Fifth Lesson Thematic Unit (Education 4353)



Fifth Lesson Thematic Unit (Education 4353)

Submitted by: Duncan MacLean

Submitted to: Dr. Stephens

November, 5, 2004

Lesson Template

Unit Topic: Time Travel: The Science Fiction Genre. Using a selection of science fiction short stories and novels, the unit will focus on extending students’ oral and written communication skills; supporting the development of research skills using assigned websites and challenging students to apply their understanding in the creation of a multimedia or power point presentation.

Unit Rationale: This unit will focus on the impact of technology and human interactions with the ecosystem. Students will be encouraged to think critically about their role in the web of life and their personal impact on the world around them. Students will begin to understand that there are many ways to interpret text based on their background knowledge and personal reflections.

Grade Level: 9

Lesson Topic: Time Travel “Travel Agency”

Length of Period: 50 minutes

Lesson Rationale: Understanding how to read and interpret persuasive informational text is an important skill.

Learning Objectives:

• Students will demonstrate their understanding of the persuasive, informative writing style used by preparing and presenting a “Time Travel” brochure to a small group.

• Students will demonstrate their skills in oral expressive language by presenting their brochure clearly and descriptively.

Learning Outcomes from English Language Arts Curriculum Guide:

GCO’s Speaking and Listening p.20

#1(Speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences)

#2(Communicate information and ideas effectively and clearly, and to respond personally and critically)

#3(Interact with sensitivity and respect, considering the situation, audience and purpose)

Reading and Viewing p.21

#1(Select, read and view with understanding a range of literature, information, media and visual texts)

#2(Interpret, select and combine information using a variety of strategies, resources, and technologies)

Writing and representing p.21

#1 (Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imaginations)

#3(Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness)

SCO’s Speaking and Listening

Gr.9 p., 26 #1(Examine others’ ideas in discussion to extend their own understanding)

#2(Ask relevant questions calling for elaboration, clarification, or qualification and respond thoughtfully to such questions)

#3(Articulate, advocate, and support points of view, presenting viewpoints in a convincing manner)

p.27 #3(Give and Follow instructions and respond to questions and directions of increasing complexity)

#4 (Evaluate their own and others’ uses of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features.

p.28 #1(Demonstrates active listening and respect for others needs, rights, and feelings of others.)

Reading and Viewing

Gr.9 p.31#1(Respond to some of the material they read or view by questioning, connecting, evaluating, and extending

#2(Express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence)

p.32(Critically evaluate information presented in print and media texts: assess relevance and reliability of available information to answer their questions)

Writing and Representing

Gr.9 p.34 #1(Demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama to achieve their purposes.)

#2(Demonstrate an awareness of the effect of content on writing and other forms of representing)

P.35 #5(Integrate sources from several sources to construct and communicate meaning.)

Materials/Resources needed for the Lesson:

• Student brochures

• Brochure rubrics

• Student diaries

Organizational Approach:

• (35 mins) In 4 groups individually present brochures to the group. Students will use rubrics to evaluate each presentation.

• (10 mins) Students will choose their favorite destination in each group clearly explaining the reason for their choice.

• (5 mins) Students complete rubrics to submit to the teacher.

All students submit their travel diaries to the teacher for evaluation.

Homework: Complete individual page for group power point.

Assessment:

1. Review student rubric evaluations

2. The quality and completeness of entries in travel journals will be evaluated.

Plans for Follow-up Lesson:

• (November) Leonoids post card Activity (see lesson 6)

• Environmental awareness website

• PowerPoint Tutorials.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download