Final Lesson Plan

Jennifer Klinger
EDMT 380 Section 003

iMovie Lesson Plan

Jenny Klinger
Stephanie Smith
Shari Steffens
Jenny Writz

Title: Wisconsin Barns: An Outdoor Museum

Description/Summary: This lesson plan combines students' family history and Wisconsin history with language arts, the visual arts, and technology. Students will learn the importance of Wisconsin farm life and be able to classify the different architectural styles of barns. In our modern society, farms are slowing disappearing. It is likely that someday barns may become extinct. By choosing their own family barn stories and researching about farm life, students will become aware of the importance of the preservation of historic Wisconsin. The lesson will incorporate researching information via the internet and library media sources, the use of a digital camera, word processing, and creative writing.

Learner Analysis: This language arts class consists of 25 fifth graders in a moderately sized urban school district. Students have a wide range of learning abilities and a few students with learning disabilities.

Prerequisite Student Skills: The students come into this lesson with some preexisting skills including:
• Word processing
• E-mail
• Internet research skills
• Digital imaging
• Manual dexterity skills
• Basic paragraph and sentence formatting skills

Language Art Content Standards:
(Performance standards achieved by the end of fourth grade.)
Reading and Literature
A 4.1: Discern how written texts and accompanying illustrations connect to convey meaning. Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding. Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature.
A 4.3 Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences.
A 4.4 Identify a topic of interest then seek information by investigating available text resources.

Technology Content Standards:
Media and Technology
E 4.1 Use basic word-processing, graphics, and drawing programs.
Create, store, and retrieve electronic files. Access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexes.
E 4.5 Provide feedback to (and receive it from) peers about the content, organization, and overall effect of media work.

Instructional Objectives:
1. Students will write and word-process their own barn story using complete sentences in a paragraph format.
2. Students will use internet and library resources to locate a variety of barn photographs that represent the different architectural styles.
3. Students will use internet and library resources to seek information about specific animals used in farm life.
4. Students will relate their own knowledge and life experiences to farm life in their journals.
5. Students will share their work with peers and provide positive feedback to one another.

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Advanced Preparation:
1. Permission slips
2. Find a dairy farm with barns to visit
3. Journal materials
4. bare books
5. examples of barn styles
6. Previous student work
7. Have access to a digital camera arranged.
8. Have computer access arranged.

Materials:
Bare book
Scissors
Stamps
Barn pictures/magazines
Glue
Papers
Stickers
Odds n’ ends
Digital Camera (and any necessary equipment with it)
Computer: Microsoft Word software (or something similar)
DVD Player
Data Projector

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Prerequisite Teacher Skills:
• Word-processing
• Knowledge on how to use DVD player
• Knowledge on how to use iMovie software
• Digital Imaging
• Know background information on farms and where to find resources
• Internet and e-mail

Activity Sequence (assumes 50 minute class periods):
Day 1:
• Stand up if you live on a farm (wait for students to stand).
• Now stand up if your parents lived on a farm when they were your age.
• If any of your grandparents lived on a farm when they were your age stand up.
• Ask your students why they think there is a discrepancy between the number of students standing from their generation compared to their grandparent's generation. Point out that farms are being torn down and that farming life is becoming more and more rare.
• Ask your students if they think a barn is art. Why or why not?
• Ask students if they think all barns are the same or if they are different. If they say that they are different, ask what makes them different.
• Assignment for Day 2: Have students ask their parents/guardians about barn stories in their family. Students will need to come to class with a rough draft of the story (written in paragraph form with complete sentences). Students will also need to begin searching for barn photographs. Students will need to bring back permission slips for the dairy farm field trip.

Day 2:
• Show iMovie video: Wisconsin Barns: An Outdoor Museum
• Discuss the video and explain about the different architectural styles of barns such as a gable, a gambrel, a round barn, etc.
• From the video, discuss the differences mentioned between past and present farm life.
• Have the students pair up (or into small groups) and exchange their barn stories for proofreading.
• If time permits have students share their stories with the whole class.
• Collect student barn stories for teacher corrections.
• Teacher will explain the journal assignment and the requirements.
• Assignment: Students need to choose a farm animal. They will need to begin their research on this animal; they will need to know the animal's eating habits, different breeds of the animal, its use on the farm, and/or any other information they think will be useful.

Day 3:
• Field Trip to the Dairy Farm.
• Teacher will bring along digital camera; allow students to take pictures (use discretion!).
• Teacher Assignment: Post pictures to classroom/school web site for students to print out and use in their journals.

Day 4:
• Barn stories are returned to students with teacher comments.
• Work Day in Computer Lab: Students will word process their stories and make final corrections. They will also search the internet for photographs of barns and for information about their animals. (Tell students to search the following web site for pictures: http://www.images.google.com)
• Students will form pairs and will e-mail their barn stories to their partners. They will then print out their stories to incorporate into their journals. (NOTE: If students do not have school e-mail accounts, this part of the lesson will need to be modified.)
• Assignment: Come to class prepared to work on barn journals. Materials needed: Any pictures, markers, crayons, scissors, glue, scrap paper, etc. (This assumes that all students will have some of these basic materials as part of their school supplies; teacher will also have an assortment of materials for students to use.)

Day 5:
• Work Day in Classroom: Students are allowed to work on their journals, using their own imaginations and creativity.
• Teacher will walk around classroom, offering assistance to students if necessary.
• Assignment: Continue working on barn journals at home.

Day 6:
• Work Day in Classroom: Continue working on journals.
• Assignment: Journals will be due tomorrow. (If students need more time, allow for extra class periods as necessary.)

Day 7:
• Students will share their barn journals with the class.
• They will share one thing they learned from this unit as a whole, one like and dislike about this unit/and or their journals.
• Teacher will collect the journals.

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Assessment and Evaluation:
Students will hand in their journals for the teacher to grade. All journals should include a personal barn story, pictures of architectural styles of barns (does not have to include all of the different types), detailed information about their chosen farm animal, and a list of resources they used.

Teacher Reflection:
• Did the students understand the history of Wisconsin barns?
• Did the students enjoy making their own barn journal?
• Did the students take pride in their journals, especially when showing other classmates?
• Was enough time allotted for students to finish barn journal?
• Did the student successfully meet all the requirements of the barn journal?
• List the good and bad parts of how lesson went.

Planned Provisions for Diverse Learners:
• Have personal barn stories already typed out for student use
• Have paper already cut out for students
• Give more advanced students an extended research project. For example, have them research their animal beyond the basic requirements, or they could research about the local barns.

Additional Resources:
Videos:
Wisconsin Barns: Stories in Wood & Stone.1999 Wisconsin Public Television
Books:
Remembering When: A Tribute to the Vanishing Rural Landscape by Mary Rufledt Gladitsch
Symbols: Viewing a Rural Past by Jerry Apps
This Old Barn: Country Folks Fondly Recall-in words and photos- the Heart of Their Homesteads published by Roy J. Reiman
Barns of Wisconsin by Jerry Apps
Barns published by Friedman/Fairfax Publishers (photo book)
Heartland by Diane Siebert

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For any questions or comments please email me at klingerj@uwec.edu
Page last updated on September 26, 2003