Input (oral instruction)



Subject: English Grade: B10 Lesson Length: 57 minutesDate: September 17th, 2012Content: (topic)This lesson’s focus will be on the issue of cheating. This will be explored through the short story “Death by Scrabble”, a brief creative write, and a video on cheating in high school. Teaching Strategy (and/or strategies):Direct Instruction: Lecture.Independent Study: Students will be writing in their journals. Interactive Instruction: Discussion about cheating.Learning Objectives:- Students will be able to listen in order to assess positions on individual, community, national, or world issues.- Students will be able to explore human experiences, values, and consequences through the short story and video.- Students will be able to participate in the creative write geared toward the short story.Outcomes/Indicators:CR B10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: Social Responsibility, Social Action (agency) (e.g. – Justice and Fairness).b. Apply personal experiences and prior knowledge of texts and language to develop understanding and interpretations of variety of texts.d. Discuss ways in which texts convey and challenge individual and community values and behaviours. e. Identify how human experiences and values are reflected in texts. f. Test ideas and values against ideas and values in texts.CR B10.2 View, interpret, and report on ideas and information from more than one source to develop and support positions on various topics related to the course including identity, social responsibility, and personal agency. a. View, comprehend, interpret, and summarize grade-appropriate visual and multimedia texts created by First Nations, Métis Saskatchewan, Canadian, and international developers and artists from various cultural communities that address identity, social responsibility, and personal agency.Pre-requisite Learning:An extensive enough vocabulary that students can pick suitable words out of the jumbles. A basic concept of what “cheating” is and how values and consequences influence an individual’s decision to cheat. Assessment:Journals.Creative writes will be taken in.Cross-Curricular Competencies (CCC’s)ThinkingSocial ResponsibilityLiteraciesMaterials:Laptop, projector, whiteboard, markers, binder, journals, youtube video, “Death by Scrabble” stories, text twist paragraph papers.Presentation:Set: (estimated time 2-3 minutes)Greet students. Ask how their weekend was. Ask if anyone actually did the homework from Friday which was to do one thing to include someone who may otherwise be excluded. If they didn’t, the topic for their journal has to respond about why they didn’t or chose not to. Development: (estimated time 55 minutes)Input (oral instruction)Take attendance on my own time (follow up with students who are late).Personal Journal from Friday (Reflect and describe the homework from Friday. What did you do to include someone who was being excluded? What was their reaction? If you didn’t do anything, why? Did you have a chance to? Why did you choose not to?)Topic of cheating. Cheating is to lie for personal gain; to defraud; to influence wrongly.While students are watching the video, tell them to make a pros and cons list for cheating in high school. Do values and consequences influence your decisions? YouTube video (). What are some examples in everyday life where people cheat (e.g. – relationships, games, money, diets, income taxes)? Why do people CHOOSE to cheat (e.g. – Personal gain, avoid consequences, greed, envy, pride, laziness, spite [just to get back at someone], desire, etc.)? Emphasis on choice and intention. Word web on the board. What are the consequences if cheating is discovered (e.g. – fraud = jail, infidelity = break-up, cheating/plagiarism = 0% on exam, expulsion from university, people will label you as dishonest and a liar)?Once people cheat, how do they justify it? (Tell themselves that their cheating is ok because...)Read “Death by Scrabble” by Charlie Fish out loud as a class. Scrabble (text twist) writing activity. Arrange the letters to make up words. Come up with as many words as you can in three minutes. Once completed, write a paragraph using a word you picked with the impression that the word has an impact on the classroom environment. Students will have five minutes to write it out. Closure: (Estimated time 2-3 minutes) Inform students about standardized test and upcoming in-class assessment that will be taking place.In-class assessmentStudents will have to answer questions about a new short story that they will receive in class on Friday (e.g. – setting, plot, characters, theme, etc.).Story won’t be too long to ensure that you can spend more time on the story. Standardized test will be on September 24th….which I don’t agree with… Adaptive Dimensions:The notes will be typed and e-mailed to ____.Story has been e-mailed to ____ ahead of time.Independent Practice:Not necessary for this lesson. Professional Development Plan:Topic: “Death by Scrabble”, cheating, videoDate: September 17th, 2012Name: Stephanie PossbergObserver(s): Professional Target/Goal/ObjectiveUse of technology. Instructions for ObserverWhen using technology (youtube video), was the technological component relevant to the concepts/ideas discussed in class and the “Death by Scrabble” short story?Did the technology work? Was there a positive student response to the material? (e.g. – Students were attentive, intently watching, etc.) ................
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