Module+6

Teacher Reviews: 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent
 * Lesson Summary:** Students will be directed to @http://multimedialesson.weebly.com. There students will be instructed to do read and do research on the conspirators that surrounded the assassination of President Lincoln. Students will then choose a conspirator to do research more in-depth. Once students have researched their chosen conspirator they will begin to put together a presentation, a newspaper, or a brochure to present the information they have learned. Students will be given the scoring rubric for each assignment ahead of time so they what information must be included within their chosen presentation type. The presentation will be presented to the class and to the instructor. The instructor will use the grading rubric to grade the assignment.
 * Review 1:**
 * ** Criteria ** ||  ** Criteria Description **  ||  ** 1 **  ||  ** 2 **  ||  ** 3 **  ||  ** 4 **  ||
 * ** Technical ** || Project runs perfectly with no technical problems or error messages. ||  ||   ||   || X ||
 * ** Navigation ** || Users can progress in a logical path to find information. All buttons and navigational tools work as intended. ||  ||   ||   || X ||
 * ** Spelling & Grammar ** || Project honors all rules of spelling and/or grammar. ||  ||   ||   || X ||
 * ** Completion ** || Project is completely finished. ||  ||   ||   || X ||
 * ** Screen Design ** || The combination of multimedia elements (buttons, links, and graphics) and content communicate the intended ideas clearly. ||  ||   ||   || X ||
 * ** Use of Enhancements ** || All graphics, video, audio, etc are used effectively to convey the intended meaning. ||  ||   ||   || X ||
 * ** Principal of Web Design ** || The project shows adherence to the basic design principles. ||  ||   ||   || X ||
 * ** Organization ** || The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct. ||  ||   ||   || X ||
 * ** Citing Resources ** || All sources are properly cited within the project. ||  ||   ||   || X ||
 * ** Permissions Obtained for Resources ** || All permissions to use text, graphics, audio, video, etc. are available. ||  ||   ||   || X ||
 * ** Originality ** || The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive. ||  ||   ||   || X ||
 * ** Curriculum Alignment **

Objectives are clearly stated on Entry Form || Clear evidence of connection to target curriculum. Frequent and clear references are made to facts, concepts, and cited resources. Users will learn from this project. ||  ||   ||   || X ||
 * ** Evidence That Objectives Were Met ** || Clear evidence that project content supports stated objectives. ||  ||   ||   || X ||
 * ** Depth & Breadth of Project Content ** || Clear evidence that higher level thinking skills were used in the creation of this project. ||  ||   ||   || X ||
 * ** Subject Knowledge ** || Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct. ||  ||   ||   || X ||

As a fellow Middle School ELA teacher, I loved this project. It could easily be a cross curricular activity to use with Social Studies as well and even Science (forensics). I have not read this book yet, but it looks really interesting. Your design elements are appealing, and your links are all relative and engaging. I visited them and learned some new information about the “Conspiracy” to kill Lincoln. The assessment you included allows for students to creative. Allowing students to create a way to share information requires a higher thinking level, especially when asking students to analyze the appropriateness of the punishments. My only suggestion would be to make the activity into a crime mystery that students need to solve. It could even be turned into a mock trial.Other than that, excellent job!
 * Comments:**

You have done a fantastic job! Your website is visually appealing with the graphics, text, and pictures you have chosen. You have used an appropriate amount of text and graphics that make the design simple and organized. The consistency of the tabs make your website easy to navigate. The instructions are clear and easy to follow. You have given some really great resources for your students to research; I can tell you put a lot of work in to gathering all of it. All the tasks required are interactive and would allow your students to stay engaged and enjoy the learning. I like the fact that students are allowed to share the information within a PowerPoint. PowerPoint has so many options and students can be as creative as they want. The rubric will help students know how they will be graded ahead of time. I have struggled to enjoy history, but if I was in your class I feel that I would have actually enjoyed it. The content is truly fascinating and very well presented. The only thing I would add would be what grade level it is for, because a lot of other teachers will want to use this if you allow them to. Well done!
 * Review 2:**

=Rubric:= Even though this lesson has three possible assignments, the rubric covers all of the information that needs to be present. Part of the student's grade is for the presentation to the class and how well they knew the information.

@https://docs.google.com/document/d/17OmHcyKiwjajeyM11DKJwXdugMXx4evqcxQzfoZSA80/edit?usp=sharing

=Curriculum Map:= The curriculum map is included via the link below:

@https://docs.google.com/presentation/d/1lWeIrz8irSk9JnpOFvtomXrPRApJ_tRHr2RNP_1TouA/edit?usp=sharing

=Summary:= This unit on President Lincoln asked students to read quite a bit of informational text. The first part of the unit asked students to read a snippet from a book on President Lincoln's assassination. This portion of the book introduced students to the majority of the characters surrounding Lincoln's death. After students were introduced to characters, they were asked to choose a conspirator to do some in-depth research on. Students then went to the Internet for extensive research. Students were looking for pictures of the conspirator, escape routes out of Washington DC, where the person went after their portion of the conspiracy was taken care of, when and how the person was caught, and what punishment they received. Students were then asked to form their own opinion as to whether the punishment fit the crime. Was the punishment the conspirator received too lax or too harsh; the students had to give their opinion and then support it with comparing other conspirator's crime and punishment. The students were asked to really know the conspirator they had researched. They could even include more information than what was expected if they found interesting facts out about the conspirator. After the research was complete, students created a way to present their findings. Students were give several choices and if they came up with a different idea of how to present the information and it was teacher approved they could do another form of a presentation.

=Reflection:= This lesson covers a multitude of activities. Students are first asked to read informational text and then sent to the Internet to do research. As research is being conducted they are monitored by the teacher. Students then turn their focus to creating a way, using technology to share their information. Students are allowed to choose who they will research as well as how the information will be presented. This unit not only covers reading and language standards but technology standards as well. Creating the assessment first really drove the creation of the lesson. I wanted students to be responsible for choices early on in this unit. Allowing students to make choices in the older grades help motivate students. If students get to make choices they seem to want to do the activity and will actually do more quality work. The technology within this lesson also adds a component that intrigues students. Students get some instruction from the teacher, but the majority of the instruction comes from the teacher-created website. This adds some excitement for students, because it is a new way of learning. Then the website gives students directions for the remainder of the unit. Granted the teacher is accessible the majority of the time for questions, but students have the flexibility to work on this at home, if they have online access. Allowing students to choose the way they will present the information also adds excitement. It isn't the teacher telling the students everyone has to do a newspaper or a PowerPoint presentation. Telling the students how they will present the information can stifle creativity. Giving students options and even taking suggestions allows for the creative juices to flow, so to speak. Overall this lesson has some great components that motivate students to be creative and learn while using technology to assist them.