1. Podcasting
1.1. Grade Level & Subject
1.1.1. Grade 7
1.1.2. English Language Arts
1.1.3. ICT
1.2. Desired Results
1.2.1. General Learning Outcome
1.2.1.1. English Language Arts
1.2.1.1.1. G.L.O - Discover and Explore
1.2.1.2. ICT
1.2.1.2.1. Cognitive
1.2.1.2.2. Affective
1.2.2. Essential Questions
1.2.2.1. English Language Arts
1.2.2.1.1. Where do I pause when reading a poem?
1.2.2.1.2. What are the deeper meanings of poems?
1.2.2.2. ICT
1.2.2.2.1. How do I record a podcast?
1.2.2.2.2. How do I listen to others podcasts?
1.2.2.2.3. How does listening to a poem through podcasts, help better understand the meaning of it?
1.2.3. Students will know...
1.2.3.1. How to use their blog and post to their blog
1.2.3.2. How to listen and comprehend to poems
1.2.4. Students will be able to...
1.2.4.1. Record a poem over their own devices
1.2.4.2. Listen to other students poems over their own devices
1.3. Assessment Strategies
1.3.1. Strategy
1.3.1.1. Formative: Responsive Journal about the poem I shared Summative: Presentation about the summary of their choice of poem I will post my reading of my selected poem to my blog. In class time, the students can listen to my reading and follow along on their own devices and earphones. Once they complete a short journal about the meaning of the poem, they will then select one of their favourite poems or one that they have written to podcast. They will then post this to their blog so other classmates can access it. They will also present their podcast and a short summary of the meaning of their poem.
1.3.2. Criteria
1.3.2.1. Their responsive journal about the poem I shared should be at least 1/2 a page in length. Their poem and summary must be appropriate for school and they must record themselves reading a poem and share it on their blog. Responsive Journal (10 marks for length and personal opinion) Presentation (We will come up with a rubric in class together)
1.3.3. Reflection
1.3.3.1. What would I do different for next year?
1.3.3.2. How did this lesson work out?
1.4. Instructional Strategies
1.4.1. Activating
1.4.1.1. English Language Arts
1.4.1.1.1. I will get the students activated by playing some other podcasts of poems I have found online and will go over as a class, the meaning behind each one.
1.4.1.2. ICT
1.4.1.2.1. I will review what a podcast is and why they are helpful.
1.4.2. Acquiring
1.4.2.1. English Language Arts
1.4.2.1.1. I will then play the podcast from the poem I read to the whole class. If they want to hear it again, they can access it on my blog. The students will write a responsive journal (on Google Docs) to what the poem's true meaning is.
1.4.2.2. ICT
1.4.2.2.1. I will review how to access the podcast onto my blog and also how to record a new podcast.
1.4.3. Applying
1.4.3.1. English Language Arts
1.4.3.1.1. Students will apply their knowledge of poetic comprehension and poetic readings through reading the poem and also presenting what they believe the meaning of the poem is and why they like the poem they chose.
1.4.3.2. ICT
1.4.3.2.1. Students will apply their knowledge by presenting their poem and their findings through a podcast using SoundCloud. They will then upload this podcast to their blog so myself and other students can go back and listen to it again if we may please.
1.4.4. Adaptation
1.4.4.1. Adaptations may include: - Listening to a simpler/shorter poem - Presenting a simpler/shorter poem - Presenting in front of the class rather than on a podcast - Telling the teacher/EA their findings of their poem
1.5. Resources
1.5.1. http://www.readworks.org/passages/road-not-taken
1.5.2. MB Education Curriculum (ICT) http://www.edu.gov.mb.ca/k12/tech/lict/overview/show_me/continuum.html
1.5.3. MB Education Curriculum (English) http://www.edu.gov.mb.ca/k12/cur/ela/docs/outcomes/
1.5.4. Sound Cloud https://soundcloud.com/upload
1.6. Materials
1.6.1. -Access to a Computer Lab -Access to a device for each student -Earphones -Device that is able to pick up recordings
2. Video
2.1. Grade Level & Subject
2.1.1. Grade 7
2.1.2. Physical Education
2.1.3. ICT
2.2. Desired Results
2.2.1. Specific Learning Outcomes
2.2.1.1. Physical Education
2.2.1.1.1. Healthy Lifestyle Practices
2.2.1.1.2. K.5.7.D.1
2.2.1.1.3. Differentiate between the use and abuse (i.e., prescribed/ unprescribed drugs; own medication/someone else's medication; correct/ incorrect dosage, addiction) of medicinal and non-medicinal substances (e.g., medicines, over-the-counter drugs, vitamins, alcohol, tobacco, inhalants, street drugs...). (Emphasis on Tobacco Use)
2.2.1.2. ICT
2.2.1.2.1. Affective
2.2.1.2.2. Cognitive
2.2.2. Essential Questions
2.2.2.1. Physical Education
2.2.2.1.1. What can drugs do to one's health?
2.2.2.1.2. What can tobacco do in one's long term life?
2.2.2.1.3. Differentiate between use and abuse and also medical and non-medical substances
2.2.2.2. ICT
2.2.2.2.1. How to use technology and internet from home to access educational information
2.2.3. Students will know...
2.2.3.1. Physical Education
2.2.3.1.1. How to portray a healthy lifestyle such as nutrition intake and physical activity
2.2.3.2. ICT
2.2.4. Students will be able to...
2.2.4.1. Physical Education
2.2.4.1.1. Differentiate between the use and abuse of medical and non-medical substances
2.2.4.2. ICT
2.2.4.2.1. Show understanding of how to use technology at home to learn through a video link I will provide them
2.3. Assessment Strategies
2.3.1. Strategy
2.3.1.1. Formative Assessment - Group Discussion Summative Assessment - Short Video Presentation I will know whether the students have watched my online lesson when we have a class discussion the next day about the video and about the difference of non medical and medical drugs and what recreational drugs can do to their life if they were to engage in them. The students will then split into groups and research the short and long term effects of a certain substance such as alcohol, prescription drugs or a type of recreational drug and present the class with a short video.
2.3.2. Criteria
2.3.2.1. Students must have an understanding of these terms: -Non medical and medical drugs -Abuse and Non Abuse and also an understanding of short and long term affects of drugs. (We will make up a straight forward rubric for the video presentation as a class)
2.3.3. Reflection
2.3.3.1. How did this lesson go?
2.3.3.2. What would I do different for next year?
2.4. Instructional Strategies
2.4.1. Activating
2.4.1.1. Physical Education
2.4.1.1.1. I will get my students activated by introducing a topic with a couple of questions such as "Do you know some long term affects of tobacco or drug use" or "Do you know someone that displays these long term affects"?
2.4.1.2. ICT
2.4.1.2.1. I will explain to my students how to view my video that they will have to do for homework (in class) so they can access it at home that night with their parents
2.4.2. Acquiring
2.4.2.1. Physical Education
2.4.2.1.1. In the video, I will show a YouTube video after my short discussion about drugs. This video will show short and long term affects of people who abuses tobacco. This will give students awareness about drug use and their health.
2.4.2.2. ICT
2.4.2.2.1. Students will access this video at home (or somewhere that is accessible to the internet and devices) with their parents. They will follow a step by step instruction sheet that will be handed out in class and also on our class website.
2.4.3. Applying
2.4.3.1. Physical Education
2.4.3.1.1. Students will apply their knowledge with their parents that night, and also with a class discussion in class about drug affects the next day. Then in groups they will pick out another substance such as alcohol, prescription drugs, a recreational drug, etc. and make a short video or show a YouTube video like I did to show the effects of their certain drug.
2.4.3.2. ICT
2.4.3.2.1. Students will apply their ICT knowledge by being able to follow my lesson and also watching the video online. The next day in class, we will discuss how much they learned about drugs through my online lesson and video. They will then make a short video or research a video about a substance they chose using Screencast just like I did and present it to the class.
2.4.4. Adaptation
2.4.4.1. Students who may need adaptation may: -Watch the video at school with myself or an EA -Tell their teacher or EA what they learned from the video instead of participating in the group discussion -Watch a less dramatic video about drug use
2.5. Resources
2.5.1. MB Education Continuum (ICT) http://www.edu.gov.mb.ca/k12/tech/lict/teachers/show_me/continuum.html
2.5.2. MB Education Curriculum (Physical Education) http://www.edu.gov.mb.ca/k12/cur/physhlth/grade_7.html
2.5.3. Top 40: Scariest Anti-Smoking Commercials https://www.youtube.com/watch?v=_vjhae3IYCc
2.6. Materials
2.6.1. Students will need access to: -Internet and Computer -Individual Reflective Journals
3. Maps
3.1. Grade Level & Subject
3.1.1. Grade 6
3.1.2. Social Studies
3.1.3. ICT
3.2. Desired Results
3.2.1. General Learning Outcome
3.2.1.1. Social Studies
3.2.1.1.1. KL-025 - Locate on a map of Canada the provinces, territories, and capital cities.
3.2.1.2. ICT
3.2.1.2.1. Cognitive
3.2.1.2.2. Affective
3.2.2. Essential Questions
3.2.2.1. Social Studies
3.2.2.1.1. What are the names of each province, territory and capital city?
3.2.2.1.2. How many provinces/territories and capital cities make up Canada?
3.2.2.1.3. What are the locations of each province, territory and capital city?
3.2.2.2. ICT
3.2.2.2.1. How do you use Google Maps?
3.2.2.2.2. How do you find Canada, the provinces and territories and capital cities?
3.2.3. Students will know...
3.2.3.1. Social Studies
3.2.3.1.1. Students will have reviewed Canada's provinces, territories and capital cities in previous classes.
3.2.3.2. ICT
3.2.3.2.1. How to log into their username
3.2.3.2.2. How to go to a search engine (Google) and find Google Maps
3.2.3.2.3. How to search for answers they may have by surfing the web
3.2.4. Students will be able to...
3.2.4.1. Social Studies
3.2.4.1.1. Students will locate each province, territory and also be able to identify each capital city including the country's capital on the map of Canada.
3.2.4.2. ICT
3.2.4.2.1. Zoom in and move around on Google Maps throughout the world, especially in Canada.
3.3. Assessment Strategies
3.3.1. Strategy
3.3.1.1. Formative: Individual Google Map I will explain the assignment thoroughly to my students. They will then start to work on the assignment and may ask questions if they need. However they must research or find where the Canadian city is found and its spelling.
3.3.2. Criteria
3.3.2.1. Students must name and locate all of Canada's capital cities correctly with a drop pin and show an understanding of Canada's major geography and how to use google maps. (1 mark for each capital city=14 marks)
3.3.3. Reflection
3.3.3.1. How did this lesson work out?
3.3.3.2. What would I do different for next year?
3.4. Instructional Strategies
3.4.1. Activating
3.4.1.1. Social Studies
3.4.1.1.1. While explaining the assignment, I will use Canadian location terminology to use as examples. The students should pick up on the names, know how many provinces and territories there are and have a pretty good idea of what the capital cities names are. However I will review this before they begin labelling and researching these Canadian cities.
3.4.1.2. ICT
3.4.1.2.1. I will tell the students that we are going to use a new program called Google Maps. Then I will tell them what you can use Google Maps for and why it is useful. From here I will explain the assignment and how they will use this program to do the questions.
3.4.2. Acquiring
3.4.2.1. Social Studies
3.4.2.1.1. I will show an example of what I want on the overhead. For example; When I ask to label Manitoba's capital city, I will first locate Manitoba on the Canadian Map. Then I will zoom in on the map and find it's capital city, which is Winnipeg. I will then drop a pin on Winnipeg. This should give them an idea of what I want for the assignment. I will then show them how to draw the shapes of each province and territory and the functions within it. For example, the surface area and perimeter of each province.
3.4.2.2. ICT
3.4.2.2.1. I will show the students how to get onto Google Maps, and also how to zoom in, move around, drop pins, trace the shape of the provinces and territories, etc. on the program.
3.4.3. Applying
3.4.3.1. Social Studies
3.4.3.1.1. The students will proceed with the assignment where they can apply their knowledge. If they cannot remember certain locations, they can use their knowledge of searching the web for answers. The students will hand in their assignment where I can check to see their understanding.
3.4.3.2. ICT
3.4.3.2.1. The students will experiment with using Google Maps, trying to find their province, community, house, school, etc. then have them move onto the assignment and when they complete the assignment they can go back to searching.
3.4.4. Adaptation
3.4.4.1. Social Studies
3.4.4.1.1. Some adaptations may include: 1) Listing just the provinces, territories and capital cities. 2) Labeling just the provinces or territories. 3) Verbally state the provinces, territories and capital cities. 4) Physically show the provinces, territories and capital cities to the teacher.
3.4.4.2. ICT
3.4.4.2.1. Some adaptations may include: 1) Pointing to the locations. 2) Saying the locations and give the general proximity of them.
3.5. Resources
3.5.1. Manitoba Education Curriculum (Social Studies) http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr6/index.html
3.5.2. Google Maps https://www.google.ca/maps/@49.8313706,-99.9695582,15z
3.5.3. Manitoba Education Curriculum (ICT) http://www.edu.gov.mb.ca/k12/tech/lict/overview/show_me/continuum.html
3.6. Materials
3.6.1. -Access to a Computer Lab -Access to technological devices for each student
4. Collaboration
4.1. Grade Level, Subject & GLO
4.1.1. Grade 6
4.1.2. English Language Arts
4.1.3. ICT
4.2. Desired Results
4.2.1. Specific Learning Outcomes
4.2.1.1. English Language Arts
4.2.1.1.1. 4.2.1 - Appraise Own and Others' Work 4.2.2 - Revise Content
4.2.1.2. ICT
4.2.1.2.1. Cognitive
4.2.1.2.2. Affective
4.2.2. Essential Questions
4.2.2.1. English Language Arts
4.2.2.1.1. Where do you put in commas, periods, indents, new paragraphs, etc.
4.2.2.1.2. What is the purpose of a peer revising your written work?
4.2.2.2. ICT
4.2.2.2.1. How do you use Google Docs?
4.2.2.2.2. What is the point of using Google Docs over Microsoft Word?
4.2.2.2.3. How do you collaboratively use Google Docs?
4.2.3. Students will know...
4.2.3.1. English Language Arts
4.2.3.1.1. The fundamentals of writing
4.2.3.1.2. The paragraph outline of writing a short story
4.2.3.2. ICT
4.2.3.2.1. How to use/log into their google account
4.2.4. Student will be able to...
4.2.4.1. English Language Arts
4.2.4.1.1. Fundamentals of writing
4.2.4.2. ICT
4.2.4.2.1. Hot to access Google Docs
4.2.4.2.2. How to use Google Docs collaboratively and how it is conveinent and how well it works in group projects or revising
4.3. Assessment Strategies
4.3.1. Strategy
4.3.1.1. Formative: Group Essay Writing I will put students in groups of 4-5. As a group, they must put together a short essay and then type it up on Google Docs. I will then explain that they each group will share their essays with another group to peer advise. I will remind them on what to be looking for such as spelling, punctuation, paragraph content, run on sentences, etc.
4.3.2. Criteria
4.3.2.1. The essay must be well constructed of an intro, 3 body paragraphs and a conclusion and be at least 3 pages in length double spaced. Once shared with another group, the group advising must make revisions and suggestions in a different font colour. Once I look at it I will say good job or hand it back to them for errors they missed while revising. We will make up a simple rubric for paragraph structure together as a class.
4.3.3. Reflection
4.3.3.1. How did this lesson work out?
4.3.3.2. What would I do different for next year?
4.4. Instructional Strategies
4.4.1. Activating
4.4.1.1. English Language Arts
4.4.1.1.1. I will go over the basic fundamentals of writing a short story. For examples, punctuation, new paragraphs, etc. Then get each group to think of a story they want to talk about.
4.4.1.2. ICT
4.4.1.2.1. I will tell the students we will be working with their Google accounts and introducing a new aspect of it which will be Google Docs. I will then talk them through how to use Google Docs using a overhead projector.
4.4.2. Acquiring
4.4.2.1. English Language Arts
4.4.2.1.1. Students will be put into groups and from here on, they will come up with a topic and essay structure together. They will then take turns typing out a different paragraph on their own computers at the same time.
4.4.2.2. ICT
4.4.2.2.1. Using Google Docs, each group will collaboratively work together by typing out one paragraph each on their own computers in a shared Google Doc with their group members.
4.4.3. Applying
4.4.3.1. English Language Arts
4.4.3.1.1. Students will apply their knowledge of writing fundamentals and work together in groups to revise another groups short essay.
4.4.3.2. ICT
4.4.3.2.1. Students will apply their new knowledge of Google Docs by sharing their document with their group and also using different colours, texts, bold/underline, etc., while revising the other groups work.
4.4.4. Adaptation
4.4.4.1. Students who need adaptation may: -Write a couple of sentences -Tell their EA a story and they will type it -Work with an EA rather than a peer in their class
4.5. Resources
4.5.1. MB Education Curriculum (ICT) http://www.edu.gov.mb.ca/k12/tech/lict/overview/show_me/continuum.html
4.5.2. MB Education Curriculum http://www.edu.gov.mb.ca/k12/cur/ela/docs/outcomes/
4.5.3. Google Docs
4.6. Materials
4.6.1. -Access to a Computer Lab -Access to technological devices for each student