SAMPLE LESSON PLAN
Lesson Title: “2010 WV YouTube Youth Forum”
Subject Area: Social Studies/Language Arts
Grade Level: 6‐7
Time Frame: 3‐4 days [40 min/day] during WV Legislative Session
Materials: Whiteboard, internet access, video cameras x 3 (video cameras, web cams, cell phones
or digital cameras can be used), computers with video editing software x 3
Social Studies Standard: 1 Citizenship / SS.S.06.01
• Students will develop and employ the civic skills necessary for effective citizenship by using criteria to
make judgments, arrive at and defend positions and evaluate the validity of the positions or data
• Students will develop the participatory skills of interacting, monitoring and influencing that are essential
for informed, effective and responsible citizenship, including participation in civic life to shape public
policy (Participatory Skills).
• Students will analyze citizen actions (e.g., petitions, lobbying, demonstrations, civil disobedience) and
public opinion (expressed through various media and meetings) and evaluate these influences on public
policy and decision‐making.
Reading and English Language Arts Standard / RLA.S.6.3
• Listening, Speaking and Media Literacy ‐ Students will apply listening, speaking and media literacy skills
and strategies to communicate with a variety of audiences and for different purposes.
• Create and present an age‐appropriate media product that demonstrates format, purpose, and audience.
5‐8 Standards for 21st Century Learning
Standard 1: Information and Communication Skills / 21C.S.5‐8.1
• The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms
using appropriate technology skills and communicate that information in an appropriate oral, written, or
• Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a
compelling manner and enhances the oral or written presentation through the use of technology.
• Student connects peripheral devices (e.g., scanners, digital cameras, video projectors, USB drives,
printers, media storage devices) to computers and uses them efficiently and effectively. Student accesses
server and/or network resources (e.g., file folders/software programs, bookmarked sites).
• Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic
documents, and other files to create and publish electronic products to communicate with various
audiences inside and outside the classroom.
• Student uses telecommunications tools (e.g., email, web pages, blogs, discussion groups, list‐servs, etc.)
to learn academic content and to gather, share and publish information to various audiences.
Standard 3: Personal and Workplace Skills / 21C.S.5‐8.3
• The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal
actions considering the impact on others; take the initiative to plan and execute tasks; and interact
productively as a member of a group.
• Student manages emotions and behaviors, engages in collaborative work assignments requiring
compromise, and demonstrates flexibility by assuming different roles and responsibilities within various
• Student is flexible in approach to solving problems and completing tasks, considers alternative methods,
solutions and perspectives, abandons strategies that do not work, and reallocates time and resources as
• Student applies productivity/ multimedia tools and peripherals to support personal productivity, group
collaboration, self‐directed learning, lifelong learning, and assistance for individuals with disabilities
including supplemental assistive technology tools.
Students will review basics of state lawmaking process and discuss ways to participate
Students will research current state legislation
Students will brainstorm issue of personal importance
Students will develop issue and 3 supporting points into “elevator speech”
Students will videotape themselves discussing issue
Students will edit and upload videos to YouTube
Students will complete online entry form for WV YouTube Youth Forum
Prior to lesson, teacher should review YouTube Youth Forum Teacher’s Guide (attached). Teacher will
need to setup class YouTube account to upload videos (from home, if access not available at school).
Students will need prior permission from parents to record/post videos. Teacher will need to review
two relevant legislative issues for examples.
1. In large group setting, briefly review WV state legislative process and how a bill becomes a law.
2. Class discussion of ways students can participate in the legislative process
3. On whiteboard, quickly explore WV Legislature website [http://www.legis.state.wv.us/]
4. Review 2 predetermined legislative issues and discuss their impact on students/families
5. Introduce WV YouTube Youth Forum as a way of getting youth voice heard:
o The WV YouTube Youth Forum is an event held in conjunction with WV Children’s Day at
the Legislature. Youth are invited to submit via video a question for our state
o A select number of videos will be played to a panel of West Virginia lawmakers at the
Forum February 16, 2010 at The Cultural Center. The legislators will respond to the
questions and explain how they are going to make West Virginia a better place for kids
o The submitted video questions may appear on WV Public Broadcasting of “The
6. On whiteboard, view WV YouTube Youth Forum Promo Video
[http://www.wvyouthforum.org/index.php] and prior submissions
7. Discuss issues presented in the video and how they affect students/families
8. Students will brainstorm ideas and write down one issue that is important to them.
9. Students will give 3 bullet points explaining why that issue is important.
10. Review "Tips for Kids" on Youth Forum website.
11. Students will then develop/write an “Elevator Speech” of their chosen issue.
12. In small groups, students will practice their "Elevator Speech" of issue in preparation for video
recording. Students will critique and provide feedback to improve content, presentation, etc.
13. Students will take turns video recording their issue. Students will load videos onto computers.
[Teacher will need to review each video for appropriate content prior to submission.]
14. In small groups, students will edit videos into individual files and complete online entry forms. If
YouTube access is available, students will upload videos to class YouTube account. [If
unavailable, teacher or students will need to transfer files and upload videos from home.]
15. Login to Class YouTube account.
16. Go to the WV Youth Forum page at www.youtube.com/group/wvyouthforum and click "Join the
17. Upload video to www.youtube.com/group/wvyouthforum.
18. Class reflection on overall project.
Day 4 (optional day to complete tasks)
• Participate at the WV Youth Forum / Children's Day at the Legislature at the State Capitol
• Watch WV Public Broadcasting feature of submitted questions on broadcast of "The Legislature
• Visit Prevent Child Abuse WV Policy Center [http://capwiz.com/preventchildabusewv/home/]
and review "Issues and Legislation" [updated during Legislative Session]. Explore site and
capabilities. [This site allows the user to contact legislators via web forms/emails, learn state
legislator basics, and keep current on state/federal issues.]
Assessment will be based on teacher observation, student participation, elevator speech, and final
Category 4 3 2 1
Participation Freely shared ideas. Completed all Completed most Completed some
Took part in all assigned work. assigned work. Took assigned work. Took
activities. Completed Shared ideas and part in most part in few activities.
all assigned work. took part in all activities. Provided Unwilling to share
Provided activities. Provided little or no feedback. ideas.
constructive some feedback to
feedback to other other group
group members and members.
Writing-Voice: Used personal style Used emotion and Conveyed very little Conveyed no feeling
and feeling to feeling to feeling or emotion in or emotion in the
engage the communicate a the piece. Opinion piece. No opinion
audience and message. Opinion was hard to was apparent.
communicate a was clear. determine or writer
message. Opinion seemed ambivalent.
Media-Video Narration was clear. Narration was clear Narration was either Project included little
Narration: Narrator varied and interesting. too loud or too soft. or no narration.
voice and volume for Narration included Narrator did not
interest. When information that enunciate. Narration
appropriate, narrator addressed the topic. included information
summarized content not relevant to the
rather than reading it project.
word for word.
Technology Skills Demonstrated Demonstrated Demonstrated basic Demonstrated little
advanced skills for proficient skills for skills for using or no skills for using
using hardware, using hardware, hardware, hardware,
peripherals, and peripherals, and peripherals, and peripherals, and
applications. applications. applications. applications.
Provided assistance Required some Required major
to peers when assistance from assistance from
needed. peers. peers.
Rubric modified based on MyT4L Rubric www.tech4learning.com