Lesson Planning

1. Maps

1.1. Objectives

1.1.1. ICT

1.1.1.1. Cognitive

1.1.1.1.1. G-1.1 finds and collects information (text, images, data, audio, video) from given media sources

1.1.1.2. Affective

1.1.1.2.1. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others

1.1.2. MB Curriculum Grade 4 Social Studies

1.1.2.1. GO

1.1.2.1.1. 4.1.1 Mapping

1.1.2.2. SO

1.1.2.2.1. 4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada.

1.2. Prerequisites

1.2.1. Goals

1.2.1.1. Students to be able to identify different places and landmarks in Canada on a map

1.2.2. Set context

1.2.2.1. Students will have just learned how to identify Canada on a map and now they must learn the different provinces and territories

1.2.3. Criteria

1.2.3.1. Students must visit 6 different provinces or territories and have to include the capital cities in the point descriptions

1.3. Resources

1.3.1. Materials

1.3.1.1. Google Maps

1.3.2. Facilities

1.3.2.1. Computer Lab

1.4. Notes

1.4.1. Lesson or Series Title

1.4.1.1. My Summer Vacation

1.4.2. Goals of Each Lesson

1.4.2.1. To teach students to identify and recognize the different provinces, territories and capital cities of Canada using Google Maps

1.4.3. Objectives

1.4.3.1. Students will design their summer vacation across Canada and plot it onto Google Maps

1.4.4. Reasoning

1.4.4.1. Students using technology as a different way to learn about the different parts that make up Canada

1.4.5. Method of Instruction

1.4.5.1. I will provide students with an example of my own and then show them how to make their map using a Smartboard

1.4.6. Method of Evaluation

1.4.6.1. I will have a set of criterial on my blog that will tell the students the different aspects they must include in their vacation map

2. Collaboration

2.1. Objectives

2.1.1. ICT

2.1.1.1. Cognitive

2.1.1.1.1. R-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn

2.1.1.2. Affective

2.1.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

2.1.2. Manitoba Curriculum Grade 6 English

2.1.2.1. GO

2.1.2.1.1. 1.1 Discover and Explore: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

2.1.2.2. SO

2.1.2.2.1. 1.1.1 Express Ideas: Engage in exploratory communication to share personal responses, make predictions, and discover own interpretations.

2.1.2.2.2. 1.1.2 Consider Others’ Ideas: Select from others’ ideas and observations to develop thinking and understanding.

2.2. Prerequisites

2.2.1. Criteria

2.2.1.1. Every student must contribute to the conversation with at least three points

2.2.2. Goals

2.2.2.1. Students will learn to contribute to a discussion and learn to accept and understand other peoples opinions

2.3. Resources

2.3.1. Materials

2.3.1.1. Headphones to listen to the video

2.3.1.2. Access to a computer

2.3.1.3. Google Drive log in

2.3.2. People

2.3.3. Facilities

2.3.3.1. Computer Lab

2.4. Notes

2.4.1. Lesson or Series Title

2.4.1.1. Let's Discuss

2.4.2. Goals of Each Lesson

2.4.2.1. For students to express their opinion of the video and to hear other students opinions on the video

2.4.3. Objectives

2.4.3.1. Students to express their opinion

2.4.3.2. Students to view, accept and respect other students opinion on the video

2.4.4. Reasoning

2.4.4.1. For students to feel safe expressing their opinion and learn to respect the opinions of others

2.4.5. Method of Instruction

2.4.5.1. Instructions inside a Google Docs that all students will log into

2.4.6. Method of Evaluation

2.4.6.1. Observation Checklist of the discussion

3. Podcasting

3.1. Objectives

3.1.1. ICT

3.1.1.1. Cognitive

3.1.1.1.1. C-1.1 displays and/or discusses electronic work

3.1.1.2. Affective

3.1.1.2.1. S-1.1 identifies uses of ICT at home, at school, at work, and in the community

3.1.2. Manitoba Curriculum Grade 4 French

3.1.2.1. GO

3.1.2.1.1. Listen in order to understand the communicated message. Communicate orally and interact spontaneously, keeping in mind the message, fluency and accuracy.

3.1.2.2. SO

3.1.2.2.1. Students use appropriate rhythm, pace and intonation to communicate and to interact as modeled by the teacher.

3.1.2.2.2. Develop basic vocabulary, structures and correct pronunciation for communication as modeled by the teacher

3.2. Prerequisites

3.2.1. Goals

3.2.1.1. Students to improve their pronunciation of French vocabulary

3.2.2. Set context

3.2.2.1. Students need an auditory resource that they can go back to so they can hear the words and practice their pronunciation

3.2.3. Criteria

3.2.3.1. Students must repeat after the recording when it prompts to

3.3. Resources

3.3.1. Materials

3.3.1.1. Computer

3.3.1.2. Headphones

3.3.2. People

3.3.2.1. Person with fluent French accent

3.3.3. Facilities

3.3.3.1. Computer lab

3.4. Notes

3.4.1. Lesson or Series Title

3.4.1.1. Pronunciation Improvement

3.4.2. Objectives

3.4.2.1. Students to improve their pronunciation of French vocabulary

3.4.3. Reasoning

3.4.3.1. Students needing to hear the correct pronunciation so to improve theirs

3.4.3.2. Students who need to replay the recording and practice these pronunciation at home or places other than the school

3.4.4. Method of Instruction

3.4.4.1. Giving students a recording a set of vocabulary to practice with

3.4.5. Method of Evaluation

3.4.5.1. After a week with the recording, students will record their own podcast of them pronouncing the words

4. Videos

4.1. Objectives

4.1.1. ICT

4.1.1.1. Cognitive

4.1.1.1.1. P-1.2 follows given plans

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. Manitoba Curriculum Grade 3 Art

4.1.2.1. GO

4.1.2.1.1. A-L2 Students demonstrate understanding of and facility with visual art media, tools, and processes.

4.1.2.2. SO

4.1.2.2.1. A–L2.1 Use art media, tools, and processes to explore and demonstrate understanding of the elements of art: line, colour, texture, shape, form, and space

4.2. Prerequisites

4.2.1. Goals

4.2.1.1. Students will learn the colors in the color wheel and how to construct it

4.2.2. Set context

4.2.2.1. Students will have just learned the different colors and now they will see how they will relate to each other

4.2.3. Criteria

4.2.3.1. Students must completely label and fill in the Color Wheel correctly

4.3. Resources

4.3.1. Materials

4.3.1.1. Computer

4.3.1.2. Paint application

4.3.2. Facilities

4.3.2.1. Computer lab

4.4. Notes

4.4.1. Lesson or Series Title

4.4.1.1. The Color Wheel

4.4.2. Goals of Each Lesson

4.4.2.1. Students to complete their color wheel correctly

4.4.3. Objectives

4.4.3.1. Students to learn the colors in the color wheel by fill theirs in correctly

4.4.4. Reasoning

4.4.4.1. Students can get a visual tutorial of how a color wheel is built and what elements go into it

4.4.4.2. I chose to video myself doing this activity because I thought it would be a something different and more visually stimulating then just drawing this lesson on the board.

4.4.5. Method of Instruction

4.4.5.1. I will video myself using Screen-o-matic using the Paint application to show students the color wheel

4.4.6. Method of Evaluation

4.4.6.1. Students will print off their Paint color wheel when they have finished it or they will have to video themselves making their own Color Wheel on Paint

4.4.6.2. Depending on how technologically advanced my students are, that will tell me if they will be able to video themselves doing this task or if they will only be able to print this assignment off