1. Podcast Lesson
1.1. Outcomes
1.1.1. Students are able to use Anchor appropriately to reflect learning using ICT in the classroom
1.1.2. Students are able to participate in a literacy focused community sharing their contributions and listening to others views
1.1.3. Students able to strategically summarize and evaluate their chosen story and share them in written and oral form
1.2. Objectives
1.2.1. ICT Continuum
1.2.1.1. Q-2.2: Adapts a given plan or co-constructs a plan for an inquiry
1.2.1.2. G-1.1: Gathers information from given source(s)
1.2.1.3. G-2.2: Evaluates information and sources to determine context, perspective, bias, and/or motive
1.2.2. English Language Arts Curriculum
1.2.2.1. Language as System: learners are choosing and using multiple styles of communication for clarity and effect.
1.2.2.2. Language as Power & Agency: learners are expressing and supporting opinions and judgements.
1.2.2.3. Language as Making Sense: learners are enhancing meaning through dialogue, reflection, revision.
1.3. References
1.3.1. Materials needed
1.3.1.1. computer/laptop with internet and microphone access
1.3.1.2. Rubric for assignment
1.3.1.3. Anchor website
1.3.2. Resources
1.3.2.1. ICT Continuum
1.3.2.2. ELA Curriculum: A Living Document
1.3.2.3. Anchor
1.3.2.4. Anchor how to video
1.4. Learning Plan
1.4.1. Active
1.4.1.1. Begin asking students what they know about podcasts and if they listen to any. Get them to turn to a partner and discuss their favourite podcast.
1.4.1.2. Give them a preview of another schools podcast and explain that they will be creating a classroom podcast
1.4.2. Acquire
1.4.2.1. Let class preview my example of the podcast: Book review
1.4.2.2. Watch video on the basics of how Anchor works. Then do a short walk through lesson with the class where we introduce ourselves.
1.4.3. Apply
1.4.3.1. Individually or in partners, create a rough draft of book review and go through the editing process. Once approved by teacher, they can begin recording their post.
1.5. Notes
1.5.1. Lesson Title
1.5.1.1. Book Review Podcast (Grade 4: Read Between The Lines)
1.5.2. Evaluation
1.5.2.1. Formative
1.5.2.1.1. Give verbal feedback and suggestions while students are working on podcast lesson
1.5.2.2. Summative
1.5.2.2.1. Use marking rubric to assess students
2. Map Lesson
2.1. Outcomes
2.1.1. The students will be able to bring ICT into the classroom and be able to create a Google My Map assignment using the tools we have gone over during class.
2.2. Objectives
2.2.1. G-2.3 Evaluate whether information and sources are current, reliable, and valid.
2.2.2. G-1.3 Uses a variety of strategies for gathering information
2.2.3. Q-1.2 Constructs simple questions (who, what, when, where).
2.3. References
2.3.1. ICT Continuum
2.3.2. Google My Maps Video
2.4. Learning Plan
2.4.1. Activate
2.4.1.1. Begin lesson by discussing the students favourite sports and favourite players.
2.4.1.2. View Youtube link and explain to the students how they will be creating a Google My Maps assignment.
2.4.2. Acquire
2.4.2.1. Explain to the students that they will be working with their favourite sport for this assignment. On Google My Maps they will have to find 3-5 locations where they will pin. Included in the pinned location
2.4.2.2. Show the class the My Google Maps assignment I have created on the Canadian NHL Teams.
2.4.2.3. Hand out rubric and go over it thoroughly to explain what is expected from students.
2.4.3. Apply
2.4.3.1. Let students begin working on assignment and learning about Google My Maps. I will circulate the room for any questions or concerns.
2.5. Notes
2.5.1. Lesson Title
2.5.1.1. Google Map Canadian NHL Teams
2.5.2. Method of Evaluation
2.5.2.1. Summative
2.5.2.1.1. Mark students Google My Map on rubric that was handed out
2.5.2.2. Formative
2.5.2.2.1. Observe students as they work on project and how independently they are able to be.
3. Video Lesson
3.1. Outcomes
3.1.1. The students will create a comic strip using Storyboard to create a scene they have already written down from their Writers Workshop journal.
3.2. Objectives
3.2.1. ICT Continuum
3.2.1.1. P-1.1. Uses given criteria to produce work
3.2.1.2. P-2.1. Uses given format to demonstrate learning
3.2.1.3. R-1.2. Independently reflects on learning and the learning process
3.2.2. English Language Arts Curriculum
3.2.2.1. Language as Exploration and Design: Learners are contributing to communities to share knowledge, explore ideas, and deepen thinking.
3.2.2.2. Language as Self Making: Learners are using and talking about a variety of strategies and processes to understand and create texts.
3.2.2.3. Language as Self Making: Learners are reflecting on and using what they know about texts and themselves to make purposeful and personal decisions.
3.3. References
3.3.1. Materials needed
3.3.1.1. Computers/laptops with access to internet
3.3.1.2. Gmail accounts
3.3.1.3. Rubric
3.3.2. Resources
3.3.2.1. ICT Continuum
3.3.2.2. Storyboard
3.3.2.3. ELA Curriculum: A Living Document
3.4. Learning Plan
3.4.1. Activate
3.4.1.1. Start lesson off by having a class discussion on whether the students like comic books or not. Have students share why they like them/what are their favourite ones at the moment.
3.4.2. Acquire
3.4.2.1. Tell students that they will be creating their very own comic strip using Storyboard. Students will first have to draw out their strip in their Writers Workshop Journal and show teacher their rough draft before moving on to the computer.
3.4.2.2. Go over rubric of what is expected for this assignment
3.4.2.3. Give students a short tutorial on how Storyboard works: refer back to video you have made beforehand.
3.4.3. Apply
3.4.3.1. Let students use Storyboard to create their comic strip. Allow for creativity and independent work to be done.
3.5. Notes
3.5.1. Lesson Title
3.5.1.1. Storyboard: Create your own comic
3.5.2. Evaluation
3.5.2.1. Formative
3.5.2.1.1. Provide feedback to students as they work on their Storyboard feedback and answer any questions they have.
3.5.2.2. Summative
3.5.2.2.1. Use marking rubric to assess students