1. Video Lesson
1.1. Prerequisites
1.1.1. Review
1.1.2. Goals
1.1.3. Set context
1.2. Resources
1.2.1. Materials
1.2.2. People
1.2.3. Facilities
1.3. Objectives
1.3.1. Main objective 1
1.3.2. Main objective 2
1.3.3. Main objective 3
1.4. Notes
1.4.1. Lesson or Series Title
1.4.2. Goals of Each Lesson
1.4.3. Objectives
1.4.4. Content
1.4.5. Method of Instruction
1.4.6. Method of Evaluation
2. Podcast
2.1. Resources
2.1.1. Materials
2.1.1.1. Computers or laptops
2.1.1.2. Devices that record audio
2.1.1.3. Internet access
2.1.1.4. Google Docs
2.1.2. Grade 8 English
2.1.2.1. 16 students
2.1.3. Facilities
2.1.3.1. Computer Lab
2.1.3.2. Classroom
2.2. Objectives
2.2.1. 2.2.1 Experience Various Texts Experience texts from a variety of forms and genres [such as magazine articles, diaries, drama, advertisements...] and cultural traditions; compare own interpretations to those of others.
2.2.2. 2.3.1 Forms and Genre Demonstrate appreciation for the appropriate use of various forms and genres according to purpose, audience, and content.
2.2.3. 3.2.3 Assess Sources Develop and use criteria for evaluating information sources for a particular inquiry or research plan.
2.3. Notes
2.3.1. Podcast Biography
2.3.2. Goals of Each Lesson
2.3.2.1. Students will research a famous Canadian artist, author, or politician of their choice.
2.3.2.2. Students will collaborate information about a famous Canadian of their choice and construct a biography.
2.3.2.2.1. Students will first create a rough draft (using Google Docs) of the information they will include in their podcast so that they have the information in front of them when creating the podcast.
2.3.2.3. Students will create a podcast to compile their research information and create an audio biography.
2.3.3. Objectives
2.3.3.1. 2.2.1 Experience Various Texts Experience texts from a variety of forms and genres [such as magazine articles, diaries, drama, advertisements...] and cultural traditions; compare own interpretations to those of others.
2.3.3.2. 2.3.1 Forms and Genre Demonstrate appreciation for the appropriate use of various forms and genres according to purpose, audience, and content.
2.3.3.3. 3.2.3 Assess Sources Develop and use criteria for evaluating information sources for a particular inquiry or research plan.
2.3.4. Content
2.3.4.1. Exploring famous Canadians and why they are famous.
2.3.4.2. Exploring different forms of genre and discussing the purpose for biographies.
2.3.4.3. Distinguishing between the difference of a biography and autobiography.
2.3.5. Method of Instruction
2.3.5.1. Activating
2.3.5.1.1. Using a Mindmeister mind map, project a blank mind map with topic being Biography. Ask the student what they know about a biography. Discuss the content that goes into a biography. As students tell you what they think, record their answers in bubbles that branch out from the topic. While doing this, explain the functions of Mindmeister and how to use them. Then, have students create a Mindmeister mind map of their own to record research information that they would like to incorporate into their biography. Explain and emphasize that we will be recording the websites that we take information from. Walk around the class to help everyone get started.
2.3.5.2. Acquiring
2.3.5.2.1. Have students minimize their mind map, and begin their research on their famous Canadian of choice. While students are conducting their research, walk around the room and remind students to record their findings in their mind map so that when they begin writing their rough draft, they will have all their information in place. When students have found all the information that they would like to include in their biography, then they may start writing their podcast biography rough draft using a blank Google document. The rough draft must be written in student's own words. Discuss the consequences of using words that are not your own. Walk around the room and provide examples and demonstrate how to rewrite something in your own words.
2.3.5.3. Applying
2.3.5.3.1. Once students have finished writing their rough draft, they will print and hand it in. I will quickly read through to make spelling corrections and see if all the criteria has been met. Once I have checked their rough copy, we will begin to record our podcasts. Each student will read their rough copies while audio recording. Once they have recorded and are satisfied, we will upload the recordings and begin editing them using soundcloud. I chose to use soundcloud because so many of the children are already familiar with that website. I will demonstrate with my screen projected to
2.3.6. Method of Evaluation
2.3.6.1. For the Learner
2.3.6.1.1. Students will reflect and record their understanding of their chosen famous Canadian using Google Docs.
2.3.6.2. Of the Learner
2.3.6.2.1. Students will explore and decide which information about their famous Canadian they will include in their audio biography.
2.3.6.2.2. Students will create a Mindmeister mind map to record and organize all their research information.
2.3.6.3. As the Learner
2.3.6.3.1. Students will compile all the research and information to create a biography podcast about their chosen famous Canadian.
3. Map
3.1. Resources
3.1.1. Materials
3.1.1.1. Computers or laptops
3.1.1.2. Internet access
3.1.1.3. Google maps
3.1.1.4. Gmail account
3.1.1.5. Underground to Canada novel (map reference)
3.1.2. Grade 6 English Language Arts
3.1.3. Facilities
3.1.3.1. Computer lab
3.1.3.2. Classroom
3.2. Objectives
3.2.1. 2.3.1 Forms and Genre Recognize key characteristics of various forms and genres of oral, literary, and media texts [such as novels, biographies, autobiographies, myths, poetry, drawings, and prints...].
3.2.2. 3.2.5 Make Sense of Information Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.2.3. 3.3.4 Develop New Understanding Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.3. Underground to Canada
3.3.1. Mapping Activity
3.3.2. Goals of Each Lesson
3.3.2.1. Students will locate "stations" of the Underground Railroad on a Google map and mark each using a pin.
3.3.2.2. Students will make notes for each pin with reference to their book. (ex. What was happening in the story at each "station"?)
3.3.2.3. Students will make connections of the geographic areas in which the Underground Railroad took place and relate to their understanding of North American geographical area.
3.3.2.4. Students will develop a new understanding of the great geographical distance that slaves traveled on the Underground Railroad.
3.3.3. Content
3.3.3.1. Each student will work independently in creating their own Google map that outlines the journey that Julilly and Liza traveled on their escape to freedom. Students will follow along step by step on the projection on the teacher's screen.
3.3.3.2. First have students create a new map using Google maps. Go around the room to make sure everyone has successfully created their new Google map.
3.3.3.3. Once they have created their map, have them title their map "(name) Underground to Canada "
3.3.3.4. While demonstrating on your screen, have students pin the following points on their map: 1. Richmond Virginia, 2.Vicksburg Mississippi, 3. Knoxville Tennessee, 4. Covington Kentucky, 5.
3.3.4. Method of Instruction
3.3.4.1. Teacher demonstration will be projected for students to follow along step by step.
3.3.5. Method of Evaluation
3.3.5.1. Students will demonstrate their comprehension within each pin description of their Google map.
3.3.5.2. Students will reflect on prior knowledge from the Underground to Canada and apply their understanding in each description.
4. Collaboration
4.1. Resources
4.1.1. Materials
4.1.1.1. Mindmeister.com
4.1.1.2. Access to computer lab or laptop cart
4.1.2. People
4.1.2.1. Grade 5
4.1.2.2. 16 students
4.1.3. Facilities
4.1.3.1. Computer Lab
4.2. Objectives
4.2.1. Main objective 1
4.2.2. Main objective 2
4.2.3. Main objective 3
4.3. Mindmiester
4.3.1. Lesson or Series Title
4.3.2. Goals of Each Lesson
4.3.3. Objectives
4.3.4. Content
4.3.5. Method of Instruction
4.3.6. Method of Evaluation