1. Lesson Plan for Collaborative Documents
1.1. Objectives
1.1.1. From ICT Curriculum
1.1.1.1. Cognitive Objectives
1.1.1.1.1. P-3.1 evaluates original inquiry questions and creates new questions for future inquiry
1.1.1.1.2. G-3.1 incorporates new information with prior knowledge and adjusts inquiry strategies
1.1.1.2. Affective Objective
1.1.1.2.1. Co-3.1 leads a group in the process of collaborative learning
1.1.1.2.2. Co-3.2 weighs benefits and challenges of collaborating on learning with ICT
1.1.2. From Man. Curriculum
1.1.2.1. GLO`s
1.1.2.1.1. 9.1.2 Human Right
1.1.2.2. SLO`s
1.1.2.2.1. KC-001 Give examples of human rights as defined in the United Nations Universal Declaration of Human Rights. Include: basic, citizenship, and legal rights
1.1.2.2.2. KC-004 Describe contributions of Canadians whose social and political actions have promoted human rights.
1.1.2.2.3. KH-031 Identify significant events in the development of human rights in Canada
1.1.2.2.4. KH-032 Describe ways in which the status of women in Canada has changed since the early 20th century. Include: Bill C-31 and the status of Aboriginal women, suffrage.
1.1.2.2.5. VH-008 Appreciate the efforts of Canadians who have helped to promote human rights.
1.2. Prerequisites
1.2.1. Review
1.2.1.1. For this lesson students will only need an extremely general understanding of what human rights are as well as an understanding of the 30 human rights outlined in the UDHR
1.2.2. Goals
1.2.2.1. The goal of this lesson is to broaden students understanding of human rights as well as their knowledge of individual human rights leaders, heroes, villains, and settings. Students will also successfully use google documents collaboratively to share information with the class on one different historical situation involving human rights.
1.2.3. Set Context
1.2.3.1. The context of this lesson is a Grade 9 Social Studies Unit on Human Rights. This unit will last 3-4 weeks and will culminate with a final project. This lesson will fall, within the 1st week. After the introduction class and two Youth for Human Rights Videos on the History of HR and the 30 UDHR.
1.3. Notes
1.3.1. Lesson Title
1.3.1.1. Sharing Stories of Human Rights
1.3.2. Goals of Lesson
1.3.2.1. The goal of this lesson is for students to understand the legacy of those who have historically contributed to human rights within Canada and around the world. As well as collaborate together to jigsaw learn different scenarios of human rights through google documents.
1.3.3. Objectives
1.3.3.1. The objective of this lesson is to guide students through an introduction to human rights before looking at specific scenarios. Students will select one of the 30 UHR and do a small research assignment on one example of a scenario ( teacher given) of this assignment. Other students will then collaborate and respond to two other students scenarios before the final project in the unit is completed.
1.3.4. Reasoning
1.3.4.1. This is a great introduction into human rights as well as giving the students a chance to become the experts on one specific human rights scenario. The students will collaboratively learn about all 30 of the UDHR through sharing on google docs.
1.3.5. Context
1.3.5.1. The context of this assignment is based in the Social Studies curriculum as well as in human rights. Students will gather a broad understanding as well as interest in a specific situation of human rights before moving into specific lessons of the unit.
1.3.6. Method of Evaluation
1.3.6.1. Students will be evaluated in three ways. Firstly they must complete their example of a human right ( 1 of the 30). Secondly they must complete a collaborative exit slip on two of their classmates examples. Completing the attached questions.
1.3.7. Method of Instruction
1.3.7.1. Students will be instructed on this assignment orally and through an example exemplar that I will complete on google documents for the students to model off of.
1.4. Resources
1.4.1. People
1.4.1.1. Students will only require themselves and the educator. In unique situations they could use oral history of elders/ older people in the community to aid in this lesson.
1.4.2. Materials
1.4.2.1. Students will only need assess to a computer and a Google account
1.4.3. Facilities
2. Lesson Plan for GIS Maps
2.1. Objectives
2.1.1. Social Studies
2.1.1.1. Task
2.1.1.1.1. The task in this assignment is to develop and mark the route of Canadian forces during WW2. I have provided an example of the movement of axis and allies during the years of the war. I will expect the students to show the movement of Canadian forces during the war using Google Maps.
2.1.1.2. Prerequisites
2.1.1.2.1. The students will have been taught the applications of Google maps before this time.
2.1.2. Manitoba Curriculum
2.1.2.1. Essential Question 11. 4 How was Canada's Presence on the World Stage shaped by its role during the Second World War and its growing presence in the international community.
2.1.2.2. The Outcomes of this unit examine both Canada's contribution in WWII as well as the progression of the Allies and the Axis from 1939 to 1945
2.1.3. Man. Continum
2.1.3.1. Pr-3.3 designs and creates simulations and models using ICT applications
2.1.3.2. Co-3.1 leads a group in the process of collaborative learning
2.1.4. Bloom's Wheel
2.1.4.1. This is an Inquiry asignment and would fall under the highest level of Bloom's taxonomy: Creation
2.2. Prerequisites
2.2.1. Review
2.2.1.1. For this lesson students will need to have an understanding of how Google Maps work as well as the incorporation of historical themes that we will have incorporated in c;lass
2.2.2. Goals
2.2.2.1. The goal of this assignment is to have your students map the progression of a Canadian Allied force through Europe during WWII.
2.2.3. Set context
2.2.3.1. The context of this assignment is an introduction to WWII. The students will visually see how the allies and the axis clashed over Europe during WWII. After this they will have a better sense of the scale and scape of the war when we begin to look at how it shaped Canada as a whole.
2.3. Resources
2.3.1. Materials
2.3.2. People
2.3.3. Facilities
2.4. Notes
2.4.1. WWII Google Maps Lesson
2.4.2. Objectives
2.4.2.1. This Lesson is meant for the Students to explore the Geography of Europe from 1939-1945 during WWII as well as give a basic map for the outline of the changes that would occur in Canada throughout this period.
2.4.3. Reasoning
2.4.3.1. I think it is extremely helpful for students to see the progression of WWII. This visual aid lets them see how far reaching the war was as well as grasp the significance of the war for Canada.
2.4.4. Content
2.4.4.1. The content of this unit
2.4.5. Method of Instruction
2.4.5.1. Students will be instructed on this assignment orally and also see how I have broadly mapped the movement each year of the axis and allies. This will be an example of an exemplar as well as a guide for them to use google maps in an aspect of Canada's influence of WWII.
2.4.6. Method of Evaluation
2.4.6.1. For this assignment I will formatively take completion marks. The purpose of this is to make sure that the students have gained the required background knowledge to go forward in this unit.
3. Lesson Plan for Pod Cast
3.1. Objectives
3.1.1. From ICT Curriculum
3.1.1.1. Cognitive
3.1.1.1.1. G-2.1 refines information searches using a variety of media sources
3.1.1.2. Affective
3.1.1.2.1. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others
3.1.2. From Man. Curriculum
3.1.2.1. GLO's
3.1.2.1.1. 9.1.2 Human Rights
3.1.2.2. SLO's
3.1.2.2.1. KC-004 Describe contributions of Canadians whose social and political actions have promoted human rights.
3.1.2.2.2. KH-031 Identify significant events in the development of human rights in Canada.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. Students will need a background in human rights, as well as human rights leaders in Canada and around the world. Students will also need to know how to use Audacity to splice together Audio.
3.2.2. Goals
3.2.2.1. The goal of this lesson is for the students to recognize the difference in the phonetics of a passionate leader, I want my students to slice together different vidoes off youtube that give a messageo of human rights and also show a passionate or important oratory that adds to the message.
3.2.3. Set Context
3.2.3.1. The context of this lesson is to help show students the power of oratory especially around something as important as human rights.
3.3. Notes
3.3.1. Lesson Title
3.3.1.1. Oratory in Human Rigjhts
3.3.2. Goals of Lesson
3.3.2.1. The goal of this lesson is for students to recognize the importance of different human rights leaders in Canada as well as around the world. As well as the importance and passion that oratory can bring.
3.3.3. Objectives
3.3.3.1. Students will be able to use and recognize the importance of speech as well as interpreting, speech to understand the meaning of nuances that human rights figures have used around the world.
3.3.4. Reasoning
3.3.4.1. My reasoning for this lesson is that Students can listen to the powerful language used by human rights leaders and villains and incorporate how this is important in the study of human rights.
3.3.5. Context
3.3.5.1. This lesson would occur somewhere in a human rights unit. This lesson would incorporate both aspects of human rights as well as the importance and historical significance of oratory as well as freedom of speech in this situation.
3.3.6. Method of Evaluation
3.3.6.1. I will Formatively evaluate the students knowledge of human rights figures as well as their use of Audacity, in creating a three piece spliced together pod cast of human rights figures speaking.
3.3.7. Method of Instruction
3.3.7.1. Students will be given oral instructions in class as well as being shown an exemplar that I have made of some of the most important parts of MLK's civil rights speaches.
3.4. Resources
3.4.1. Materials
3.4.1.1. For this assignment I will be using Audacity to splice together different audio onto audacity to make a compilation of three different important speeches.
3.4.2. Facillties
3.4.2.1. Students will need access to a computer lab
3.4.3. People
3.4.3.1. This will be a teacher and Peer led exercise. Students will not use any people as resources,
4. Lesson Plan for Video Cast
4.1. Objectives
4.1.1. From ICT Curriculum
4.1.1.1. Cognitive
4.1.1.1.1. P-2.2 adapts given electronic plans
4.1.1.1.2. Pr-3.3 designs and creates simulations and models using ICT applications
4.1.1.2. Affective
4.1.1.2.1. Co-3.1 leads a group in the process of collaborative learning
4.1.2. From Man. Curriculum
4.1.2.1. GLO's
4.1.2.1.1. ELA Curriculum GLO 1
4.1.2.2. SLO's
4.1.2.2.1. 1.1.1- Express Ideas 1.1.2-Consider other’s Ideas 1.2.2- Explain Opinions 1.2.1- Develop Understandings
4.2. Prerequisites
4.2.1. Review
4.2.1.1. Students at this point in time will have completed almost all of the unit. Students will have learned how advertising/media/propaganda effects them as well as how to use advertisement techniques to enhance and sell a product.
4.2.2. Goals
4.2.2.1. The goal of this final summative assignment is for students to use the techniques that they have seen and used throughout the unit to sell a product over a short video that they will present in a dragon's den setting. Students will then be asked questions about their product by the dragon's ( teacher and three other students who are randomly selected). Student should be able
4.2.3. Set Context
4.2.3.1. The context of this lesson is it is a video that shows students the steps to uploading the final assignment of a ELA unit. I have made this exemplar to show students the process as well as watching my short video that stands as an example of what should be shown.
4.3. Notes
4.3.1. Lesson Title
4.3.1.1. Media, Advertisement, Propaganda Final Summative Assignment Guide Lines/ steps to uploading
4.3.2. Goals of Lesson
4.3.2.1. The goal of this lesson is to guide students through the steps of creating and uploading a video of their final summative advertisement that they will present in a mock dragon's den scenario
4.3.3. Objectives
4.3.3.1. Students will be able to see my video on YouTube collaboratively, as well as use my Jing video to allow them to upload and share their video
4.3.4. Reasoning
4.3.4.1. My reasoning for this lesson is that it allows students to see and access as well as pause and play the uploading video in different stages to make sure they do not skip any of the important steps to collaboratively share and access this video
4.3.5. Context
4.3.5.1. The context of this lesson is that it is one of the final steps in the final summative assignment before the presentation and group discussion during the mock dragons den
4.3.6. Method of Evaluation
4.3.6.1. This lesson is based on a " can they do it matter of assessment ", it is meant to guide them through the necessary steps as well as supply an exemplar for my students to model their video on
4.3.7. Method of Instruction
4.3.7.1. Students will view this video. A link will be provided for them either over our classroom blog or skype. They will then view this assignment and follow the required steps.
4.4. Resources
4.4.1. People
4.4.1.1. Students will need only their group members for creating their video and uploading it to youtube.
4.4.2. Materials
4.4.2.1. For this lesson students will need access to a device or computer as well as some sort of video recording device. As an educator you will need access to Jing or Screen-cast-omatic as well as a recording device.
4.4.3. Facillties
4.4.3.1. My students should have access to a laboratory for this lesson