Andy+Birch

toc =Content-Area Unit Plan =

=Lesson 1=

- identify and describe ways that family, groups and community influence personal choice - students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes || There will also be a second set of pictures for my lower ability student to stick to a piece of paper and draw a spiders web outlining similarities and differences. ||
 * **Daily Lesson GAME Plan** ||
 * **Lesson Title:** A Sense of Identity || **Problem:** How do you define your sense of identity? ||
 * **Grade Level:** 5 || **Unit:** How We Express Ourselves ||
 * **GOALS** ||
 * - identify roles, rights and responsibilities in society
 * **//Lesson Description://** In this lesson students will research into what an identity is and how this is portrayed by a variety of factors linked to; cultural, religious, economic and national factors. Students will be given a prompt and be asked to discuss it in groups. They will brainstorm a list of ways that people can be the same and different and discuss which of these help to create a persons identity. They will then focus on how they can show their identity with five objects. ||
 * **ACTION** ||
 * Prepare pictures for discussion || Problem presentation - What is identity and question. ||
 * Prepare pictures for lower ability student ||  ||
 * Create a list of useful website if needed ||  ||
 * **During Class** ||
 * **Schedule of Lesson** || **Materials and Resources** ||
 * - Understanding identity - discussion, brainstorm, research || group list ||
 * - Exploring similarities and differences between people ||  ||
 * - Visual cues, discussion and research || provocation pictures ||
 * - Defining their own identity traits or characteristics ||  ||
 * - Students will select up to five objects that they will use to show other students about their identity, beliefs or values. This will be called a bag of beliefs. ||  ||
 * - These sharing sessions will take place at a later date. || two groups per session ||
 * - Students will then write a blog post outlining why they chose certain objects for their bag of beliefs. Other students will respond to their blog post discussing what they learned and any further questions they may have. || student blogs, time to comment ||
 * **Technology:** Internet research, collecting pictures into a word processor. Online dictionaries. Blog posts and blog comments. Uploading pictures of objects chosen onto blog. ||
 * **Note:** I have a set of picture prompts to help stimulate discussions between students.
 * **MONITOR** ||
 * **Enduring Understandings:** This lesson aims to help students understand themselves and others better. Through a better understanding of the factors outlined above, students will be able to adapt their behavior towards others and use empathy to understand others' situations and beliefs. Within my class there are students from thirteen countries all with their different blend of beliefs and values. Through open discussions students get to know their peers better and also be able to think through their personal choices and why they may have certain behaviors or values. ||
 * **Assessments:** Student learning will be assessed with informal observations of the student discussions and group brainstorms. This will be followed up by observations during the student presentations and questions that student ask each other. ||
 * **EVALUATE** ||
 * **Student blogs:** The student blog posts will enable me to see how effective the lesson was and how the students related to it. As this lesson is one in a series, it will be later in that I can evaluate if students achieved the goal of the whole unit. || **Lesson Reflection and Notes:** These will be taken during the lesson along with observation assessments. ||

=Lesson 2= - identify and describe ways that groups and influence personal choice - students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes || http://5abuoi4groups.wikispaces.com/ ||
 * **Daily Lesson GAME Plan** ||
 * Lesson Title: A Group Sense of Identity || Problem: How does a group define their sense of identity? ||
 * Grade Level: 5 || Unit: How We Express Ourselves ||
 * **GOALS** ||
 * - identify roles, rights and responsibilities in society
 * Lesson Description: In this lesson students will work together to come together as a group and define their group identity. Students will be placed into groups of 5 with the remit that they as a group will be working together for the rest of this unit. They will need to define the identity of their group and create a wiki page that defines their group. ||
 * **ACTION** ||
 * Prepare pictures for discussion || Problem presentation - What is identity and question. ||
 * Prepare pictures for lower ability student ||  ||
 * Create a list of useful website if needed ||  ||
 * **During Class** ||
 * **Schedule of Lesson** || **Materials and Resources** ||
 * - Understanding identity discussion, what have we learnt from understanding individuals identities? ||  ||
 * - Brainstorm - How do groups represent themselves? How do groups portray their sense of identity? What do groups create to help them understand each other? || Notes take with a typewith.me page by one of the students and projected onto the board. ||
 * - Split students into groups. || Group list ||
 * - Defining their own group identity. Students work in groups using the typewith.me page to brainstorm. The class brainstorm will be placed on the front of the wiki for the students to refer back to. || Wiki page and typewith.me page for notes.
 * - Students must come up with a set of responsibilities and roles that each member will undertake to create their group identity during the timeline. This timeline will be presented as a timetable on the front of the blog for the students to refer to during their planning. || Timetable - google doc, embedded into wiki ||
 * - This lesson will continue at designated time slots during the week. This will allow students to spend time on specific actions and also use part of their homework time. ||  ||
 * Technology: Using typewith.me documents to collaborate as a group. Group wiki to coordinate the actions of their group and present their group identity. ||
 * Wiki page and typewith.me page for notes. http://5abuoi4groups.wikispaces.com/ : Students have previously set up communities within the class and during this activity did a similar assignment. This should allow for the special needs to students to be integrated into the groups and given roles that they can actively work on. ||
 * **MONITOR** ||
 * Enduring Understandings: This lesson aims to help students understand how groups create their identity. It will emphasis that whilst everyone can belong to a group their is usually responsibilities to being part of that group and as a member they will need to fulfill them. ||
 * **EVALUATE** ||
 * Assessments: Student learning will be assessed through their wiki page and how the sense of identity of their group is established through the page. || Lesson Reflection and Notes: These will be taken during the lesson along with observation assessments. ||
 * Students will also be assessed on how they communicate and organise themselves to complete the task taking into account the timeframe. ||  ||

=Lesson 3=
 * **Digital Storytelling Lesson Plan** ||
 * Lesson Title: A Group Sense of Identity || Religions Field Trip ||
 * Grade Level: 5 || Unit: How We Express Ourselves ||
 * **GOALS** ||
 * - Identify roles, rights and responsibilities in society.
 * Gain an appreciation of how cultural groups may vary in their customs and practices.

- Introduce means to identify and compare forms of media and evaluate them for purpose, audience, and validity.

**ISTE NETS-S** - Creativity and innovation - Communication and collaboration - Research and information fluency || **//Part A://** The first part is a tuning in activity where the students will virtually visit the place of worship collecting visual resources that could be used later on. Students will focus on the main areas already brainstormed in class and save pictures, web sites and screen captures into a folder. **//Part B://** Field trip to the place of worship. Between two classes there will be six iPod Nanos and two still cameras for the students. The teachers will also take along cameras. All digital files will be saved into a folder and backed up. **//Part C://** The students will create a digital story of the field trip that we went on. They will incorporate text, pictures, video and other media to create an informative video that describes the religion and the place of worship. Students will be looking for the main areas that we have discussed in class. Observation sheet: [] || Students will be given a sheet outlining their video project. 10 - 15 minutes || Field trip journals and pictures of projector to stimulate discussion. || **Organization** - The digital story will need to have some form of organization. Students can choose to do this through categories or follow the chronological order of the field trip. **Understanding** - The movie will need to highlight clearly some of the criteria as outlined in the observation sheet. It will also need to include extra elements that add value to the digital story possibly including; pictures, voiceovers, screenshots and photos. ||
 * **Lesson Description**: There are three parts to creating the digital story.
 * **ACTION** ||
 * **Before Class Preparation Part A: //Tuning In.//** Locate relevant resources for lower ability students, including web site of the religious community in Hong Kong. Create a central folder for all student files to be saved in, making clear the naming expectations for the files. ||
 * **Before Class Preparation Part B: //Field Trip//**. Make sure iPod Nanos are charged. Student will know what areas they are looking to video; e.g. signs, symbols, religious books etc. Download all footage from the field trip into the student sharepoint. ||
 * **Before Class Preparation Part C: //Creating The Digital Story//**. Set up a folder for the students to access the field trip videos from. Resize all videos and pictures into a smaller format using iSquint and automator and save a copy of the videos in a second location. Class set of laptops to be fully charged. ||
 * **During Class** ||
 * **Schedule of Lesson** || **Materials and Resources** ||
 * **//Pre-Introduction://** Students will log into their laptops and copy the resources file from the network onto their desktop. This file transfer will continue while the students are involved in the introduction and modeling activity to save time. || Files ready to be transferred to student machines. ||
 * **//Introduction://** Students will discuss the field trip on tables looking through their notes and pictures in their trip journals. Students will talk about what they saw at the place of worship and using the compare and contrast sheet describe what it looked like. Pictures will be placed onto the board for students to discuss and help trigger memories.
 * **//Modeling://** Using the projector I will quickly model how to make a short movie for the students reminding them of some of the techniques and skills they will need to use. Students have been previously introduced to iMovie, this will serve as a refresher and show two possible ways to organize the movie. 5 - 10 minutes || Projector, iMovie, access to files on desktop. ||
 * **Creating:** Students use iMovie to make their digital story. The students will be given 30 minutes to work on it initially and then extra time during the week. || Laptops ||
 * **Presenting:** During a follow up lesson all of the movies will be available on the student blogs. Students will then visit other movies leaving comments about the movies. They will focus on how the students did in relation to purpose, audience, and validity. || Uploaded movies onto student blogs. ||
 * **MONITOR** ||
 * **iMovie Skills** - As the project progresses students will need to be supported with their use of iMovie. This will also include asking students to set clear goals for how much they have done, not spending too much times watching the videos but making quick choices.
 * **EVALUATE** ||
 * I will need to assess the timeframe that this type of activity needs along with the student skill level. Whilst students enjoy working on these individually, there may need to be groups set up to support some students. ||
 * Students will also be assessed on how they organize themselves to complete the task taking into account the timeframe. ||