1. Podcast
1.1. Objectives
1.1.1. ICT Continuum
1.1.1.1. C-3.1 adjusts communication based on self-evaluation and feedback from a global audience
1.1.1.2. E-3.2 weighs personal benefits and risks of using ICT
1.1.2. Curriculum objectives
1.1.2.1. 2.1.3 Textual Cues Use textual cues [such as headings and sub-headings, story elements, key ideas in exposition...] to construct and confirm meaning.
1.2. Prerequisites
1.2.1. Review
1.2.1.1. Discussion of proper fundamentals of reading aloud.
1.2.2. Goals
1.2.2.1. Students improve ability to read aloud with minimal unintentional pauses, proper emotion, and appropriate pacing for the subject. Can use clues from their chosen text to infer meaning and emotion.
1.3. Resources
1.3.1. Materials
1.3.1.1. Any school appropriate poem or passage from book, that would take no more than 5 minutes to read aloud, and a device for recording voice (cellphone is fine here, so long as it's off camera.
1.3.2. Facilities
1.3.2.1. Reading aloud assignment can be done in school with the teacher, or at home.
1.4. Notes
1.4.1. Method of Instruction
1.4.1.1. Demonstration and practice in class what the assignment calls for, by reading aloud two poems with different emotional foundations. Emphasize the points sought for, including enunciation, minimal unintentional pauses, appropriate voical tone for the subject.
1.4.2. Method of Evaluation
1.4.2.1. Reading assignment is to be recorded, and students will then submit the recording and teacher will grade separately, since students will likely not want to be around when their recording is being played. Grade based on the criteria above.
2. Maps
2.1. Objectives
2.1.1. Cognitive
2.1.1.1. G-1.4 collects primary data using electronic devices
2.1.2. Affective
2.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings
2.1.3. Curriculum objectives
2.1.3.1. VL-008 Appreciate the diversity of the global natural environme
2.2. Prerequisites
2.2.1. Review
2.2.1.1. Instruction on Google Maps and a walk-through of the map I made
2.2.2. Goals
2.2.2.1. Using Google Maps, stduents locate the 7 natural wonders of the world. Students must mark the location of each of the 7, and include four historical facts about each, plus a picture.
2.3. Resources
2.3.1. Materials
2.3.1.1. Computer and internet access all this is necessary
2.3.2. Facilities
2.3.2.1. School computer lab
2.4. Notes
2.4.1. Introduce the idea of the world's 7 natural wonderss.
2.4.2. Students acquire an appreciation and base level knowledge of each of the world's 7 natural wonders. Stduents can contrast the natural wonders with the Ancient Wonders.
2.4.3. List of the 7 wonders plus four facts about each. Don't worry if the students use similar sources for the info. They will likely just Google the info.
2.4.4. Instruction will be standard classroom lecture, as most of the work is done individually on the computer (and by using Google)
2.4.5. Intend to use a checklist that covers the requirements of the lesson: all 7 wonders marked on the map, four facts for each, representative picture of each tagged
3. Collaboration
3.1. Objectives
3.1.1. ICT Continuum
3.1.1.1. Cognitive
3.1.1.1.1. G-3.1 incorporates new information with prior knowledge and adjusts inquiry strategies
3.1.1.2. Affective
3.1.1.2.1. E-3.2 weighs personal benefits and risks of using ICT
3.1.2. Curriculum objectives
3.1.2.1. Grade 7 SS
3.1.2.1.1. KI-008 Describe the influence of various factors on personal identity. Examples: gender and gender images, sexual orientation, physical characteristics, socio-economic situation, peer pressure, media portrayals...
3.2. Prerequisites
3.2.1. Review
3.2.1.1. In class review of the basics of Twitter, including how to setup an account, and how to link to specific groups.
3.2.2. Goals
3.2.2.1. Every student setup with a Twitter account under my email address, and linked to the class hashtag.
3.3. Resources
3.3.1. Materials
3.3.1.1. iPad, laptop, computer or smartphone
3.3.2. Facilities
3.3.2.1. School computer lab
3.4. Notes
3.4.1. Method of Instruction
3.4.1.1. Classroom instruction on how to setup Twitter, then wander the class to help students individually. Discuss with class content and aims of lesson.
3.4.2. Method of Evaluation
3.4.2.1. Review of Twitter page. Everyone is expected to participate, contribute at least three salient posts plus comment on each of their classmates posts
4. Videos
4.1. Objectives
4.1.1. ICT Continuum
4.1.1.1. Cognitive
4.1.1.1.1. C-1.1 displays and/or discusses electronic work
4.1.1.2. Affective
4.1.1.2.1. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others
4.1.2. Curriculum objectives
4.1.2.1. Grade 9 Physical Education
4.1.2.1.1. K.2.S1.C.3 Design and implement effective warm-up and cooldown routines for specific team-related
4.2. Prerequisites
4.2.1. Review
4.2.1.1. Instruction time spent going over the fundamentals in person, with video designed to supplement the in person instruction.
4.2.2. Goals
4.2.2.1. Accurate physical recreation of fundamentals discussed and demonstrated.
4.3. Resources
4.3.1. Materials
4.3.1.1. Golf clubs and video recording device (phone is perfectly acceptable)
4.3.2. Facilities
4.3.2.1. Local driving range
4.4. Notes
4.4.1. Method of Instruction
4.4.1.1. In perso at the driving range, with a group demonstration and then one-on-one help. May utilize stronger students to help those who might be struggling.
4.4.2. Method of Evaluation
4.4.2.1. Demonstration on driving range of affective incorporation of lessons.