1. Video
1.1. Cursive Writing Tutorial
1.2. Grade 3
1.3. ELA Practice
1.3.1. Language as: Sense Making
1.3.1.1. Access, use, build, and refine schema.
1.3.2. Language as: System
1.3.2.1. Recognize, apply, and adapt rules and conventions.
1.3.3. Language as: Exploration & Design
1.3.3.1. Interpret and integrate information and ideas from multiple sources.
1.3.3.2. Invent, take risks, and reflect to create possibilities.
1.4. Targeted Learning Outcomes
1.4.1. Grade Band Descriptors
1.4.1.1. Learners are using and talking about familiar strategies to understand and create new texts.
1.4.1.2. Learners are making decisions about how to communicate ideas.
1.4.1.3. Learners are demonstrating an understanding that legibility enhances communication.
1.4.2. The LwICT Continuum
1.4.2.1. Q-2.1 Follows a given plan for inquiry.
1.4.2.2. P-1.1 Uses given criteria to produce work.
1.4.2.3. P-2.2 Selects from a variety of given formats to demonstrate learning.
1.4.2.4. P-3.2 Self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards.
1.4.2.5. R-1.2 Independently reflects on learning and the learning process.
1.5. Materials
1.5.1. Smart Board for projecting
1.5.2. Cursive Writing booklet
1.5.3. Pencil
1.6. Differentiation Strategies
1.6.1. If available, an EA/teacher will work individually with select students.
1.6.2. If needed, there will be individual whiteboards for the teacher, or possible EA, to scribe with students.
1.7. Learning Plan
1.7.1. Activate
1.7.1.1. Using the Smart Board, show the video "Introduction to Cursive Writing" on YouTube
1.7.1.2. Introduction to Cursive Writing
1.7.1.3. Show my cursive writing tutorial video
1.7.1.4. Cursive Writing Tutorial
1.7.2. Acquire
1.7.2.1. Ask students to reflect back to the teacher what they learned from the video.
1.7.2.2. Demonstrate right and wrong ways of cursive writing on the Smart Board, along with a class discussion.
1.7.2.3. Allow students to try cursive writing on their own before handing out the booklet.
1.7.3. Apply
1.7.3.1. Hand out Cursive Writing booklets and allow students to begin.
1.7.3.2. Students will have the option to start on whatever letter they would like and work on the sheets until class is over.
1.8. Sources
1.8.1. English Language Arts Curriculum Framework
1.8.2. Literacy with ICT Across the Curriculum
1.8.3. Lincoln Learning Solutions - YouTube
1.8.4. Tarbiyah Publishing - Teachers Pay Teachers
1.8.5. Adapted by Riley Cross
2. Maps
2.1. Capital Cities of Canada
2.2. Grade 4
2.3. Lesson Outcomes
2.3.1. Social Studies Manitoba Curriculum Framework of Outcomes
2.3.1.1. 4.1.1 Mapping
2.3.1.1.1. 4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada.
2.3.1.2. 4.1.2 Geographic Regions of Canada
2.3.1.2.1. 4.VL-005 Appreciate Canada's vast and diverse geography.
2.3.2. LwICT Continuum
2.3.2.1. Q-1.1 Recalls and/or records prior knowledge
2.3.2.2. Q-1.2 Follows a given plan for inquiry.
2.3.2.3. G-1.2 Gathers information from given sources.
2.3.2.4. G-1.3 Uses a variety of strategies for gathering information.
2.3.2.5. G-2.2 Identifies whether information is sufficient and/or suitable for purpose and audience.
2.3.2.6. G-3.2 Organizes gathered information using co-developed strategies.
2.3.2.7. P-1.1 Uses given criteria to produce work.
2.3.2.8. P-2.3 Modifies or combines given formats to demonstrate learning.
2.4. Materials
2.4.1. iPad
2.4.2. Google Maps
2.5. Opportunities for Assessment
2.5.1. Students completing the pinned map.
2.5.2. Students successfully pinning proper capital cities.
2.5.3. Students brainstorming correct capital cities.
2.6. Learning Plans
2.6.1. Activate
2.6.1.1. Create a display of books illustrating the physical geography and geographic regions of Canada.
2.6.1.2. Read aloud books describing geographic regions and capital cities of Canada
2.6.2. Acquire
2.6.2.1. Brainstorm as a class what all the capital cities are of Canada.
2.6.3. Apply
2.6.3.1. Create a map with various pins on capital cities of Canada.
2.7. Sources
2.7.1. Manitoba Social Studies K-4 Curriculum
2.7.2. Google Maps
3. Podcast
3.1. The Day You Begin - Read Aloud Podcast
3.2. Grade 2
3.3. ELA Practice
3.3.1. Language as: Sense Making
3.3.1.1. Access, use, build, and refine schema.
3.3.1.2. Select from and use a variety of strategies.
3.3.2. Language as: Power & Agency
3.3.2.1. Recognize and analyze inequities, viewpoints, and bias in texts and ideas.
3.3.3. Language as: Exploration & Design
3.3.3.1. Interpret and integrate information and ideas from texts and sources.
3.3.3.2. Manage information and ideas.
3.4. Targeted Learning Outcomes
3.4.1. Grade Band Descriptors
3.4.1.1. Learners are experimenting with conventions of familiar texts to enhance communication.
3.4.1.2. Learners are recognizing that texts have different audiences, purposes, agendas, and points of view.
3.4.1.3. Learners are using sources to explore ideas and to deepen/extend thinking.
3.4.2. LwICT Continuum
3.4.2.1. Q-2.1 Follows a given plan for inquiry.
3.4.2.2. G-1.1 Gathers information from given sources.
3.4.2.3. G-2.1 Evaluates whether information and sources are current, reliable, and valid.
3.4.2.4. P-1.1 Uses given criteria to produce work.
3.4.2.5. P-2.1 Uses a given format to demonstrate learning.
3.5. Materials
3.5.1. iPad
3.5.2. Headphones
3.5.3. Pencil
3.5.4. Paper for answers/responses
3.6. Differentiated Instruction
3.6.1. If available, an EA/teacher will work individually with select students.
3.6.2. If needed, there will be individual whiteboards for the teacher, or possible EA, to scribe with students.
3.7. Learning Plan
3.7.1. Students will listen to the podcasts on their iPads and answer questions as independently as they can, throughout the reading.
3.8. Opportunities for Assessment
3.8.1. Observe when students are answering the questions (i.e. during the reading, after the reading, etc.)
3.8.2. Are questions being answered correctly?
3.8.3. Are students using evidence from the book to answer questions?
3.9. Source(s)
3.9.1. English Language Arts Curriculum Framework
3.9.2. Mindful Readers - Teachers Pay Teachers
3.9.3. Adapted by Riley Cross
3.9.4. Literacy with ICT Across the Curriculum
4. Collaboration
4.1. Acrostic Poem Interactive Document
4.2. Grade 3/4
4.3. ELA Practice
4.3.1. Language as: Sense Making
4.3.1.1. Access, use, build, and refine schema.
4.3.1.2. Select from and use a variety of strategies.
4.3.1.3. Be aware of and articulate the ways one engage text.
4.3.2. Language as: System
4.3.2.1. Recognize, apply, and adapt rules and conventions.
4.3.3. Language as: Power & Agency
4.3.3.1. Recognize and analyze bias in texts.
4.3.3.2. Contemplate the actions that can be taken, consider alternative viewpoints, and contribute other persepctive.
4.3.4. Language as: Exploration & Design
4.3.4.1. Interpret and integrate information and ideas from multiple sources.
4.3.4.2. Manage information and ideas.
4.3.4.3. Invent, take risks, and reflect to create possibilities.
4.4. Targeted Learning Outcomes
4.4.1. Grade Band Descriptors
4.4.1.1. Learners are demonstrating an understanding that texts are complex.
4.4.1.2. Learners are designing for specific purposes and different audiences.
4.4.1.3. Learners are using personal strategies to explore ideas and deepen thinking.
4.4.1.4. Learners are blending experiences to represent ideas in different ways.
4.4.2. Fountas & Pinnell
4.4.2.1. Understand poetry as a unique way to communicate about and describe thoughts and feelings.
4.4.2.2. Understand that poems can be created from other kinds of texts,
4.4.2.3. Understand that poems do not have to rhyme.
4.4.2.4. Understand that poems take a variety of visual shapes on a page.
4.4.3. The LwICT Continuum
4.4.3.1. Q-1.1 Recalls and/or records prior knowledge.
4.4.3.2. Q-1.2 Follows a given plan for inquiry.
4.4.3.3. P-1.1 Uses a given criteria to produce work.
4.4.3.4. P-2.1 Uses a given format to demonstrate learning.
4.4.3.5. C-1.3 Independently selects appropriate audience for sharing information, ideas, and/or work.
4.4.3.6. R-1.2 Independently reflects on learning and the learning process.
4.5. Materials
4.5.1. Smart Board for projecting
4.5.2. Acrostic poem templates
4.5.3. Students individual iPad
4.6. Differentiation Strategies
4.6.1. If available, an EA/teacher will work individually with select students.
4.6.2. If needed, there will be individual whiteboards for the teacher, or possible EA, to scribe with students.
4.7. Learning Plan
4.7.1. Activate
4.7.1.1. Using the Smart Board (if available), show the video "How To Write Acrostic Poems" on Youtube.
4.7.1.2. How to Write Acrostic Poems
4.7.2. Acquire
4.7.2.1. Ask students to reflect back to the teacher what they learned from the video
4.7.2.2. Hand out iPads to each student (this was possible in the school I student taught in)
4.7.2.3. Show students where the acrostic template is on their iPads
4.7.2.4. Create three acrostic poems as a class after watching the YouTube video
4.7.3. Apply
4.7.3.1. Direct students to the class document where there will be one template for each student
4.7.3.2. Students will now insert their own name in the vertical part of one of the acrostic poem templates
4.7.3.3. From here, each student will look at every other students' name and add a word to any name letter that is left to be filled in, until every students' letter in their name is filled with a word
4.8. Opportunities for Assessment
4.8.1. Ask the students to reflect back to the teacher about what they learned from the video
4.8.2. Create three acrostic poems as a class
4.8.3. Collaborate on other students' acrostic poems of their names
4.9. Sources
4.9.1. English Language Arts Curriculum Framework
4.9.2. Literacy with ICT Across the Curriculum
4.9.3. readlearngrow14 - YouTube
4.9.4. Brittany Cloyd - Teachers Pay Teachers
4.9.5. Adapted by Riley Cross