Rowe

= New Testament Reenactment Video = = New Testament Reenactment Video = || Who is the audience for this project/lesson? The audience is the teacher and the students of that particular classroom, with an openness of others in other world religion classes seeing the productions. How will you connect adults (experts, authors, professionals, etc.) from outside of school to the lesson/project? Students will be encouraged to seek the advice of other family members for input, particularly for those that might How will the work be displayed publicly? Not necessary || How do you know students can "transfer" the learning to new situations? Will there be an opportunity for constructive "peer" feedback? The fact that it involves the creation of a video involves the use of technology. They will use technology in various ways in the future. They are free to choose which biblical passage they will be recreating. || and student engagement. Include any **student feedback** about the activity. Teacher would give a feedback sheet to see what were the biggest challenges, what they liked and disliked in working on the project, other than that it involved work. Suggestions on how it could be done better or what clarity would be needed in future class assignments to improve on the experience. Peer assessment would take place prior to submission as well as a positive feedback venue when presented to the class as a whole. ||
 * Title: ||< = =
 * Subject: ||< Theology ||
 * Grade: ||< Grade 12 ||
 * Time Frame: ||< 2 week time frame ||
 * Essential Question || What were the experiences that helped shape the development of Christianity ||
 * Summary: ||< The student will create a script and produce a video based on a passage from the Gospels of Matthew, Mark, Luke, John, or Acts of the Apostles. The student will also create a brief summary of how this event could have had an impact in the world, be it unity, division, or better understanding of the Christian faith, potentially touching on anti-Semitic issues ||
 * Objectives || * What GLCE's, Common Core Standards, or other objectives does this activity/lesson project meet? Currently, this project would be for the course, World Religions, which at this point is an elective for the Cristo Rey Network of schools. It would, however, cross standards with the technology department as well as the English department, but I don't have those standards.
 * What 21st Century Skill Objectives does this activity/Lesson include?
 * communication- relaying the message of the passage from the Bible
 * collaboration- The project is individual but will involve both other people acting in the video as well as peer feedback/critique before the project is submitted for final assessment
 * problem solving- The student needs to figure out how to create a solid video, including the development of a script, how to get the video completed
 * creativity & innovation- editing of the video to demonstrate creativity
 * reflection- final written summary: what impact do you this had in the history of religion?.
 * global awareness- understanding the Jewish/Christian relationship ||
 * Tasks: ||< 1) Describe the main steps of the activity/lesson/project here
 * Be sure to include an opportunity for students to practice/employ a 21Ct or !gnite skill(see examples above)
 * Using the classroom Bibles, the students are to explore titles and pick 3 different passages they are interested in creating from the Gospels of Matthew, Mark, Luke, John, or the Acts of the Apostles.
 * They are to submit to the teacher the top 3 choices by the end of the first period.
 * The students are to create a script based on the passage including characters, dialogue and/or narration, as well as props or materials needed.
 * Students are to then create the script and begin arranging who will assist them in the video production. They may either be in the video, directing it, or both. The video should take approximately 5 minutes of viewing time.
 * 1 day of designated class period time would be used for peer critique and reassessment of direction of the project.
 * Entries are to be submitted electronically via google classroom page or similar page for class perusal as well as class presentation.
 * Videos are to be shown during class with a feedback sheet given to students for positive feedback as well as 1-2 statements on what they learned by watching the video- how could that passage impact society, local and global levels ||
 * Personalization/Differentiation ||< How will you incorporate "student choice" into this project/lesson?How will you challenge strong students?How will you support struggling students? How will you support ESL students? Students get to choose the passage and take ownership of their video. There is also peer pressure of sorts in that they will be presenting their video to the class. The challenge will be to get the students to explain how this passage could have impacted people at the time it was written, both locally, and eventually globally. Peer support will help struggling students. No ESL students. ||
 * Real-World Connection || What is the real world application for this project/lesson? Why is this work important? relevant? Students see how the actions of a few have a global impact. This work is important because it includes both technology, social skills, and global perspectives.
 * Assessment: ||< How will you assess the students learning? Teacher will create a rubric of expectations, including written script, video production, proof of peer feedback, and final comments on significance of the passage chosen.
 * Resources: ||< * What resources/technology/tools will be needed? Bibles, notebooks and/or chromebooks, video recording devices- cellphones or tablets encouraged, and students may work with other students or technology coordinator if they do not have access. Projects are to be submitted via their gmail accounts or posted onto a community site. ||
 * Examples: ||< * Links to teacher or student examples. Students can see examples of video reenactments by going to Netflix and seeing "The Bible." This would be a pilot project. Potentially, there might be examples on Youtube. ||
 * Reflection: || Reflect on the experience with specific details about the instructional outcome, pedagogy, tool effectiveness,