Rationale

Lesson One:
My goal is that students learn and acquire key features of narrative using Todorov’s model of equilibrium and disequilibrium. Furthermore, I expect students to be able to transfer the acquired skills across disciplines. Using a short film such as //Defective// allows students to further explore and analyze narrative. Hence, students acquire the concept of narrative as a transferable element that may be applied to other genres of media literacy. As educators, we should be able to create appropriate literacy events for all students. Using media literacy, we should be able to draw on their background knowledge, build upon their prior knowledge, and challenge them to critically analyze their world. On the other hand, the use of short films, allows students to approach overarching concepts of narrative using a very linear and simple story. Once they have acquired a better understanding of narrative, they may be able to apply said knowledge onto other works of literature. In addition, it provides ample opportunities for the use a thematic approach in our classrooms, engages students with the curriculum, and increases culturally relevant teaching practices. Furthermore, I find the use of Web 2.0 technology in the classroom a fascinating way to increase the ownership and agency of all students, thus making our classrooms more democratic. By using technology such as Voice Thread, Wikis, and online discussions, students may become active as well as critical learners. Finally, I believe Web 2.0 technology may provide ample and positive learning opportunities for dominant language as well as minority language speakers. While fabricating my lesson plan, I was able to modify my instruction to effectively serve all students without watering down my curriculum. The world of education is rapidly changing, and we should be able to adapt and incorporate this new technology in the classroom by valuing, implementing, and negotiating traditional as well as innovating approaches to effectively and equitably instruct all students.

Lesson Two:
Lesson 2 provides students with an opportunity to practice a variety of skills, including Web 2.0 skills, reading strategies, using metalanguages in analyzing a text, and organizing information into an outline of narrative structure. Reading strategies can be applied to texts across mediums, and practicing these strategies when viewing a short film will carry over to reading traditional written texts. In this project, students create a Narrative Roadmap of snapshots (screenshots) taken at important points along the way. These landmark snapshots provide a method for students to capture and represent complex moments in the narrative. At the beginning of the year, students create individual digital portfolios and digitally archive their work over the course of the year. Students use technology to learn in new, individualized ways, as observed in Web 2.O, "technology makes it possible to target the right approaches for each student in order to apply individualized and differentiated instruction" (Solom, 2007).

Lesson Three:
The foundation of this lesson is based off of many reasonings. This rationale will break apart each component of this lesson and explain the basis of its usage. First lets start with the idea of social values. The reason for social values being taught is to expose students to the fact that people's ideas and beliefs are often presented in media, including the short film genre. The idea of exposing students to the social values presented in media comes from Considine's article, //Through the Wringer: Teaching Social Values with Printed Media.// Considine explains below how media reflects the values of a society, "Media texts reflect the society in which they operate in terms of their subject matter, organisational structure, and values" (93). Since media is reflecting values held in our society, it is our job as teachers to have students look into this spreading of ideas. Considine is not alone in his belief of media spreading and displaying values. Cortes, author of //Media Literacy: Transforming Curriculum and Teaching//, also agrees with the concept. Cortes explains in the quote below how media can be used to foster positive or negative values, " Since their advert, mass media have been lauded for their capacity to shape 'positive' or prosocial values and criticized for their threat of fostering 'negative' or antisocial values" (61). This lesson looks at both the prosocial values (the idea of compromise) and the antisocial values (the idea of rejection) presented in the short film. By exposing students to the prosocial and antisocial values presented in media, students can see just how influential media can be with spreading social values.

The second component of this lesson consist of having the students use web 2.0 applications. Students today are learning differently from the students of the past. Authors Solomon and Schrum of //Web 2.0: New Tools, New Schools//, explains below how in today's society students are using technology for developing a social life as well as for learning, "Having digital technology at their fingertips all the time means that students think, work, and play differently form previous generations. Technology affects how students live and communicate and when, where, and how they learn. They assume technology is there to help them" (27). In this lesson students are using the web 2.0 application called Wikispaces to submit work and interact with each other. Students are engaged in social networks all the time for leisure. I am taking that concept of the social network and applying it to the classroom in the form of educational instruction. The students will be more comfortable learning with this method because as explained by Solomon and Schrum, "Students come to school knowledgeable about the web and its potential, are comfortable using it, and expect learning in school to be more like learning on their own" (30). The wiki entitled "Short Film Unit" is design to have students become more comfortable with gathering information from class. The wiki is also designed for interaction because the students must submit work on the wiki in the form of group work. In all students will be more engaged with the use of technology to complete work than with paper and pencil. Having students learn about social values with the use of technology will provide an learning environment that is engaging, interacting, and filled with learning. That is why both social values and the use of technology are incorporated within this lesson.