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Running Head: LANGUAGE ARTS LES PROJECT

EDEE 223: Language Arts LES Project

Nathalie BurkulianAshley Cameron

Heidi DimouKathryn Katsaros

Jason LalondeMerit- Anne MalekNatasha Sclavounos

Ashely Sheppard

Monday, April 4th, 2016

McGill University

LANGUAGE ARTS LES PROJECT

OVERVIEW

During this Learning Evaluation Situation (LES), the students will become aware

of the different time periods. The theme for the English Language Arts LES is time

travel. Our essential question is how can we use reading, listening and writing skills to

travel to different places in time or to imagine traveling throughout different periods of

time in history? We will explore these skills and time periods with Cycle 2, Grade 3 or 4

students through a variety of activities ranging from a play to art projects and a poem to

conclude the LES.

The English Language Arts competencies the students will be developing throughout this

time travel themed LES are:

Competency 1- To read and listen to literary, popular and information-based texts

Competency 2- To write self-expressive, narrative and information-based texts

Competency 3- To represent her/his literacy in different media

Competency 4- To use language to communicate and learn

During the unit, students will travel through time visiting various time periods

that have been present throughout history and learn facts about them. Teachers will

provide students with a number of educational lessons that will be targeted to a specific

time period. Students will become familiar with the Prehistoric time period (Cavemen

and dinosaurs), Ancient Egypt, Ancient Greece, the Renaissance, the 1950s and the

present 21st century. While this LES is developed with regards to English Language Arts

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competencies, it also incorporates a number of cross-curricular subject areas such as

social sciences, arts education, and personal development.

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What to expect?

Lesson plan #1: Introduction to Time Travel Unit (Heidi Dimou) ………3

Lesson plan #2: Prehistoric Era (Jason Lalonde)…………………………9

Lesson plan #3: Ancient Egypt (Merit- Anne Malek)…….………..……..15

Lesson plan #4: Ancient Greece (Ashely Sheppard)……………………20

Lesson plan #5: Renaissance (Natasha Sclavounos)………………....…...26

Lesson plan #6: 1950’s (Ashley Cameron)……………………….……....38

Lesson plan #7: 21st century (Kathryn Katsaros)…………………………46

Lesson plan #8: Conclusion to Time Travel Unit (Nathalie Burkulian)…59

Resources…………………………………………………………...…….69

Appendix………………………………………………………………….74


Lesson plan #1: Introduction to Time Travel Unit (Heidi Dimou)

DATE: April 4th & 5th, 2016 CYCLE and GRADE: Cycle 2 (Grade 3-4)DURATION: 2 periods of 60 minutes (2 hours in total)

BIG IDEA: The theme is time travel.

LES guiding question: How can we use reading, listening and writing skills to travel to different places in time or to imagine traveling throughout different periods of time in history?

SUBJECT AREA: English Language Arts TOPIC: Introduction to time travel(Guiding Question) Where would you like to go if you could travel back in time?

COMPETENCIES:

Competency 1: To read and listen to literary, popular and information-based texts.

To construct her/his own view of the world through reading and listening to literary, popular and information-based texts.

Competency 2: To write self-expressive, narrative and information-based texts.

To integrate her/his knowledge of texts into own writing.

Competency 4: To use language to communicate and learn.

To use language (talk) to communicate information, experiences and point of view.

HOW I WILL TARGET THESE COMPETENCIES IN THE LESSON:

Competency 1 will be met by having the students listening to the book shown and read by the teacher.

Competency 2 will be met by having the students write a text answering different questions on time travel.

Competency 4 will be met by having the students present their Bristol board of a time machine in front of the class.

BROAD AREAS OF LEARNING: Personal and Career Planning: To enable students to undertake and complete projects that develop their potential and help them integrate into society.

Adoption of strategies related to a plan or project

CROSS CURRICULAR COMPETENCIES:

OTHER CROSS CURRICULAR COMPETENCIES:


Intellectual: To use information To use creativity

Methodological: To adopt effective work methods

Communication-related: To communicate appropriately

Arts Education – Visual ArtsCompetency 1: To produce individual works in the visual arts.

To use personal ideas inspired by the stimulus for creation.

To share his/her creative experience.

OBJECTIVES: By the end of this lesson, students will be able to:- Write a text in complete sentences answering the questions provided.- Create an artwork based on what they wrote.- Reflect and share their thoughts on their artwork to their peers.

MATERIALS: Teacher materials: Book or Audio Book: “The

Usborne Time Traveler” (1999) by Judy Kindley, Toni Goffe, James Graham-Campbell, Patricia Vanags.

Projector Time travel hats Time travel music

Student materials: ‘Time Travel’ Worksheet A Bristol board (11 inches x 14

inches) Color pencils and markers

ORGANIZATION OF THE CLASSROOM:

When the teacher reads the book, students will be at their desks. The book will also be shown on the projector.

Then, the students will write their text individually at their desks.

As for the drawing of the time machine, the

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drawing will be done separately but students will be sharing the materials. Therefore, the desks will be moved to form groups.

TIME: PROCEDURE:

30 minutes INTRODUCTION:

First, the teacher will introduce the topic by saying: “Hello class, throughout the next few weeks we will be learning about time travel. Does anyone have an idea of what time travel is?” The teacher will give students time to respond and discuss.

Then, the teacher will introduce and read a book aloud about time travel to the students.The book is called “Time Traveler”. The teacher will say: “This book will help you learn about 4 different time periods: Ancient Egypt, Viking Age, Ancient Rome, and Middle Ages (Medieval Times). The book will describe these historical periods in a fun narrative story.”

The teacher will have the book on a projector for the students to see the large and colourful illustrations.

The teacher will introduce the book by saying: “It’s about a boy who puts on a helmet to use as a time travel machine to go back to these different historical periods.”

The teacher will read parts of the books for each time period. As an activity, the teacher will then explain to students that a time machine has enabled them to travel back in time.

The teacher will explain that they could go

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back in time to a historical period of their choice. The teacher will say: “During the next weeks we will be learning about different time periods. These are our time travel hats that will enable us to travel through time [Teacher shows the hats to students]. We will also have a special time travel song that will be playing while we travel through time. It sounds like this [Teacher will play song].”

30 minutes

DEVELOPMENT:

The teacher will say: “Imagine you can go to any time period, where would you go and what would you bring with you? I would like for you to keep these questions in mind.”

The teacher will say: “With that, I would like for you to write a short text and answer the following questions:

“To which period of time would you travel?”

“What would you bring with you on your time machine?”

“Who would you want to meet and where?” OR “What event would you want to witness and where?”

(These questions will be shown on the projector)

The teacher will say: “I would like you to write your text on the Time Travel Worksheet that I will be handing out shortly.”

The teacher will circulate around the class to help the students and encourage them on their writing.

DIFFERENTIATION: To address the needs of all the learners, the

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teacher will have an audio book of the “Time Traveler” as well. The use of the projector will also help all the students see the images in the book and the writing.

The text size would vary from 2-3 sentences to 5-10 sentences. The questions to answer will be shown on the projector for everyone to see and will be on the provided worksheet as well.

If some students need more help with their Bristol board, they can work in pairs to help each other. The teacher will also be available to assist them with their work.

CONCLUSION:

35 minutes(For drawing of time machine)

25 minutes(For presentation)

In addition to their written text, students will make a drawing of a time machine. Specifically, they would draw their time machine and what they would bring with them. Drawings will be done on their Bristol board using color pencils or markers.

The teacher will be circulating around and helping students with their Bristol board if needed. The teacher will observe how the students work together in sharing the materials.

Students will then present their drawing in front of the class specifying what they would bring with them and which historical period they would travel to and why. Presentations will vary between1-2 minutes.

The students will hand in their written text with their Bristol board at the end of class.

ASSESSMENT: The teacher will assess the students’ written texts. He/she will verify students’ answers to the provided questions to check

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for an understanding of the questions and of the topic.For the drawing activity, the teacher will assess students’ working and sharing skills with peers. The teacher will observe how they are working and see who needs more attention than others.

For the presentation, the teacher will assess the students’ communication skills and the language they use to describe their Bristol board.

The written text and the Bristol board will be placed into student’s individual portfolio, which will be assessed at the end of the unit.

TEACHER SELF-REFLECTION-COMMENTS:

During the lesson, the teacher will observe and take notes of the students’ working and communication skills. The teacher will reflect on students’ working independently on their writing.To reflect on the lesson, the teacher will read the short texts the students have written and answered the questions provided. She will observe if what they wrote in their texts corresponds to what they drew on their time machine. Therefore, the students’ responses on the worksheet will give the teacher information on their understanding of the activity. The teacher will be able to notice who needs more attention than others with her observations.

The teacher can reflect on what works well for this lesson and what needs improvement or adjustments concerning time and space.

Lesson plan #2: Prehistoric Era (Jason Lalonde)

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DATE: April 6th & 7th, 2016 CYCLE and GRADE: Cycle 2 (Grade 3-4)DURATION: 2 periods of 60 minutes (2 hours in total) Additional time is required to complete the entire activity.



SUBJECT AREA: English Language Arts TOPIC: Prehistoric era(Creating a newspaper that accurately represents the era)

COMPETENCIES:

Competency 1: To read and listen to literary, popular and information based texts.

To construct his/her own view of the world through reading and listening to literary, popular and information based texts.

Competency 2: To write self-expressive, narrative and information based texts.

To follow a process when writing. To use writing as a system for

communicating and constructing meaning.

To integrate his/her knowledge of texts into own writing.

Competency 3: To represent his/her literary in different media.

To construct his/her own view of the world through the media.

To follow a production process to communicate for specific purposes to a specified audience.

To apply appropriate strategies for constructing meaning.


To use language (talk) for learning


Competency 1 will be met by having the students read different material using multiple media sources.

Competency 2 will be met by having the students write their very own prehistoric newspaper.

Competency 3 will be met by having the students write their very own prehistoric newspaper.

Competency 4 will be met by having the students cooperate with colleagues throughout this entire project, by any means.

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and thinking. To apply his/her knowledge of

linguistic structures and features. To interact in collaborative group

activities in a variety of roles. To use language (talk) to

communicate information, experiences and point of view.



Self-knowledge and awareness of his/her potential and how to fulfill it

Familiarity with the world of work, social roles and occupation and trades

Media Literacy: To develop students’ critical and ethical judgment with respect to media and to give them opportunities to produce media documents that respect individual and collective rights.

Understanding of the way the media portrays reality

Use of media-related materials and communication codes


Intellectual: To use information To exercise critical judgment To use creativity

Methodological: To adopt effective work methods To use information and

communication technologies

Personal and Social: To construct his/her identity


Arts Education – Visual Arts Competency 1: To produce individual works in the visual arts.

To use personal ideas inspired by the stimulus for creation.

To use transforming gestures and elements of visual arts language.


To organize the elements he/she has

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To cooperate with others


chosen.

Competency 2: To produce media works in the visual arts.

To use creative ideas inspired by a stimulus for creation of media works.

To share his/her experience of media creation.

OBJECTIVES: By the end of this lesson, students will be able to:- Reproduce known facts of history in a newspaper format.- Read the newspaper appropriately.- Invent events based on caveman lifestyle.- Enjoy teammates’ masterpieces.

MATERIALS: Teacher materials: Time travel music Time travel hats Newspaper Magazines

Student materials: Loose leaf Pencil crayons


Students will be working alone or in teams of two, wherever they wish to work. I believe a desk to be the best way to go, but children are comfortable anywhere really.

TIME: PROCEDURE:

15-30 minutes INTRODUCTION:

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To introduce the lesson, the teacher will say: “Hello class, today we will begin our time travel adventure. We will start by traveling way back to the era of cavemen and dinosaurs. Pack up your school bags and put on your time travel hats. When I turn on the time travel music, everyone must walk around the classroom. Once we have arrived to the era of caveman and dinosaurs, the music will stop.”

[Teacher will put on time travel music. Students will put on their time travel hats and walk around the classroom until the time travel music stops]

Once the music stops, the teacher will say: “Welcome to the era of cavemen and dinosaurs!”

The teacher will explain: “We keep track of history using many things. Multiple evidences are being uncovered to try to rebuild our past. We examine the soil, the bones, the arts and much more. But our strongest leads are often writings. Writings translated by professionals help us more than all other evidences. That partly explains why we have such weak explanations of the time of the cavemen.

The teacher asks students: “What if they could write? What if they had published daily newspapers, like today’s newspapers? What would they write, what would be witnessed?”

The teacher will have the students bring in newspapers and have them read for a few minutes, to fly over the format of it all. They will need to pay attention to the different sections, the formatting, the table of content, etc.

30 minutes

DEVELOPMENT:

With this newfound knowledge on newspapers, students will be given time to brainstorm ideas with peers or on their

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Additional time tocomplete newspaper

(During free time, at home, on break, etc.)

own. They will need everything a regular newspaper has: headline, newspaper company name, table of contents, news, world news, sports, obituaries, publicity, etc.

On a given handout, they will fill out all the required spaces. But again, since creativity is mostly in play here, the handout will only be a guide. They are the masterminds behind their paper. To follow the handout is not mandatory.

Now comes the best part: Creating a masterpiece. Students will get to use whatever they wish to create that newspaper. One could use regular lined sheets of paper for the whole project, while some other student could decide to write on a folded cardboard box. Sheets of paper dipped in tea and then hang dried makes them look pretty old. Mom knows the trick? How about it. Handwriting looks good, so does using a printer. Want to split the article half-half with your partner? Want to take care of all the drawings while your partner writes it all? Your newspaper. Your ideas. Your choices.

DIFFERENTIATION: If a student requires more help, he may join a team, being now a team of 3.If a student has difficulties writing, he may be the illustrator.

If a student has difficulties reading, he may be read to by his partners.

If a student prefers avoiding social encounters, he may work alone.

CONCLUSION:

60 minutes

A week or so later, newspaper are completed and looking beautiful. We may now switch them around, allow all to see

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the work of others, to read the final product. Feedback is appreciated and will be asked. Students will also be assigned another teams’ newspaper to assess, to provide general feedback.

ASSESSMENT: Being mostly a creative project, creativity will largely be taken into account. Students will also be assessed on their ability to make sense of the prehistoric era. To build on known facts to create news stories, creative obituaries, original sports, etc. The final product must look and feel like a newspaper, with proper format. A form of teamwork must be witnessed. Efforts will also strongly count.

The finalized version of the newspaper will be placed into student’s individual portfolio, which will be assessed at the end of the unit.


To know if the project was a good idea and if it should be done again through the years, the teacher will reflect on his students’ work by reading and making sense of their thoughts. A general appreciation feedback will naturally be given throughout the activities, indicating if whether or not the project was a success.

Lesson plan #3: Ancient Egypt (Merit- Anne Malek)

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DATE: April 8th, 11th & 12th, 2016 CYCLE and GRADE: Cycle 2 (Grade 3-4)DURATION: 3 periods of 60 minutes and 1 period of 30 minutes (3.5 hours in total)



SUBJECT AREA: English Language Arts TOPIC: Ancient Egypt time period(Research and oral presentation about Ancient Egyptian historical characteristics)

COMPETENCIES:


To use a response process when reading and listening to literary, popular and information-based texts.



To use writing as a system for communicating and constructing meaning.




Competency 1 will be met by having the students research their projects. They will have to find and read information-based texts in order to complete their project.

Competency 2 will be met by having the students write a text for their project.

Competency 4 will be met by having the students present their projects to the class.

BROAD AREAS OF LEARNING: Citizenship of Community Life: To ensure that students take part in the democratic life of the classroom or the school and develop a spirit of openness to the world and respect for diversity.

Culture of peaceCROSS CURRICULAR COMPETENCIES:


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Methodological: To adopt effective work methods To use information and

communications technologies


Social ScienceCompetency 1: To construct his/her representation of space, time and society.

To recognize some characteristics of the social organization of a group.

OBJECTIVES: By the end of this lesson, students will be able to:- Find pertinent information by researching a given subject.- Communicate to their classmates what they have discovered on their topic.

MATERIALS: Teacher materials: Book: “Ms. Frizzle’s Adventures:

Ancient Egypt” (2001) by Joanna Cole

Projector Time travel hats Time travel music

Student materials: Computer (Internet, Microsoft

Word & PowerPoint) Bristol board Color pencils and/or markers


Students will be mostly working individually. They will begin their work on the computer because they need to research their topic. After that, if they do not need the computer to prepare their presentation, they are expected to work alone at their desk.

TIME PROCEDURE

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To introduce the lesson, the teacher will say: “Hello class, let’s wave goodbye to the caveman era and get back into our time machine. Today, we will be travelling to Ancient Egypt!”

[Have students pack their school bags, put on their time travel hats and walk around the classroom until the time travel music stops]

Once the music stops, the teacher will say: “Welcome to Ancient Egypt! We will now go an adventure with Ms. Frizzle.”

[Teacher reads the book “Ms. Frizzle’s Adventures: Ancient Egypt]

After reading the book, the teacher will say: “Now that we have read about Ancient Egypt, what are some key elements or characteristics that you can tell me about Ancient Egypt?”Students will then name things that they observed in the book, such as: the pyramids, papyrus, and mummification.

Then, the teacher will introduce the activity by saying: “Now, we will design our own adventure to Ancient Egypt! Everyone needs to choose one subject about Ancient Egypt that interests you. The subject could be one from the book or other ones such as hieroglyphics, pharaohs, sphinx, etc. You are free to choose whatever interests you, as long as it is related to Ancient Egypt. You will have to do research on the topic using the internet and then prepare a two-minute presentation about what you learned. To help you do your presentation you can prepare a PowerPoint presentation or a poster, with some written text, not just images. Are there any questions?”

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120 minutes

DEVELOPMENT:

Students will now be working on their research project. The teacher does not have any teaching to do. He/she will simply walk around to see how students are doing and if they have any questions. Students are expected to do research in the computer lab and prepare a presentation. To do their presentation, they must prepare a poster or PowerPoint.

DIFFERENTIATION: Students who might have a speech impediment can choose to make their presentation with more written text such as a PowerPoint presentation. This way the student can write key points on their presentation and not have to speak as much during their presentation, if this is something they are not able to do and wish to have this alternative. Another option would for the student to prepare a visual piece for the teacher like a poster and a written text about what they would say in front of the class.Students who have a disability or a learning difficulty can have more time to complete the project. It is important that students produce something of quality and that they do so without feeling pressured with time.Those who may need assistance when using the computer can have someone help them who is stronger in this component.

CONCLUSION: The lesson will wrap up with the students

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60 minutespresenting the work that they have produced. They will have approximately two minutes in front of the class to teach us what they have discovered about their topic.Collectively as a class the teacher can make a list of Ancient Egyptian facts that the students have learned throughout the lesson. For example, the teacher would ask students to raise their hand and state a fact that they would like to share. This will allow the teacher to compile a list of fun facts that they can hang on one of the classroom walls to remind them of their journey through Ancient Egypt.

ASSESSMENT: Students will be assessed on if they followed the steps that were asked of them. These steps include doing research in the computer lab, preparing a presentation and including written parts on their presentation. They will also be assessed on their written work, as well as communication skills when doing their presentation. Effort will also be taken into account.

The written text will be placed into student’s individual portfolio, which will be assessed at the end of the unit.


If the students’ understood what had to be done, if the task was age appropriate, time appropriate and context appropriate. Were the students about to travel through Ancient Egypt by using their reading, writing and oral skills? Were they able to read, write and express a specific aspect of Ancient Egypt, while being engaged?

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Lesson plan #4: Ancient Greece (Ashely Sheppard)

DATE: April 13th, 14th & 15th, 2016 CYCLE and GRADE: Cycle 2 (Grade 3-4)DURATION: 3 periods of 60 minutes (3 hours in total)



SUBJECT AREA: English Language Arts TOPIC: Ancient Greece time period (Narrative writing)

COMPETENCIES:



To construct a profile of self as reader.



To follow a process when writing. To construct profile of self as

writer. To use writing as a system for

communicating and constructing meaning.


To use language (talk) for learning and thinking.



Competency 1 will be met by having the students listen to three texts about Greek myths. The texts will also be available for students to reread independently.

Competency 2 will be met by having the students write their own narrative and self-expressive text from the viewpoint of one of the characters in the story.

Competency 4 will be met by having the students listen to and complete the writing and reading exercises involved in this lesson.

BROAD AREAS OF LEARNING: Personal and Career Planning: To enable students to undertake and complete projects

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that develop their potential and help them integrate into society.







Arts Education – DramaCompetency 3: To appreciate dramatic works, personal productions and those of classmates.

To make connections between what he/she has felt and examined.

OBJECTIVES: By the end of this lesson, students will be able to:- Read and comprehend narrative texts.- Write alternate endings to stories or write a new story from the point of view of a specific character.- Organize their creative ideas in order to create a piece of literature.

MATERIALS: Teacher Materials: PowerPoint Laptop Copies of the following texts: The

Story of Prometheus, Zeus and His Mighty Company, The Story of Perseus and The End of the Golden Age

Speakers YouTube clip “Theseus and the

Minotaur” Projector Time travel hats Time travel music

Student Materials: Pencils

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Worksheets Copies of the following texts: The

Story of Prometheus, Zeus and His Mighty Company, The Story of Perseus and The End of the Golden Age

Computer Headphones


Initially, students will be seated at their desks while the teacher clarifies what a myth is and explains the activity. The students will then be allowed to sit in the reading area of the classroom, remain at their desks or make themselves comfortable in another spot as the teacher reads them the four myths and plays the fifth myth on the computer.The next class, the students will have access to the computer to listen to the audio myth or may sit at their desks or the reading area. During this time, the students will reread the myths and begin to write their story.

TIME: PROCEDURE:

60 minutesINTRODUCTION:To introduce the lesson, the teacher will say: “Hello class, let’s say goodbye to the Ancient Egypt and get back into our time machine. Today, we will be travelling to Ancient Greece!”


Once the music stops, the teacher will say: “Welcome to Ancient Greece! Has anyone ever heard a story from Greek mythology?”Then, the teacher will explain what myths are by saying: “Myths are stories that many

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cultures used to explain how the world started, the weather, and how things were invented. For example, some myths say that storms happen when gods are angry.”

The teacher will introduce the activity by saying: “Today I am going to read you all some stories from Greek mythology. The Ancient Greeks had many myths that they would tell each other out loud, by memory. Later on, the Greeks began to write these stories down and this is how we have them today! After I read these myths, you will all get to become writers yourselves. You will each get a worksheet and you will either write an alternate ending to one of the stories or make up a completely new myth from the point of view of one of the characters we have read about. There is also a space for you to add illustrations for your stories if you want to.”

Before beginning to read, the teacher will ask students to find a spot in the room where they feel comfortable.The teacher will read “The End of the Golden Age” first, “Zeus and His Mighty Company” second, “The Story of Prometheus” third and end with “The Story of Perseus” The teacher will then play the video “Theseus and the Minotaur.”

Each of the versions of the stories is short. Therefore, there will be ample time for students to ask questions and for the teacher to provide further explanations if necessary.

DEVELOPMENT:

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60 minutes The teacher will begin the following class by passing out the worksheets where students will write their stories.

The teacher will indicate to students to take a seat somewhere in the classroom to begin brainstorming their ideas and start writing when they are ready.

The teacher will also provide each of the students with a copy of the stories the teacher read last class.

The students who choose to focus on the story of Theseus and the Minotaur will have access to computers and headphones so they can re-listen to the story. Students will also have access to computers to do background research on the character they have chosen if they wish.During this independent work time, I will be circulating through the room and going over students’ ideas with them.

DIFFERENTIATION: There is an audio version of one of the myths available for students who are auditory learners. In addition to this, additional time to complete the assignment can be provided to students. The teacher will also be available at all times to encourage and assist students who require more attention.

CONCLUSION:

60 minutes

The lesson will be wrapped up by giving students the opportunity to share their story with the class. If a student wishes to, he or she will come up to the overhead projector and show the class the illustration and read the story they invented.The teacher will then finish the lesson by reviewing what a myth is and collecting the worksheets. The worksheets will be made into a book and added to the classroom library.

ASSESSMENT: The students will be assessed at the end of

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the lesson based on whether or not they wrote a story and included a character from any of the Greek myths read in class.

The finalized story will be placed into student’s individual portfolio, which will be assessed at the end of the unit.


After the lesson is completed, the teacher will self-reflect by thinking of the level of engagement the students had with the assignment. In addition to this, the teacher will review the stories and take note of the understanding the students had of point-of-view and story elements. If it seems the students had little understanding of these factors, perhaps next time the teacher should include a mini-lesson speaking about the elements of a story.

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Lesson plan #5: Renaissance (Natasha Sclavounos)

DATE: April 18th, 19th, 20th, 21st, 22nd & 25th, 2016

CYCLE and GRADE: Cycle 2 (Grade 3-4)

DURATION: 6 periods of 60 minutes (6 hours in total)



SUBJECT AREA: English Language Arts TOPIC: Renaissance time period(Living during the renaissance, famous artists during the renaissance, creative art, expressions, expression writing)

COMPETENCIES:


To integrate his/her knowledge of texts into own writing.


Competency 3: To represent his/her literacy in different media.

To apply appropriate strategies for constructing meaning.

To construct his/her own view of the world through the media.


To use language (talk) to communicate information experiences and point of view.


To interact in collaborative group activities in a variety of roles.

To apply his/her knowledge of linguistic structures and features.


Competency 2 will be met by having the students write a text for their project. Students will have to explain in writing what they were trying to express through their piece of art and how they chose to go about it. They will also need to explain what component of the Renaissance they chose to depict and why/what it means in their art.

Competency 3 will be met by having the students represent a part of the Renaissance that inspires, and their understanding of it, through art.

Competency 4 will be met by having the students communicate their ideas. They will have discussions (with peers and the teacher) about the topic of the Renaissance. When they are done their project, they will have to write a written component on what they chose to depict and how they chose to depict it the way they did. At the end of the lesson, students will use their oral language to communicate to the class their project, how it relates to the Renaissance and why

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they chose to depict it the way they did.


Self-knowledge and awareness of his/her potential and how to fulfill it


Media Literacy: To develop students’ critical and ethical judgment with respect to media and to give them opportunities to produce media documents that respect individual and collective rights.

Use of media-related materials and communication codes

Knowledge of and respect for individual and collective rights and responsibilities regarding the media

Citizenship and Community Life: To ensure that students take part in the democratic life of the classroom or the school and develop a spirit of openness to the world and respect for diversity.

Culture of peace





Arts Education – Visual ArtsCompetency 2: To produce media works in the visual arts.

To use transforming gestures and elements of visual arts language according to the message and the intended viewer.

To organize the elements that he/she has chosen, depending on the message and the intended viewer.

To use creative ideas inspired by a stimulus for creation of media works.

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To share his/her experience of media creation.

To finalize his/her media creation.

Competency 3: To appreciate works of art, traditional artistic objects, personal productions and those of classmates.

To make connections between what he/she has felt and examine.

To share his/her appreciation experience.

To examine a work of art, traditional artistic object, media images, personal or media visual arts production for elements of content.

OBJECTIVES: By the end of this lesson, students will be able to:- Express themselves through art and/or writing.- Express their thoughts and ideas through writing and language.- Learn about the living conditions of the Renaissance as well as some brief history of the famous artists that lived during this period (Michelangelo, Da Vinci, and Raphael).

MATERIALS: Teacher materials: Chalkboard Chalk Time travel hats Time travel music Pictures and resources that represent

the Renaissance Sources that discuss famous artisans

in the renaissance, as well as paintings and pictures that these artists created

Student materials: Medium to large sized blank pieces

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of paper Paintbrushes and various colours of

paint Modeling clay (child-friendly/non

hazardous) Apron Old clothing to change into while

creating their art project

Websites/ resources that would be used in the lesson:

How it began: http://www.mrdowling.com/704renaissance.html(Beginning of the Renaissance)

Part 1:http://www.ducksters.com/history/renaissance.phphttp://www.ducksters.com/history/renaissance/daily_life_in_the_renaissance.php(These websites are more direct in each of these parts – all students will have access to this)https://www.youtube.com/watch?v=szwk81qQzYc

Clothing:http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-women.html (Clothing for women)http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-men.html (Clothing for men)https://historyofeuropeanfashion.wordpress.com/category/renaissance-1450-1650/(More on renaissance clothing I will ask students to just look at the images as the writing is fairly complex and not age appropriate)

Class:

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https://historyofeuropeanfashion.wordpress.com/category/renaissance-1450-1650/



http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-men.html

http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-men.html

http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-women.html

http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-women.html

https://www.youtube.com/watch?v=szwk81qQzYc

https://www.youtube.com/watch?v=szwk81qQzYc

http://www.ducksters.com/history/renaissance/daily_life_in_the_renaissance.php



http://www.ducksters.com/history/renaissance.php

http://www.ducksters.com/history/renaissance.php

http://www.mrdowling.com/704renaissance.html



http://www.mrdowling.com/704-social.html (Website on class)http://www.hierarchystructure.com/renaissance-social-hierarchy/ (Another website of social class)

Food:https://www.youtube.com/watch?v=UF0HqqayItU (Food ask students to focus on the different in foods each class could eat)

School:https://www.boundless.com/world-history/textbooks/boundless-world-history-i-ancient-1600-textbook/early-modern-europe-12/the-renaissance-58/education-and-humanism-224-13257/ (Website on schools)

Religion:http://bis7hum2renaissance.weebly.com/religion.html (Website on religion)http://www.mrdowling.com/704-humanism.html (Website on Humanism)

Part 2:https://www.youtube.com/watch?v=0CRX_mqpzdU (Renaissance men)https://www.youtube.com/watch?v=6HZ5V9rT96M (Epic Rap Battles – a fun way to introduce the artists…but need to include Donatello)https://www.youtube.com/watch?v=Rm0qszPJnc8 (Short video on Leonardo Da Vinci)https://www.youtube.com/watch?v=mW_gp7SDgQM (Song on Da Vinci)http://www.ducksters.com/history/art/ (Website includes Raphael, Michelangelo and Da Vinci)http://www.biography.com/people/donatello-21032601#early-work (Donatello)

- If children wish to know about the Renaissance writers and poets, teacher will provide them with sources, but I cannot find

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http://www.biography.com/people/donatello-21032601#early-work

http://www.biography.com/people/donatello-21032601#early-work

http://www.ducksters.com/history/art/

https://www.youtube.com/watch?v=mW_gp7SDgQM

https://www.youtube.com/watch?v=mW_gp7SDgQM

https://www.youtube.com/watch?v=Rm0qszPJnc8


https://www.youtube.com/watch?v=6HZ5V9rT96M

https://www.youtube.com/watch?v=6HZ5V9rT96M

https://www.youtube.com/watch?v=0CRX_mqpzdU


http://www.mrdowling.com/704-humanism.html


http://bis7hum2renaissance.weebly.com/religion.html

http://bis7hum2renaissance.weebly.com/religion.html

https://www.boundless.com/world-history/textbooks/boundless-world-history-i-ancient-1600-textbook/early-modern-europe-12/the-renaissance-58/education-and-humanism-224-13257/



https://www.youtube.com/watch?v=UF0HqqayItU

https://www.youtube.com/watch?v=UF0HqqayItU

http://www.hierarchystructure.com/renaissance-social-hierarchy/

http://www.hierarchystructure.com/renaissance-social-hierarchy/

http://www.mrdowling.com/704-social.html


any at this time

- Take images that these artists created from Google


The students will be allowed to work wherever they want to (on their desks or on the floor). They are also allowed to help one another, but their end product (the art and the written part) must be done individually.

TIME: PROCEDURE:

120 minutes(2 periods of 60 minutes each)

INTRODUCTION:

Period 1 –

To introduce the lesson, the teacher will say: “Hello class, let’s say goodbye to the Ancient Greece period and get back into our time machine. Today, we will be traveling to the Renaissance period.”


Once the music stops, the teacher will say: “Welcome to the Renaissance period!”

The teacher will say: “Remember how we have learned about people from the past who used paintings, drawing and words in order to tell a story. Now, we will learn how you can use these same concepts in order to express yourself.”

The teacher will show students some pictures of different people and cities during the Renaissance and ask students to

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describe what they see (and describe how they thought the Renaissance was like).

The teacher will ask question such as: “What do you see in this picture? What are people doing? How are they dressed? Etc.

The teacher will divide the students into small groups and these groups would choose which topic they wanted to do some research on.

The teacher will say: “Make a list with your partners from 1 to 6. 1 will be the topic you are all most interested in, and 6 is the one that you are least interested in.”

The teacher will then write the topics on the board(Class, clothing, food, schools and religion)

Once everyone has been assigned a topic, the teacher will say: “I want you to find as much information as you can with the websites and books I have given you. Every group must have a turn with the computer and books. In 20 minutes, we will share what we have learned.”

Students would then share their information with the rest of the classroom and the teacher would write down all the information they say on the board.

Period 2 –

To introduce different art concepts to the students, as well as certain important artists during the Renaissance, the teacher will print out some paintings from famous artists such as Michelangelo, Da Vinci and Raphael and stick them all over the room.The teacher can also do this activity after the classroom has come back from the art museum (as a way to transition from art to

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Renaissance artists)The teacher will then ask: “I want you to walk around the room and look at all the pictures. Once you have seen them all, I want you to pick one that speaks the most to you.”

Children will then (hopefully) proceed to go around and pick out paintings that inspire or interest them. Once all students have picked out a photo, the teacher will ask them to bring it up to the front of class and they will proceed to discuss each photo.

The teacher will ask the class questions such as: “What do you think is happening in this picture? What expressions do you see? How does it make you feel? What do you think the person (or people) feel(s)? Why do you think they feel that? What do you think the author felt while painting this?

The teacher will also make sure to ask students “why” after every question.

During this time, the teacher will write down all of the students’ answers on the board.

He/ she will print out these notes (as well as a few pictures) for students to refer to when they are designing/doing their artwork.

Students will also be able to discuss any words/terms they may not know with the teacher and the classroom.


DEVELOPMENT:

Before they start on their piece of art, students will have an opportunity to sketch out their idea and show it to the teacher. Before they start, the

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If students need more time, an additional 60 minute period can be added

teacher will also make it clear to students that their work must be an original piece. Students can use whichever art form they wish. (Poems, stories, paintings, sculpting, drawing etc.)

The teacher will provide appropriate materials for them and introduce/demonstrate any materials that may be unfamiliar to them.

They will be able to work anywhere in the classroom they want too, and the teacher will be circulating in the meantime, encouraging students and observing what they create and how they do create it/how they use the materials (formative assessment).

After students are finished their artwork, they will need to write an explanation on how it may relate to the Renaissance, as well as what it means to them/what they were feeling while creating it. The students will then present their work (both art and written)

Students will not be assessed on their public speaking skills. This will simply be a way to bring the classroom together and allow students to express themselves to their peers. If they do not wish to present, they do not have too.

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DIFFERENTIATION: - The teacher needs to provide age appropriate materials for all students

- The teacher would need to provide some easy/familiar materials, which would benefit students with special needs.

- During the first part of the project (the introduction), the teacher will group some special needs students with other students who can help them through the process.- Maybe in certain cases the teacher will allow students to replicate a specific painting (although not completely)

- Students can do this project wherever they feel most comfortable (on the floor, on their desk, or anywhere else they may suggest as long as it is done in the class)

CONCLUSION:

60 minutes

Students will present their artwork to the group and explain what they were feeling while creating it, what they were trying to portray and the materials they used to create it (if applicable).

The teacher will then conclude the lesson by asking students what they have learned about the Renaissance, and about the importance of expressing oneself with art and with words. This will be done the day that they finish their presentations

ASSESSMENT: Formative Assessment:

While circulating the classroom (during the introduction and the development) the teacher will question students in their knowledge of the Renaissance in relation to their artwork. While they answer, the teacher will be observing their use of basic language and eye contact while responding, as well as the content they are providing.

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The teacher will observe and assess them on their use of materials (how they express themselves through art) as well as how they express themselves through writing (the written component of the project) and their language (the oral presentation).

The artwork and the written text will be placed into student’s individual portfolio, which will be assessed at the end of the unit.


The teacher will first reflect on the introduction of this lesson. He/she will ask questions like; were students engaged? Were they participating? Did they seem interested? Did they seem lost or confused? If not, the teacher will need to change his/her approach on introducing this era to students altogether.

The teacher will then reflect on the process (the students doing the artwork). He/she will ask questions like; Were there enough materials for everyone? Did they seem to be confused on what to do? If not, then materials may need to be changed with easier/more complex ones (depending on the situation) and instructions may need to be clearer.

Next, the teacher will then reflect on the children’s artwork. He/she will ask questions like; Did all students portray any aspect of the Renaissance? Was it an original piece that they made? If not, the teacher either needs to find a new activity, alter the introduction (so they understand the Renaissance more), or slightly change the instructions (make them more specific).

Lastly, the teacher will reflect on the written component the students’ hand in. He/she will ask questions like; Did it

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explain how they incorporated any aspect of the Renaissance? Did it explain how they felt while creating their piece of art? If not, instructions may need to be altered (more specific) or the activity needs to be changed.

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Lesson plan #6: 1950’s (Ashley Cameron)

DATE: April 26th, 2016 CYCLE and GRADE: Cycle 2 (Grade 3-4)DURATION: 1 period of 60 minutes (1 hour in total) Additional classes are required to complete the entire activity.



SUBJECT AREA: English Language Arts TOPIC: 1950s time period(Narrative script writing and role playing)

COMPETENCIES:




To interact in collaborative group activities in a variety of roles.



Competency 2 will be met by having the students write a narrative script.

Competency 4 will be met by having the students’ role-play.



Familiarity with the world of work, social roles, and trades and occupations


Intellectual:


Social Studies

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To use information To solve problems To exercise critical judgment To use creativity

Methodological: To use information and


Personal and Social: To construct his/her identity To cooperate with others

Competency 2: To interpret change in a society or territory.

To perceive traces of these changes in our society and territory.

Arts Education – DramaCompetency 1: To invent short scenes.


To organize the elements he/she has chosen.

To finalize a product.

Competency 3: To appreciate dramatic works, personal productions and those of classmates.

To make connections between what he/she has felt and examined.

To share his/her appreciation experience.

OBJECTIVES: By the end of this lesson, students will be able to:- Write a script for a play.- Work in collaboration with others.- Act out a play.

MATERIALS: Teacher materials: Series of short clips from the movie

“Grease” Whiteboard Dry eraser markers Grading checklist for the play and

the script Time travel hats Time travel music

Student materials: Lined paper Pens and pencils Script and play checklist Exit slip


The students will start off sitting at their desk to watch the movie. Then, they will be

40


split into groups to start writing their scripts.

TIME: PROCEDURE:

10 minutes(Introduction and connection to Social Studies)

10 minutes(Mini lesson)

INTRODUCTION:

To introduce the lesson, the teacher will say: “Hello class, let’s say goodbye to the Renaissance period and get back into our time machine. Today, we will be traveling through many decades to arrive in the 1950s!”


Once the music stops, the teacher will say: “Welcome to the 1950’s! Let’s think back to last week when we learnt about the 1950s in social studies class. Can anyone give me an example of what we learnt?”

[Small class recap - the teacher would write down the ideas that the students learnt in social studies class on the board, so that students could refer back to it throughout the lesson]

Once the recap is finished, the teacher will say: “Keep these ideas in mind while we watch a series of short clips from the movie Grease.”

After the students finish watching the clips from Grease, the teacher will say: “Watching that video, do we see any similarities between what we learnt about the lifestyle back in the 50s and what is being portrayed in the movie?”

[The teacher will make a T-Chart on the whiteboard to list the similarities and differences that the class notices between the movie and what they were taught.]

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Once the students have given their answers the teacher will say: “Today in class, we will be divided into groups and we will start writing a script for a play. The play will be an extension of the movie Grease but with accurate representation of the 1950s. That means that the food, the clothes, the language and the activities have to be historically authentic. You will not receive a grade for your acting abilities; however you will be marked to see if your script has the three components of script conventions that we will cover over together soon. You will also be graded on if the script you produced included accurate information, if you were able to work in a group and if you have completed all parts of the assignment.”

MINI LESSON:Here the teacher will ask students what they think is needed in order to write a script. Since this lesson is intended for grade 3 / 4 there is an assumption that there is some previous knowledge. The teacher will write down all of the components that students list that they believe to be necessary for a script.

The teacher will then either:a) Write down the 3 the class is focusing

on (if they had not be written down from the class discussion) or

b) If the 3 components are already on the board, the teacher will circle them.

The teacher will then say: “The three narrative components that we will be focusing on for the next few classes are: plot, character development and dialogue. These components are also present when we are writing stories. A script is like a story but it is meant to be acted out after

42


the script is done.

The teacher will then give the definitions and describe the three components.

- Plot: Describes what happens. It gives an outline of the play/ story. The plot gives us the order of the events that take place.

- Character development: The portrayal of people in your scripts, that allows the reader or audience (your fellow classmates) to learn more about the characters as the script progresses

- Dialogue: Conversation between two or more of your characters.

The teacher will continue to say: “The rest of today’s class will be given for you to write your script. The next couple of classes will focus on finishing the script, peer editing other group’s scripts and starting to actually act it out. Each group will perform their play in the coming weeks.”

The teacher will then say: “Before the class is over, every group must hand in their script so far. I want to make sure all the groups are on the right track.”(This will be part of the student’s formative assessment)

The teacher will then hand out the checklist for what is required of the students for their script/ play and ask the students if they have any questions. If they do not, he/she will let the students get into groups and start their work.

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30 minutes

DEVELOPMENT:In the development phase, the teacher will circulate around the classroom, stopping at each group to see if they have any questions, or to keep them on task. If students are not staying on track the teacher can decrease the amount of time that is allocated for the development phase.In the development phase, multiple check ins with each group will be conducted.

DIFFERENTIATION: All students will be able to participate in this activity. During the group work the teacher will sit beside each group and listen to their conversations and ask questions. These check ins will allow students to be more productive.For students who require a little more guidance, the teacher will spend more time with their group explaining.

When showing the class the movie of “Grease”, the teacher will make sure to include subtitles so that students who might have a difficulty hearing will be able to understand what is being said.

For students who are shy and do not want to act, they will be in charge of writing down the ideas of the group, or putting more effort into costumes than others.

The teacher will write the instructions of what is expected from everyone on the board, so that students can refer back to it often.The teacher will provide all students with a checklist of what needs to be in their plays.

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CONCLUSION:

10 minutes

To conclude, the teacher will ask the class to all go back to their desks. Before they leave, the teacher will get them to write an exit slip telling what they think of the activity. What they are most excited about. What difficulties they are having and what strategies or ideas they can come up with to deal with these difficulties for the next time they are working in their groups.The exit slips are also a form of self-assessment.

ASSESSMENT: The teacher will assess students when he/she is walking around the room and speaking with each group.The teacher will also assess the rough draft the students are turning in at the end of class as well as their exit slips.

At the end of the play, the teacher will assess to see if each group included: all three narrative components of script conventions (plot, dialogue and character development), accurate historical information, if they were able to work as a group and if they had completed all parts of the assignment (i.e.: handed in a rough draft of their script, peer assessed another group, acted out their play).

The finalized script will be placed into student’s individual portfolio, which will be assessed at the end of the unit.


Once the class has finished, the teacher will write in his/her journal about how that class went. For example, the teacher will write down things such as: if the students were able to stay on track with little supervision? Were students able to

45


cooperate in their groups, and not exclude anyone? If the instructions given at the start of class clear and sufficient. If the grading checklist was easy to follow.The teacher will read the exit slips to see if the students were enjoying the activity and to see what difficulties they were having and if the teacher needed to intervene.

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Lesson plan #7: 21st century (Kathryn Katsaros)

DATE: April 27th, 28th, 29th & May 2nd, 2016

CYCLE and GRADE: Cycle 2 (Grade 3-4)

DURATION: 3 periods of 60 minutes and 2 periods of 30 minutes (4 hours in total)



SUBJECT AREA: English Language Arts TOPIC: 21st century time period(Analyzing media representations and writing a television proposal)

COMPETENCIES:

Competency 1: To read and listen to literary, popular and information based texts.


To construct her/his own view of the world through reading and listening to literary, popular and information based-texts.

Competency 2: To write self-expressive, narrative and information based texts.


To follow a process when writing.


To use language (talk) for learning


Competency 1 will be met by having the students listen to the book and various videos the teacher presents throughout the lesson.

Competency 2 will be met by having the students write their own television proposal, which will describe their own personal lives.

Competency 4 will be met by having students interact with their classmates in class discussions and when analyzing two different television shows.

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and thinking. To interact in collaborative group

activities in a variety of roles. To use language (talk) to

communicate information, experiences and point of view.

BROAD AREAS OF LEARNING: Media literacy: To develop students’ critical and ethical judgment with respect to media and to give them opportunities to produce media documents that respect individual and collective rights.

Awareness of the place and influence of the media in his/her daily life and in society

Understanding of the way the media portrays reality

Use of media related materials and communication codes


Intellectual: To use information To exercise critical judgment To use creativity

Methodological: To use information and


Personal and Social: To construct his/her identity


OTHER SUBJECT CROSS CURRICULAR COMPETENCIES:

Not applicable in this lesson

OBJECTIVES: By the end of this lesson, students will be able to:- Interpret media representations by discussing gender roles in movies and advertisements.- Develop critical literacy by listening and analyzing television shows from two different time periods.

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- Write a short narrative text based on their lives.

MATERIALS: Teacher materials: Computer (with access to internet) Projector Time travel hats Time travel music (played on

computer) Chalkboard Chalk Note pad Book: “Be Who You Are” (2010)

by Jennifer Carr Venn diagram handout Television proposal handout

Student materials: Pencil Eraser Loose leaf


For the first part of the lesson, the teacher will read the story in the reading center part of the classroom. Therefore, once the teacher states she is going to read the class a story, all the students will move to the reading center and make themselves comfortable either on the comfy chairs, bean bags or on the carpet.

Once the story is done, the students will go back to their desks. When the students are required to work in groups of four, they will turn their desks to create a group.

When students need to present their television proposals, they can either present at their desks or go in front of the classroom.

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TIME: PROCEDURE:


To introduce the lesson, the teacher will say: “Hello class, let’s say goodbye to the 50’s and get back into our time machine. Today, we will be travelling to a century that we are all very familiar with, the 21st century!”


Once the music stops, the teacher will say: “Welcome to the 21st century!”

The teacher will then ask: “What is the first word that comes to mind when you guys think about the 21st century?”Target answers: technology, media, internet, computers, social networks, cell phones, etc.

The teacher will explain how societies have changed and evolved a lot over the years.

The teacher will state: “Especially in the 21st century, the media controls what we see, believe and understand. Let’s take a look at this video to see how influenced we are by the images we see in movies.”

[Teacher will show YouTube video, “Women React to Realistic Disney Princess Waistlines”]

The teacher will ask students: “What are your reactions after seeing that video?”

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[Take students answers]

The teacher will then ask: “What is media? Can someone give me an example of different types of media?”

[Write media on the chalkboard and record students answers under that column]Target answers: books, magazines, television, movie, video games, internet, etc.The teacher will then ask: “What do you guys think the word representation means?”

[Write representation on the chalkboard and record students answers under that column]Target answers: the portrayal of something or someone in a certain way

The teacher will say: “Putting those words together, how can we define the concept of media representations?”[Make line to connect both words (media + representation) and record students answers that column]Target answers: how media portrays certain people

The teacher will elaborate: “In this lesson, we will explore how the media represents people in different ways, which are often not accurate. We will begin by discussing gender roles. Then we will analyze two television shows from different decades and end with a small writing activity.”


DEVELOPMENT:

Period 1 –

The teacher will say: “Before we begin our first activity, we are going to read a short story about a boy who never really felt like

51


a boy inside.”

[Teacher will read the book “Be Who You Are” by Jennifer Carr to the students]

After completing the reading of the book, the teacher will ask: “Did everyone enjoy the book? What thoughts or questions did you have when listening to the story?”

[Take questions from students]

The teacher will say, “There were a lot of tricky words in that book. To make sure we all understand the language that was used in the story, we are going to make a vocabulary word wall that will help us understand the words we encountered in the book and that will also help us with our next activities.”

[Teacher will write biological gender, gender identity, gender role, social construction on the chalkboard]

The teacher will say: “These are the four words I want us to define together as a class. Who can tell me what they think biological gender means?”

[Teacher will take answers from the students + record their answers on the board. She will then compile the students’ answers into one definition and write it under the word “biological gender”. She will repeat these steps with the three other words. If students do not know what a word means, the teacher will provide them with the proper definition and an example]

The teacher will ask: “Are there any additional words that they found confusing? Does anyone have questions before we move on to our activity?”

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[Take answers from students]

The teacher will explain to students that whenever they are viewing any type of media, they are being exposed to gender constructions. The media influences our perceptions of gender.The teacher will state: “To explore how we are influenced by media representations, we will begin by comparing gender roles.”

[Teacher will draw a comparative table on the chalkboard. The right column will be labelled “being a boy” and the left column will be labelled “being a girl”]

The teacher will state: “Let’s start with the boy column, what does it mean to act like a boy?”

Prompts:- Are there any words or expectations that are associated with being a boy?- Any attitudes or behaviours that are expected of boys?- Think of the men in your lives (dad, brother, uncle, grandfather, teacher, etc.) and/or in television shows, movies, books, etc.

[Record students answers under the being a boy column]Target answers: play sports, cars, strong, like the color blue, video games, tough, aggressive, competitive, successful job

“Let’s move on the girl column, what do you think it means to be act like a girl?”

Prompts:- Are there any words or expectations that are associated with being a girl?- Any attitudes or behaviours that are expected of girls?- Think of woman in your lives (mother,

53


sister, grandmothers, aunts, teachers, etc.) and/or in television shows, movies, books, etc.

[Record students answers under the being a girl column]Target answers: pretty, play with dolls, emotional, like the color pink, skinny, take care of kids, cleans, sympathetic, cook, gentle

Teacher will then ask: “Would anyone like to add anything to our comparison table?”[Record any additional answers]

Teacher will say: “Let’s watch this short video to really see how easily media portrays and constructs gender.”

[Teacher will play “Media’s portrayal of gender roles – YouTube video from the beginning until 2:15]

After the video is done, the teacher will explain: “This is one way how media constructs gender roles. With the creation of these gendered advertisements, the media is showing us, at such a young age, what girls and boys are supposed to be playing with.”

The teacher will then ask the students to list their top 5 favourite toys they used to play with when they were younger or that they play with now.She will also ask them to indicate whether the toy is advertised as a boy’s toy, girl’s toy or both.

The teacher will say: “Now that you have all completed your list, I would guess that most of your lists contain toys that associated to your gender which means that you all have been influenced by the ideas that media portrays about gender. Next

54


time you are out shopping with your parents, either in a clothing store or toy store, pay attention to the items in the boys and girls section. Look out for ways in which the media constructs gender.”

Period 2 –

To introduce the next activity, the teacher will say: “Now that we have discussed how the media enforces gender roles in advertisements, let’s explore how media creates gender roles in television.”

The next part of the lesson will consist of showing students a clip for the television show I Love Lucy and a clip for the television show Modern Family.

The teacher will provide students with a Venn diagram to indicate the similarities and differences between the two shows.

Teacher will say: “We are going to watch a clip from a show called I Love Lucy. This show premiered in the 1950s. It is important to remember what we learned when we traveled to the 1950’s. How was society different back then when compared to the 21st century? Keep that in mind when watching the clip.Write down your impressions/thoughts about the show. Pay special attention to the characters’ roles.”

[Show clip – Season 2, Episode 1, Job Switching]

Teacher will say, “Now we are going to watch another clip from a show called Modern Family.This show began in 2009, which means it premiered during the 21st century. Follow the same procedure for this clip. Write down your thoughts about the show, the characters, their roles, etc.”

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[Show clip – Season 5, Episode 2, First Days]

Teacher will say, “For the remainder of the activity, you will be working in groups of four. Each group will receive one Venn diagram. On the left side of the Venn diagram, you will indicate all the characteristics of I Love Lucy and on the right all the characteristics of Modern Family. In the middle, I want you to write the characteristics that are similar between the two shows. If anyone has questions about the characters, please raise your hand.”

Prompts during group work:- What were the family structures? (Members in each family)- Which gender had more power when making decisions?- How were gender roles represented?- What were the main differences between the two televisions shows?

Period 3 –

The teacher will say: “Now that we have compared a television show from the 1950’s to a television show from the 21st century, how has the representation of female and male characters changed?”

[Take answers from students + Discuss the answers they wrote on their Venn diagrams]

Teacher will say: “Now that we have discussed media representations during the 50s and 21st century, I want everyone to write a television proposal for their own television show.A television proposal is what you give to a television company to see if they will produce your show.You have two options:- You can either write about a television

56


show you would like to watch.- You can write about a television show that reflects your own life.Everyone will receive a template to fill out. You will need a title, log line, synopsis, description of at least 3 characters.”

[Teacher will define the specific components in the template and will distribute it to students]

DIFFERENTIATION: The teacher will provide various adaptations to include the needs of all learners. A large majority of the lesson involves the teacher asking students questions and writing their responses on the board. Therefore, the teacher will always restate out loud what he/she has written on the board.

When reading the story, the teacher will also have a visual recording projected on the board in order to make sure all students have equal opportunities to follow along with the story even if they are seated further away from the teacher.

When showing the television clips, the teacher will also have the subtitles on to allow students who have hearing impairments to also follow along.

When asking students to write a short television proposal, the teacher can adapt the task to students with special needs by asking students to create a comic strip to reduce the amount of writing. Additionally, another option can be to have students record themselves saying their television proposal as opposed to writing out a text.

CONCLUSION:

30 minutes

After the teacher finishes explaining the requirements for the television proposal, the students will have to complete their proposal by next class.

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During that class, each student will have the option to very briefly present their television proposal to their classmates. Presentations should range between 2-3 minutes.

After the presentations are done, the teacher will pick up all the students proposals.

He/she will quickly restate the importance of understanding how any forms of media can influence of perceptions of gender. Therefore, always questioning what they see represented in the media is essential. In other words, the media often portrays individuals in non-accurate ways. Sharing students’ television proposals about their own lives will aim to also show students how different everyone is and how the media often does not portray those differences. Although the media representations have changed since the 1950’s, they do not fully reflect the true realities of the individuals in society.

ASSESSMENT: Most of the assessment will be formative and on going. The teacher will assess the students understanding of the story by asking them questions. When asking the students about boy and girl expectations, the teacher will be assessing how students respond to the different prompts. When the teacher reads the book or plays videos, she will quickly assess if students are listening and staying on task.Completing the Venn diagram in groups also serves as a form of formative assessment. While the students are working, the teacher will be circulating to see if students are communicating their point of view well and also if they are listening and learning from their classmates. Lastly, the teacher will verify if all students have the necessary components in their television proposals (title, log line,

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synopsis, description of minimum 3 characters). He/she will also assess if the students were able to follow the template and how they communicated their proposals to the class.

The final version of the television proposals will be placed into student’s individual portfolio, which will be assessed at the end of the unit.


Once the class has finished, the teacher will write in his/her journal about how that class went. For example, he/she will reflect on the participation of students (were they engaged, did they answer the questions, did they enjoy the activities, etc.) He/she will also read the television proposals of all students to make sure they understood the activity.He/she will also reflect on how much prior-knowledge the students had on media representations and gender. If there was not much, then the teacher will modify the lesson to include more elements to properly introduce the topic to students.

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Lesson plan #8: Conclusion to Time Travel Unit (Nathalie Burkulian)

DATE: May 3rd & 4th, 2016 CYCLE and GRADE: Cycle 2 (Grade 3-4)DURATION: 1 period of 60 minutes and 1 period of 30 minutes (1.5 hours in total)



SUBJECT AREA: English Language Arts TOPIC: Conclusion to time travel(Cinquain poetry writing)

COMPETENCIES:


To use a response process when reading and listening to literary, popular, and information-based texts.

Competency 2: To write self-expressive, narratives and information-based texts.


To follow a process when writing.


Competency 1 will be met by having the students listen to and read a cinquain poem provided by the teacher. Students will then be inspired to write their own cinquain.

Competency 2 will be met by having the students write their own cinquains, which express where they would want to travel to throughout different periods of time in history. (Based on the historical periods covered throughout the time travel LES)


Adoption of strategies related to a plan or project.

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Not applicable in this lesson

OBJECTIVES: By the end of this lesson, students will be able to:- Write a cinquain poem, expressing where they would like to travel through time.- Reflect and share their poems with the rest of the students.

MATERIALS: Teacher materials: Cinquain graphic organizer Cinquain earth template Cinquain reflection worksheet Chalkboard Chalk

Student materials: Pencil Eraser


Students will be at their desks, as the teacher explains the lesson and reads an example of a cinquain poem that the students will need to write.Once all the poems are completed, students will read their poems in front of the classroom for their peers.

TIME: PROCEDURE:


To introduce the lesson, the teacher will say: “Good morning class! Remember how

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we have been travelling through different periods of time for the past few weeks? Well, today we will put our knowledge to use and write our very own poems! We can even share our poems with the rest of our classmates once everyone has finished.”

The teacher will ask a student to distribute the cinquain graphic organizer and examples sheet to the rest of the class. The teacher will then provide an explanation of how one writes a cinquain poem.The teacher will say: “Based on the sheet that was distributed, can anyone guess what a cinquain poem is?”The teacher will give students time to respond and discuss.The teacher will say: “A cinquain poem is a five line poem/verse, that does not necessarily rhyme. Each line has it’s own range of syllables. As written on the example sheet, line 1 must contain 2 syllables, line 2 must contain 4 syllables, line 3 must contain 6 syllables, line 4 must contain 8 syllables and line 5 must contain 2 syllables.” Then, as an engaging activity, the teacher will ask students to read out loud a few of the examples of cinquains written on the distributed sheets.For additional guidelines, the teacher will write on the board like so:

Line 1 → 2 syllablesLine 2 → 4 syllablesLine 3 → 6 syllablesLine 4 → 8 syllablesLine 5 → 2 syllables

The teacher will ask students if they have any further questions about cinquain poems and give them time to respond.

As an activity, the teacher will explain to the students that they will write their own

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cinquain poems.The teacher will mention that the students could write their cinquain on a historical time period that was introduced in the previous lessons(Cavemen/dinosaurs, ancient Egypt, ancient Greece, Renaissance, the 50s, the 21st century).

The students can choose whichever time period they liked best. The teacher will write the different historical periods on the board.The teacher will repeat the importance of respecting the syllable criteria for their individual cinquains.

35 minutes

DEVELOPMENT:The teacher will continue the lesson and say: “Think about the historical time period that you enjoyed learning about the most. Which one is it? Could you name some key words that come to mind based on that time period?”

The teacher will continue: “I encourage you to keep these questions in mind when you are writing your cinquains.”

The teacher will then say: “I would like for you to write a rough draft of your cinquain on the graphic organizer that has been distributed.”The teacher will read an example that he/she wrote to inspire students and to prompt their thinking.

The teacher will say: “I also wrote a cinquain. I chose the Dinosaur and Cavemen period that we saw at the beginning of our adventure of traveling through time! Some of the words that came to my mind were cave, cavemen, dinosaurs,

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and hunting.”Here is what I came up with:

“CavemenPrehistoric

Living with dinosaurs,Wrote on walls to communicate,

Humans.”

Once the teacher has read his/her cinquain, the students will be encouraged to begin their poetry writing process.

The teacher will circulate and make sure the students are on the right track. He/she will guide students who are having difficulty coming up with words and different syllables. The teacher will encourage students on their writing and creativity.Once students wrote their rough draft on the graphic organizer, the teacher will distribute a cinquain earth template, where the students will be asked to write the final draft of their cinquain.

DIFFERENTIATION: In order to address the needs of all learners, the teacher will have a sheet of keywords describing each of the historical periods that were introduced during the past few weeks, printed out.

The board will also be used, as a reminder of how many syllables each line in the cinquain must contain.

The graphic organizer and cinquain examples that will be distributed also provide guidelines for the students. They can reread it as many times as they like and use it as inspiration.

The teacher will give the option to students who do not feel comfortable speaking in

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front of the class; they will not be obliged to present their cinquains. Those who feel at ease talking in front of their peers may present their cinquains.

CONCLUSION:

25 minutes

To conclude the lesson, the teacher will ask students to share their poems with the rest of the class. The students, who volunteer, may present it in front of their peers in the classroom.Once the volunteers have presented their poems, the teacher will distribute a reflections worksheet where the students will answer the following question:

- What do you like most about your poem?- If you could change something about the poem, what would you change?- Of the poems that you heard when we shared our cinquain, which poems did you like best and why?- What will you do differently the next time you write a poem?

This process will provide the teacher with further information on students’ opinions regarding poetry writing.The students must hand in their reflections either at the end of the class or if they did not have enough time to complete it, they will have the option of completing it as homework and handing it in the next day.

ASSESSMENT: The teacher will assess students when he/she is walking around the class and making sure they are on the right track.

The teacher will ask students to place their final version of the poem and reflection

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sheet in the Time Travel portfolio.

The teacher will provide a summative assessment of the final draft and the reflections worksheet, making sure the entire criterion has been respected (Correct syllables for each line, suitable words describing historical time period).

With their cinquain poem, students will demonstrate their understanding of the time period they have chosen.

At the end of the unit, the teacher will collect the portfolios the students have been working on for the past few weeks. The portfolios will act as a summative assessment, ensuring all the written work is included.

The teacher will collect student's work and assess them on their understanding of the unit using a rubric that targets ELA competencies. The teacher will assess this with the use of a checklist.


The teacher will reflect on how the process of writing cinquains went in his/her journal.He/she will verify if the provided time was sufficient for students to complete the poems.The teacher will make adjustments accordingly, based on his/her observations and reflection.The students’ response on the reflections worksheet will provide adequate information for the teacher’s self-reflection as well.

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Name: _______________________________

Cinquain Evaluation Rubric:My favourite time period

5Excellent!

4Very good!

3Good!

2Fair

1Needs

Improvement

Organization Content is very organized and respects cinquain criterion without any errors

Content is organized and respects cinquain criterion

Content is organized and somewhat respects cinquain criterion

Content is disorganized and/or does not respect cinquain criterion

Content is disorganized and very difficult to follow

Creativity Poem is exceptionally creative and stimulating

Poem is creative and appealing

Poem is fairly creative

Poem is ordinary yet appealing

Poem is simple and unappealing

Identifies key words of the time period of their choice

All key words of the time period are clearly addressed

All key words of the time period are addressed

Most key words of the time period are addressed

Some key words of the time period are missing

Many key words of the time period are missing

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5Excellent!

3Good!

2Fair

1Needs

Improvement

Spelling Student spells all words correctly

Student spells most words correctly

Student spells very few words correctly

Most words are misspelled.

Mechanics

Punctuation is used for effect, commas are appropriately used with conjunctions, and proper nouns are capitalized.*Student must meet all expectations in ‘meets’ column in addition to ‘exceeds’ criteria in order to exceed.*

Appropriate capitalization is used in titles and at the beginning of sentences. Commas and quotation marks are appropriately used in dialogue. High frequency words are spelled correctly. Punctuation is present at the end of sentences.

Three-four errors in capitalization and punctuation. Commas and quotation marks are not appropriately used in dialogue. Three-four high frequency words are spelled incorrectly.

Four or more errors in capitalization and punctuation. No attempt to punctuate dialogue, when used. Four or more high frequency words are spelled incorrectly.

Neatness

Very neat; letters formed correctly; correct spacing

Neat; letters are formed correctly; correct spacing

Somewhat neat; most letters are formed correctly; some spacing errors

Letters are not formed correctly no spacing

Total ______________________/ 30 possible ________________________%

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Summative Assessment Checklist:

o Is the portfolio organized

o Is it creative/unique

o Was it handed in on time

CONTENT:

o Does it contain the written text and the Bristol board image from lesson 1

o Does it contain the prehistoric newspaper from lesson 2

o Does it contain the written text from lesson 3

o Does it contain the written stories from lesson 4

o Does it contain the artwork from lesson 5

o Does it contain the script from lesson 6

o Does it contain the television proposal from lesson 7

o Does it contain a cinquain poem + reflection worksheet from lesson 8

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RESOURCES

BOOKS:

Hindley, J., Gaffe, T., Graham-Campbell, J. & Vanags, P. (1999). The Usborne Time

Traveler. Tulsa, OK: E.D.C. Publishing.

Cole, J. (2003). Ms. Frizzle Adventures: Ancient Egypt. New York City, NY: Scholastics

Paperbacks.

Carr, J. (2010). Be Who You Are. Bloomington, IN: AuthorHouse.

VIDEOS:

Clips from the film Kleiser, R. (Director). (1978). Grease [Motion picture].

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BuzzFeedVideo. (2015, May 23). Women React to Realistic Disney Princess Waistlines.

[Video File]. Retrieved from March 25, 2016 from

https://www.youtube.com/watch?v=Nw0uDJRQ13A

Free School. (2015, February 1). Leonardo da Vinci for Children: Biography for Kids –

FreeSchool

[Video File]. Retrieved March 25, 2016, from:


Historyteachers. (2010, March 8). Renaissance Man "(Blister in the Sun" by the Violent

Femmes) [Video File]. Retrieved March 25, 2016, from:


Historyteachers. (2010, November 10). Leonardo da Vinci ("Dear Prudence" as

performed by Siouxsie and the Banshees) [Video File]. Retrieved March 25,

2016,from https://www.youtube.com/watch?v=mW_gp7SDgQM

Kshawcbury02 (2015, October 5). The Renaissance Food and Drink: Shaw and Rose

[Video File]. Retrieved March 25, 2016 from https://www.youtube.com/watch?

v=UF0HqqayItU

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https://www.youtube.com/watch?v=Nw0uDJRQ13A


Miller, T [Tom Miller]. (2013, March 25). The Renaissance (Educational Parody of

What Makes You Beautiful by One Direction) [Video File]. Retrieved March 25,

2015 from: https://www.youtube.com/watch?v=szwk81qQzYc

Paneldiscussion102. (2010, December 10). Media’s Portrayal of Gender Roles. [Video

File]. Retrieved March 25, 2016 from https://www.youtube.com/watch?

v=w2bYinZ6RX0

Peter, N., McCary, D., epicLLOYD & Maker Studios [Epic Rap Battles of History].

(2014, July 4). Artists vs TMNT. Epic Rap Battles of History Season 3 Finale

[Video File]. Retrieved March 25, 2016, from: https://www.youtube.com/watch?

v=6HZ5V9rT96M

Mann, M. [Middleton Mann]. (2007, August 20). Theseus and The Minotaur. [Video

File]. Retrieved March 25, 2016 from https://www.youtube.com/watch?

v=8qrZ1clEp-Y

WEBSITES:

Activity Village. (2016). The End of the Golden Age. Retrieved March 25, 2016 from

http://www.activityvillage.co.uk/the-end-of-the-golden-age

Activity Village. (2016). The Story of Perseus. Retrieved March 25, 2016 from

http://www.activityvillage.co.uk/the-story-of-perseus-part-1-0

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http://www.activityvillage.co.uk/the-story-of-perseus-part-1-0

http://www.activityvillage.co.uk/the-end-of-the-golden-age

https://www.youtube.com/watch?v=8qrZ1clEp-Y

https://www.youtube.com/watch?v=8qrZ1clEp-Y

https://www.youtube.com/watch?v=w2bYinZ6RX0

https://www.youtube.com/watch?v=w2bYinZ6RX0


Activity Village. (2016). The Story of Prometheus. Retrieved March 25, 2016 from

http://www.activityvillage.co.uk/the-story-of-prometheus-part-1

Activity Village. (2016). Zeus and His Mighty Company. Retrieved from March 25,

2016 http://www.activityvillage.co.uk/zeus-and-his-mighty-company

Biography.com Editors (N/A). Donatello Biography. Retrieved March 25, 2016 from

http://www.biography.com/people/donatello-21032601#early-work .

Bonn International School (N/A). Renaissance for Kids. Retrieved March 25, 2016 from

http://bis7hum2renaissance.weebly.com

Boundless (2015). Boundless World History I: Ancient-1600. Retrieved March 25, 2016

from https://www.boundless.com/world-history/textbooks/boundless-world-

history-i-ancient-1600-textbook/early-modern-europe-12/the-renaissance-58/

education-and-humanism-224-13257/

Dowling, M. (2015, November 8). The Renaissance: Dawn of a New Age. Retrieved

March 25, 2016, from http://www.mrdowling.com/704renaissance.html

Dowling, M. (2015, November 9). Social Classes of the Renaissance. Retrieved March

25, 2016, from http://www.mrdowling.com/704-social.html

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http://www.mrdowling.com/704-social.html


http://bis7hum2renaissance.weebly.com/

http://www.activityvillage.co.uk/zeus-and-his-mighty-company

http://www.activityvillage.co.uk/the-story-of-prometheus-part-1


Dowling, M. (2015, November 10). Humanism. Retrieved March 25, 2016, from


FBDFBFB (N/A). 16th Century Fashion For Women. [Web log post]. Retrieved March

25, 2016 from http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-

for-women.html

FBDFBFB (N/A). 16th Century Fashion For Men. [Web log post]. Retrieved March 25,

2016 from http://periodvintages.blogspot.ca/2012/07/16th-century-fashion-for-

men.html

Hierarchystructure.com (2013). Renaissance Social Hierarchy. Retrieved March 25,

2016 from http://www.hierarchystructure.com/renaissance-social-hierarchy/

Nelson, Ken. (2016). History: Renaissance for Kids. Ducksters. Retrieved March 25,

2016 from http://www.ducksters.com/history/renaissance.php

Nelson, Ken. (2016). Renaissance for Kids: Daily Life. Ducksters. Retrieved March 25,

2016 from:


Nelson, Ken. (2016). Art History for Kids. Ducksters. Retrieved March 25, 2016 from:

http://www.ducksters.com/history/art/

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Westover. A. (2012, March 9). Archive for the ‘Renaissance 1450-1650’ Category. In

History of Costume: European fashion through the ages. Retrieved on March 25,

2016 from:

https://historyofeuropeanfashion.wordpress.com/category/renaissance-1450-

1650/

APPENDIX-

WORKSHEETS/ DIAGRAMS:

“Time Travel” Worksheet, Heidi Dimou.

75


Ancient Greece Worksheet, Ashely Sheppard.

76

LANGUAGE ARTS LES PROJECT 77


Script and Play Checklist, Ashley Cameron.

78


79


Venn Diagram, Kathryn Katsaros

80


Television Proposal Worksheet, Kathryn Katsaros.

81


Cinquain Worksheets, Nathalie Burkulian.

82


Key words sheet:

Dinosaurs/Cavemen

Cave, cavemen, symbols, fire, dinosaurs, hunting, prehistoric

Ancient Egypt

Egypt, pyramids, symbols, hieroglyphic, cartouche, pharaohs

Ancient Greece

Tales, Greek, ancient, mythology, myth, gods/goddesses, Greece

Renaissance

Artists, art, Da Vinci, Michelangelo, Raphael, expression, Renaissance, museum, enlightenment, literature

Fifties, gender roles, music, rock and roll, fashion, booming, family, racist, racism,

21 st century

Television, media, technology, internet, cell phones, gender roles, gender,

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21 st century

Television, media, technology, internet, cell phones, gender roles, gender,

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