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Project 1

This lesson plan outlines a project for a 3rd grade class to recreate and film scenes from Charlotte's Web after reading the book together. Students will work collaboratively in small groups using iPads and apps like iMovie to storyboard, film, and edit their videos. The teacher will provide instruction on the apps and reading comprehension standards will be assessed through student participation, time spent on tasks, and creativity demonstrated in their finished videos.

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78 views

Project 1

This lesson plan outlines a project for a 3rd grade class to recreate and film scenes from Charlotte's Web after reading the book together. Students will work collaboratively in small groups using iPads and apps like iMovie to storyboard, film, and edit their videos. The teacher will provide instruction on the apps and reading comprehension standards will be assessed through student participation, time spent on tasks, and creativity demonstrated in their finished videos.

Uploaded by

api-529723936
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Name: Claire Gilbert and Jamie Holforty

Title: Charlotte’s Web Video Creations

Summary: The class will read Charlotte’s Web together. Then students will work in small
groups to recreate and film a scene from the story.

Learners: 3rd Grade

Standards:
4b: Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.”

CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion)

CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

CCSS.ELA-LITERACY.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain
facts or details.

CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Materials Used by the Teacher: Materials Used by the Students:


 A copy of Charlotte’s Web  Reading journals
 An audiobook recording  Pencils
 Copies of Charlotte’s Web to follow
along
Technologies Used by the Teacher: Technologies Used by the Students:
 A computer for storing projects,  An iPad with the following apps:
examples, instructions, etc. -Post-it for brainstorming
 A speaker system for listening to the -iMovie for filming
book
 A Smart Board for viewing examples
and final projects
Timeline of activities (Instructional Procedures):
1. We will start off the quarter by reading Charlotte’s Web, one chapter a day from a
recording. Students will follow along in their copies of the book while the teacher
plays the recording and observes the students. Teacher should understand how to use
the speaker system and play the recording.
2. After each chapter is read, the students will summarize the chapter in their own words
in their reading journals. Summaries are expected to be 3 to 5 sentences in length and
include any major points from the chapter. The teacher will be walking around the
classroom and answering any questions.
3. Once the book is finished, we will come together as a large group and the students will
be shown an example of a remake of one of the chapters and will be given more
instructions on how to make their own projects and other expectations of the project.
Use the Smart Board to show examples and brainstorm as a group if needed. The
teacher will need to set the guidelines and thoroughly explain the rubric.
4. We will dedicate a couple days to go over the apps they will be using and answer any
questions they might have. Have iPads available for students to follow along when
walking through app instructions. Students will be expected to pay attention and ask
any questions they might have about using the apps. The teacher will need to
understand the apps and be able to teach the students how to use them.
5. The class will then be split into small groups and they will decide as a group which
event from the story to recreate. The teacher will walk around and listen to the
groups’ different ideas and help when needed.
6. Students will be given five class periods to complete their project. The project will be
expected to be a minimum 3 minutes and a maximum of 5 minutes.
7. The first period will be for brainstorming ideas they would like to use for their project.
By the end of this period or the beginning of the next, each group will have to pass
their ideas by the teacher before continuing. The teacher will be up and helping when
needed and giving feedback to groups when they are ready. Students can use iPad to
help brainstorm.
8. The second period will be used to write their scripts, ask any questions, decide who
plays which role, and creating a backdrop if desired. The teacher will provide supplies
and information as needed. Students will have access to iPads to write down any
information they need.
9. The third period will be used to complete anything unfinished from the last period.
Students may start filming if they are ready. Again, the teacher will be ready to help
when needed. Students will have iPads for filming.
10. The fourth period will be dedicated to filming all of their scenes. Students will be
expected to be responsible with their iPads and manage their time and energy
effectively. The teacher will walk around, observe students, and help when needed.
11. The fifth period will be for finishing any last-minute filming and editing their videos.
Students will need to submit their videos by the end of the period. Teachers will be
monitoring submissions and helping when needed.
12. The next few periods will be set aside for students to present their finished project to
the rest of the class. Students will be prepared to share their finished project and will
be expected to show respect while others are presenting. The teacher will help
students set up for presenting and observe the class as presentations are taking place.
Use the Smart Board when presenting so everyone can see.

Assessment Plan:
By having students complete this project and follow expectations and guidelines outlined in
the rubric, we will be able to see how well they can comprehend the story and follow
instructions, as well as how well they can work together and use creativity.
GRADING RUBRIC 5 to 4 points 3 to 2 points 1 to 0 points (Needs
(Excellent) (Sufficient) Improvement)
Read Aloud -Was attentive to the -Was attentive to the -Was not attentive
story while it was story some of the during read aloud
being read time -Met little to no read
-Met all read aloud -Met some read aloud expectations
expectations aloud expectations
Summary Journals -Completed a 3-5 -Complete a -Incomplete
sentence summary summary for each summaries
for each chapter chapter -Missing major
-Includes major -Includes few major points of the story
points from each points
chapter
Group and Class -Relays ideas -Offers ideas -Offers no ideas
Participation effectively -Puts forth minimal -Puts forth no effort
-Takes part in effort in production -Does not work with
production process process others
-Works well with -Works with others -Disrespectful during
others -Somewhat presentations
-Respectful during respectful during
presentations presentations
Time Requirement -Falls between 3 to 5 -Does not fully meet -Final time is under
minutes time requirements two minutes
-Turns projects in on (falls short) -Projects are not
time -Turns in most turned in on time
projects on time
Creativity -Script is complete -Script is complete -Script is incomplete
and well written -Project has a couple -Project has slim to
-Project is full of creative ideas no creative ideas
creative ideas -Minimal effort has -No effort has been
-Obvious effort has been put forth put forth
been put forth
Final Project Grade /30

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