focus on. When you find a website, article, or review you will look at the five key questions of media literacy and fill out your form for at least 5 sources.”
Procedure: Students will each be working at their own station in a group pod. They are to locate the form and critically evaluate the sources they find.
(44 min.) Students have time to work independently within their group. (Teacher will rotate through groups to see how they are work productively.)
(10 min.) Closing “pow wow” lead my managers. (Teacher should visit both sides and ask questions pertaining to what they discovered and ask thought provoking questions for them to think about for tomorrow)
Collaboration: Working as a group cooperatively.
Closure: (1 min) “Thank you for working diligently and making progress in proving your thoughts or ideas. Today you started on your journey in the world of research and tomorrow you will continue on your journey. Have a beautiful day.” Evidence of Learning: Final Debate and information presented in argument
Assessment Plan: Formative: Observation, group locker updates, small group discussion, daily check in with manager and assistant manager of group Summative: Research form of media literacy and final debate with arguments presented logically following guidelines of debate.