1. ASSURE Lesson Plan Pamela Brewer, Rebecca Calderon, Sara Dspain, Qwame Nelloms, Amy Trietsch

2. General Characteristics ~Mrs. Smith’s reading class of 27 middle school, ages 13 and 14, is of average ability. ~Two students are identified as ESL and one has been recommended for testing to see if he qualifies for special education assistance. Entry Competencies ~Students have a working knowledge of these technology applications: using the Internet, word processing, PowerPoint, video cameras, Animoto ~Students have a limited knowledge of copyright law and rules for citing sources in all formats. Learning Styles ~These are digital natives who are used to collaborative learning and have been taught through the Constructivist model. ~Most prefer hands-on activities.

3. Audience: The middle school students of Mrs. Smith’s class. Behavior:  TLW analyze components of a scenario involving copyright decisions to determine whether the application of the law was acceptable or not.  TLW apply knowledge from the Prezi lesson to create a small-group project illustrating correct use of copyright.  TLW identify and demonstrate knowledge of copyright rules.  TLW select appropriate media to develop a presentation on copyright issues they might encounter while completing a research project.  TLW present a media project based on their group’s work with copyright issues.  TLW write a script presenting both of their group’s scenarios dealing with copyright issues. Conditions and Degree: Utilizing information from the Prezi lesson, students will incorporate word processing, PowerPoint (or similar media) to develop a three to five-minute presentation illustrating both the correct and incorrect way to use copyrighted materials. All group members are expected to provide input in the development of the project. Additional technology may be incorporated into completing the project: video camera, software applications such as Animoto or Voki, etc. Remember, the completed project is designed to present your ideas in a polished, professional way, not to be a showcase of all possible font styles and slide animations included in the software chosen for the project.

4. Methods: 1. Divide students into groups of 3. 2. Prezi lesson explaining copyright research task. 3. Student groups research their assigned copyright issue using a programmed list of Internet sites. 4. Provide copyright scenarios to each group. One scene "shows" copyright infringement. The second scenario has the actors utilizing copyrighted material correctly. 5. Students act out the wrong way to gather information and the right way. 6. Students utilize technology to present their copyright dramas: Voki or Animoto to represent one "lesson" or film themselves and embed the video into another slide. 7. Group analyzes scenarios listing what was done correctly and what was done incorrectly with the copyrighted material.

5. Materials Selection Rubric: Components for the lesson were chosen because they align with state and NETS-S standards and with lesson objectives and outcomes. They come from trusted sources and contain up-to-date information. 1. Teacher-made Prezi to introduce and teach copyright. 2. Internet sources: http://www.teachingcopyright.org/ (A project of the Electronic Frontier Foundation) Deals with information and misinformation about copyright. http://www.readwritethink.org/classroom-resources/lesson-plans/students- creators-exploring-copyright-1085.html Lessons developed as collaborative professional project with the American Library Association Office for Information Technology Policy and the American Association of School Librarians (AASL).American Library Association Office for Information Technology PolicyAmerican Association of School Librarians Use five key questions to determine if they can legally use a resource.

6. Preview Technology and Materials:  Conduct an Internet search for accurate grade-level information concerning copyright.  Review lesson components presented in these sources. Determine which information to use in the introductory Prezi lesson.  Develop media presentation to last 3-5 minutes. Practice delivering it. Select Materials:  Write 18 copyright scenarios: 9 showing correct use of copyrighted materials and 9 showing copyright infringements.  Prepare group instruction cards.  Assign groups to computer stations.  Have video and still cameras available. Insure headphones are working on computers. Prepare the Learners:  Prepare lesson overview statement.  Provide real-life rationale: Modern recording groups who have gotten in trouble by "copying” excerpts of other’s work.  Prepare lesson “timeline” and brief statement of objectives.

7. Learners Practice: 1. Students will practice the concepts from the Prezi lesson by writing two short “dramas” dealing with copyright issues (both correct usage and copyright infringement). 2. Students will utilize technology as a productivity tool as they synthesize the information presented with their scenarios to create a media lesson for their peers. 3. Students will utilize technology as a communication tool in their final lesson project: giving a media presentation of what they learned.

8. Learners will complete an informal evaluation of their work both individually and as a group. The instructor will evaluate the individuals and groups with both a formative and summative rubric.

9. §126.12. Technology Applications (Computer Literacy), Grades 6-8. (2)(D) develop strategies for capturing digital files while conserving memory and retaining image quality. (3)(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods; (3)(C) describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy; (8)(A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor;

10. 1. Creativity and Innovation: 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: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency: c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking, Problem Solving, and Decision Making: b. Plan and manage activities to develop a solution or complete a project.