Title: Book Talk Videos Topic: Outside Reading in Science/ Integrating Technology Grade: 12

Subject/Course: Human Anatomy & Physiology Designer(s): Mrs. Robin Thompson & Mrs. Tina Stubblefield

Stage 1- Desired Results Established Goals:

Science Characteristics of Science high school (SCSh)

SCSh9 Students will enhance reading in all curriculum areas by: a. Reading in all curriculum areas. Read both informational and fictional texts in a variety of genres and modes of discourse. b. Discussing books Discuss messages and themes from books in all subject areas. Evaluate the merit of texts in every subject discipline. Examine authors purpose in writing. Recognize the features of disciplinary texts. c. Building vocabulary knowledge Explore understanding of new words found in subject area texts. d. Establishing context Explore life experiences related to subject area content.
Common Core Literacy Standards for Reading in Science and Technical Subjects Grade 11-12 (CC1112RST)

CC11-12RST1 Cite specific textual and evidence to support analysis of science and technical texts, attending to important distinctions the author make and to any gaps or inconsistencies in the account. CC11-12RST2 Determine the central ideas or conclusions of a text. CC11-12RST10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently.
Common Core Literacy Standards for Writing in History/Social Studies, Science, and Technical Subjects Grade 11-12 (CC11-12WHST)

CC11-12WHST2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and

analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC11-12WHST6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conicting information, and point of view or bias. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.4.3 Recognize new knowledge and understanding. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.3.4 Create products that apply to authentic, real-world contexts. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.7 Use social networks and information tools to gather and share information.

4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.

4.4.4 Interpret new information based on cultural and social context. Understandings: Essential Questions: Students will understand that What will I gain from reading an out of class Reading a content-based work (fiction or assigned science based book? non-fiction) can enhance knowledge of that How can creating book talk videos help us to subject. learn the major concepts of a work better? Reviewing major concepts in a novel and How will creating and sharing book talk videos creating a book talk video based on these enhance my classmates knowledge of science? concepts can help to solidify the details of Why do we need to use technology to learn? reading. Using technology to create and share new understandings can enhance learning. Misunderstandings: Technology can be a waste of valuable class time. Technology can be difficult for veteran teachers to learn to incorporate in classes. Students will know Students will be able to The authors purpose for writing and whether Read a science-based book (fiction or or not it is achieved. nonfiction) and identify the authors purpose for writing, science concepts covered, and any The science concepts that are covered in the discrepancies in the facts presented. book and how they relate to students knowledge of science. Create a video using Animoto that includes photos, music, and narration. That book talks consist of photos, music, and narration. Upload their final project to Edmodo. The steps needed to create a book talk video using Animoto. How to upload and share their video via their teachers Edmodo page. Stage 2- Assessment Evidence Performance Tasks: Other Evidence: Goal To create a book talk video about a Book Talk Video Pre-Planning Organizer major work that has been read in order to Storyboard enhance knowledge of science as well as to Script analyze the authors purpose and facts Self-Assessment Reflection/Journal at presented. conclusion Role Book reviewer Audience Teacher and other students. Situation Students need to review a major work for deeper understanding and to encourage other students to read this work too. Product Book Trailer/Review Standards (See above.)

Stage 3- Learning Plan Learning Activities: W= Help students to know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H= Hook all students and Hold their interest? Students will review the list of possible book choices that are available in the Media Center as well as those in Mrs. Stubblefields personal collection. Teacher and student will discuss how science related writing differs from typical novels. Students will view sample student book talk videos and have an open discussion on what makes a good and effective trailer. 1. Students will view a Prezi that shows the major steps in creating a video book talk. 2. They will then be given a pre-planning graphic organizer that will help brainstorm for possible pictures and concepts that they want to cover in video. 3. Students will then complete a more detailed story board with narration/script.

E= Equip students, help them Experience the key ideas and Explore the issues?

R= Provide opportunities to Rethink and Revise their understandings and work?

Students will peer review storyboards and scripts before production begins. Students will then peer review again when all elements are in place in Animoto. Lead teacher will encourage students to self-assess their knowledge of key concepts as she conferences one-onone with students as they create videos. Media specialist will provide feedback and questions for students to consider about the technological and creative elements of their videos. Students will also have the rubric that they will be graded with in order to grade themselves before submitting final video on Edmodo.

E= Allow students to Evaluate their work and its implications?

T= Be Tailored (personalized) to the different needs, interests, and abilities of

Students who struggle with multiple step processes (finding images and saving them to then insert in video)

learners?

will have a set of images (based on their pre-planning and storyboard) already saved to a folder for them to access.

Students will have a checklist of the 7 Steps to Making a O= Be Organized to maximize initial and Book Talk Video that they can use to guide them stepsustained engagement as well as by-step through the book trailer process. effective learning?