Part 1-A: The Lesson Design

Title: Origami and the Inflatable Spring Bunny

Author: Laura Marroquin

Target Jr High
Audience:

Subject Area: Art History

1. Without reference, identify basic facts about origami with at least

Objectives: 70% accuracy

2. Based on Teachers discretion and observation, the origami bunny

should look like, at least, 80% bunny

[Include full citation for video clip used for the lesson. Submit the video file or
Materials and include the URL link the video clip. If you are using an excerpt or shorter video
Resources: clip, please explain.]

"Origami Inflatable Rabbit." Folding Instructions. N.p., n.d. Web. 08 Apr. 2013.
<http://www.origami-instructions.com/origami-inflatable-rabbit.html>
Teacher Students
Activity
Sequence:
Show video introduction Watch video, take notes

Once video is over, pass out materials Collect materials

Show Youtube video on how to fold an inflatable Students watch video

bunny

Show students step-by-step how to fold the bunny Students follow step-by-step on
folding a bunny

Students may decorate bunny

Teacher looks at final products

Evaluation /
Assessment:

Tips for Other Materials:

Teachers Using Square papers (origami paper may be too small, make sure it is a decent size ex 9x9)
This Lesson: Options for decoration:
Googly eyes
Pink puff balls
Markers

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Part 1-A: The Lesson Design
Other Notes:

Part 1-B Lesson Critique

Lesson: Origami and the Inflatable Spring Bunny
Author: Laura Marroquin
Instructional Principles: Did the lesson meet this principle?
1. Write learning outcomes / objectives Yes or Yes
that are specific, focused and No
achievable.
2. Will the students: Yes or Yes
(a) view a teacher-produced video No
clip (2 minutes or less); or
(b) view an previously produced /
published video clip (2 minutes or
less); or
(c) create a student-authored video?
3. Is multi-sensory media content used Yes or Yes
in the lesson? (e.g. multiple video No
clips or other multimedia content
(photos, powerpoint, web pages,
text, audio, etc.) or other reading
resources (from textbook, books,
articles, etc.).
4. Give students a personally Yes or No
meaningful objective or purpose for No
watching the video clip. For example,

(a) pose a challenge question,

(b) present a puzzle or problem to
solve using the information
presented in the video

(c) relate the learning objective or

the video to the student's personal
experience or interest.
5. Ensure that including the digital Yes or Yes
video "adds value" to the lesson. No

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Part 3: CRITIQUE & EVALUATION OF THE VIDEO

If you created a teacher-produced video for your project, please critique your video using:
3-A-1 Critique of Teacher-Produced Video and
3-A-2 Evaluating Best Practice" Methods for Scripting and Storyboarding in
Teacher-Produced Video
you created a student-authored video for your project, please critique your video using:
3-B-1 Critique of Student-Authored Video;
3-B-2 Evaluating Best Practice" Methods for Scripting and Storyboarding in
Student-Produced Video; and
Include a completed scoring guide/rubric from your lesson design.

3-A-1 Critique of Teacher-Produced Video

Guideline / Criterion Your Teacher-Produced Video:

1. Lesson Plan Context: The lesson plan

or lesson design defines: 1.1 the learning
outcomes / objectives; 1.2 learning
activities and methods; and 1.3 the
assessment method.

2. Rationale for using teacher-

authored video.

3. Make it Short : 2 Minutes or Less

4. Lesson Objectives Guide the

Storyboard and Script
5. Follow "Best Practice" Methods for See Table 3-A-2 below.
Scripting and Storyboarding

3-A-2 Evaluating Best Practice" Methods for Scripting and Storyboarding

in Teacher-Produced Video
Best Practice Criterion Your Teacher-Produced Video:
Yes
1 Length of digital video is 2 minutes or
less.
Include text material (as Powerpoint Yes
2 slide images, added title screens, or
subtitles).
Narration should complement images, Yes
3
video and text on the screen.
Keep text material brief. Avoid screen Yes
4
clutter.
5 hink multi-sensory and multiple media Yes

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 3-A-2 Evaluating Best Practice" Methods for Scripting and Storyboarding
in Teacher-Produced Video
for communicating concepts. Planning
shown for each track (1) images / video;
(2) audio and (3) text.
For clear communications and Yes
6 comprehension, use short sentences for
the narration script.
Keep "scenes" short. Optimal length of a No
7
scene is 6 seconds.
Identify what is the value added by
making a "digital video", as compared with
8 an (a) oral presentation; (b) Powerpoint
presentation, or (c) written document (e.g.
report in Microsoft word).
Engage the viewer using techniques such yes
as questions to answer, problem to solve,
9
ideas to consider or reflect upon, or request
for action.

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