unit overview (part 1) jeremy parkin...

UNIT OVERVIEW (Part 1) Jeremy Parkin [email protected]

Description of class : These units are designed for a grade 4 class in North Delta. English language learners (ELL) make up the majority of the children in the class, with 14 of the 26 children being ELL, including one child whose family does not speak any English at home. While both units are geared towards fundraising initiatives, both factor potential language challenges into their design.

Topic : While the general focus of the overall project is geared towards fundraising for a trip to Takaya Tours- to do canoeing, a guided nature walk, story-telling, smudging and other practices of certain First Nations communities- the particular units have individual topics, with differing learning focuses. The first unit is a ‘Colouring Calendar,’ where children are given guided suggestions and ongoing critical feedback on how to create a calendar that will demonstrate thoughtfulness. The main purpose is to move children from just doing to thinking and than doing. The second unit is focused on challenging the children to be creative and take their learning on in a real life context- by fundraising with $5 given to them make a fundraising project. Their learning will come from what they do, and what happens, and what they have learned and how they felt and feel.

Unit Theme/Topic: Fundraising Project for Social Studies (Colouring Book Calendars/ ‘The $5 Student Developed Fundraiser Initiative’)

Level : Grade 4

Unit rationale: In grade 4 Social Studies the children learn about Canada before it was a country. As a way to connect students to this area of their education we will fundraise to take a field trip to Takaya Tours, a place where students learn about Aboriginal culture and ‘ways of knowing’ from Aboriginal guides. This project will take students interests and creativity into consideration to shape the learning (as set up in the unit plans). In part one of the project, students will begin a project to fundraise through selling colouring book calendars, before the Christmas break. This is a class ranging in exposure and English ability levels, as there are 14 ELL learners in the class of 26, and one student who speaks no English at home. The students will benefit from slow, careful scaffolding that will come through guided learning (from the teacher/ from classmates) that will stress meaning-making and language comprehension. The ELL learners come from varied levels and experiences with the English language, and the goal is to create lessons

Links to the IRP (PLOs) :

(Unit- Part 1) Social Studies A6- formulate strategies to address problems or issues *clarify a selected problem or issue (e.g., provide details, reasons, implications) and *create a plan of action to address a chosen problem or issue HACE B1- create an inventory of their own attributes, including skills, interests, and accomplishments Lang Arts A1- use speaking and listening to interact with others for the purposes of – contributing to a class goal – sharing ideas and opinions – improving and deepening comprehension – solving problems – completing tasks A5 select and use strategies when expressing and presenting ideas, information, and feelings, including – setting a purpose – accessing prior knowledge – generating ideas – making and sharing connections – asking questions to clarify and confirm meaning – organizing information – practising delivery – self‐monitoring and self‐ correcting in response to feedback A10 reflect on and assess their speaking and listening, by – referring to class‐generated criteria – reflecting on and discussing peer and adult feedback – setting goals and creating a plan for improvement – taking steps toward achieving goals

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that will meet them at their levels of needs and current ability. The main focus for the students in this first project, in terms of learning initiatives, will be to move through increasingly complex steps of communication, based on an outline provided in Pauline Gibbons’ text, Scaffolding Language, Scaffolding Learning. Students will move from information gathering (and vocabulary building), to casual ‘context provided’ describing (speech) to more difficult, ‘context withheld,’ forms of speech, and finally to writing. Material Resources : The resources listed below- besides Scaffolding Language… -are books that the students will use as graphic aides for completing their drawing assignments. Many of them are from local artists, depicting local scenery (particularly nature). Pauline Gibbons’ text is a fairly recent guide book for ELL learners (it is the text our ELL course teacher selected to teach us with (Fall 2013)). Forster, R. (2010). For the Love of Trees: an arboreal odyssey. China: L. Rex Printing Co. Ltd. Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann. Kluckner, M. (1996). Michael Kluckner’s Vancouver. Vancouver, BC: Raincoast Books Ltd. Thom, I.M. (2002). E.J. Hughes. Vancouver, BC: Douglas & McIntyre. Western Canada Wilderness Committee. (1989). Carmanah: artistic visions of an ancient rainforest. Vancouver, BC: Author.

B10 reflect on and assess their reading and viewing, by – referring to class‐generated criteria – setting goals and creating a plan for improvement – taking steps toward achieving goals C4 create meaningful visual representations that communicate personal response, information, and ideas relevant to the topic, featuring – development of ideas through clear, focussed, and useful details – connections to personal feelings, experiences, opinions, and information – an expressive voice – an organization in which key ideas are evident Arts Education/Visual Arts: A1 draft ideas for images using feelings, observation, memory, and imagination

Title & Types of Text

Organization/s (e.g. narrative, report,

explanation)

Objectives Activities

Materials & Graphic organizers

Assessment

1

Introduction to Field Trip to Takaya Tours and our Fundraising Initiative Takaya Tours Website

Content: -create inventory of their own attributes of their own skills/interests/accomplishments (brainstorming/funds of knowledge) Language: -student/class interaction, collaborative learning (think-pair-share)

-Brainstorming -Research Exploration- Takaya Tours website -Introducing/scaffolding the idea of fundraising -Think-pair-share to create ideas to implement in colouring book calendars (funds of knowledge/interests)

-Takaya Tours Website (Internet/computer/overhead projector) -pencil/paper for brainstorming ideas (after classroom sharing of ideas)

-Participation in speaking/listening to each others ideas and teacher’s instructions -Accountability will come from recalling information of your partner from the think-pair-share -Teacher will strategically partner less capable English language learners with stronger students (this will aide in scaffolding ideas/concepts)

2

Organizing and Orienting the Project Artist depictions of British Columbia landscape

Content: -Explaining the sensitive issues around inclusion of ‘Aboriginal’ artefacts in their drawings (cultural learning) Language: -Listening to ideas in order to understand various opportunities for participation in the project (what is an artists role/writers role…?)

-Reviewing brainstorming ideas and making adjustments for the calendar (no Aboriginal artefacts/drawings) -Creating discursive language (for example, ‘artist,’ ‘writer,’ ‘teacher’s aide,’ ‘appropriation,’ ‘totem poles’…) -Screening art books and discussing with partners and class

-Art books -An example of what a month of a colouring book calendar would look like (with drawing)

-Students may be asked to describe the role they are doing (what you are doing, as an artist/writer/teacher’s aide)

Title Objectives Activities

Materials & Graphic organizers Assessment

3

Peer Review

Content: Beginning to think critically on

-Think/pair/share on comments and discuss necessary plans for

-Sheets with feedback -Draft templates and blank

-Students will be told to prepare for potential

Report and Explanation of Direction

own and partner (groups) work. Create meaningful/appropriate visual representations. Language: Speaking and listening to refer and comment on group’s/teacher’s prescribed criteria.

implementation. - Students will work to complete projects (during, or before the next calendar lesson).

paper, pencils, erasers -art books provided for reference, as well as any student’ materials (brought to use for the purposes of sketching- comic books, magazines, books).

sharing of information to the class (on comments or plans for adjustments).

4

More peer review Working through feedback on final drafts

Content: Students will use feedback to move into completing drafts on beginning final drafts. (Students will be told that they will be doing a short class sharing of the steps they took, including changes made, to complete their projects) Language: Introducing certain discursive vocabulary. Interpreting comments from teacher and peer feedback, and expressing oneself.

-Think/pair/share -Group feedback on teacher’s request -Listening and interpreting new vocabulary through suggesting possible definitions.

-Same as above -Same as above

5

Short Presentations in a Sharing Circle Format

Content: To explicitly withhold drawings/writing until after personal explanation of their project. Language: To clearly explain/express their

-Sharing projects without the pictures in front of them (more difficult level of speaking- content withheld), moving around the circle from Jan-Dec… -Graphic organizer handed out after presentations about any important expressions/vocabulary that they heard in the sharing.

-Pictures/writings -Graphic organizers (pencils/erasers to fill in)

Level of understanding the process of editing/reflecting and implementing these changes. -Graphic organizer is a two column sheet, one side for new words, other side a

process of working through the project (as individuals/partners).

short definition of (students encouraged to fill in as many as possible- based on their own ideas of the meaning).

6

Concluding Summaries (Written Journals)

Content: Write a journal of the processes of completing the project. Language: Using the more complex form of describing through written text (as opposed to colloquial and formal forms of speech)

-Students will refer to folders with early drafts, teachers comments, graphic organizers and will recall other feedback from peers to write journals.

Folders with previous assignments. -Lined paper and pencils/erasers to write journals.

Students will be assessed on their ability to communicate through writing how they moved through the process of thinking and doing/acting.

Unit: (Lesson 1) Social Studies: Canada before it was ‘Canada’ Grade: 4

Lesson duration 45 minutes

Essential Understanding

Knowing about our history can help us know more about ourselves.

Rationale

This lesson is meant as an introduction to a fundraising project and the children will learn from being active participants in working towards shared goals. The project is to fund the trip to Takaya Tours (other learning opportunities of Aboriginal culture will also be sought out). Grade 4 is an appropriate age to introduce these experiences as they are learning about Canada before it was a country.

STATED OBJECTIVES AND PURPOSE (student language: SWBAT … The student will …)

Social Studies A6- formulate strategies to address problems or issues *clarify a selected problem or issue (e.g., provide details, reasons, implications) and *create a plan of action to address a chosen problem or issue HACE B1- create an inventory of their own attributes, including skills, interests, and accomplishments Lang Arts A1- use speaking and listening to interact with others for the purposes of – contributing to a class goal – sharing ideas and opinions – improving and deepening comprehension – solving problems – completing tasks

PROCEDURE

Elements of the lesson Estimated Time What the teacher says/does What the students do Material

MENTAL SET (Opener/”hook”)

3 minutes Provide the shape of the class; opening with the ‘chime’ breathing exercise, introduce students to the fundraising project (making calendars), have students brainstorming ideas to use in the calendar (think-pair-share), then, students will begin a group brainstorming activity to collect ideas for drawings for the calendars. Finally, groups will write down any further ideas for drawings to use in calendars, which teacher will collect.

Possibly writing the lesson on the whiteboard.

Pre-activity (concept to be taught)

3-5 minutes Have children sit on their chairs with a good posture, back straight, eyes closed or looking down. Give a quick lesson on how the drill works, ‘they will listen to the chime sound for as long as they can. When they can’t hear it they will move their focus to their breath, trying to have long, deep breaths. Repeated twice.’ After, ask a few children to describe how they are feeling- are they feeling different, better? Did they find this activity hard? Remind them that breathing can be a good tool to calm energy and focus attention.

Activity & concept to be modelled with 1 or 2 activities

30 minutes 1. Talk about ‘the possibility’ of a field trip to

Takaya Tours. With the laptop connected

to the projector, show the Takaya website

and describe what happens there- nature

hike and canoeing.

2. Explain about fundraising. Provide the

idea of making colouring book calendars to

sell before Christmas.

3. Explain that we will also need to find other

creative ways to make money for this trip.

4. Teacher will have students begin a think-

pair-share activity with a partner,

discussing things we would like to include

in our calendars. Students will be asked to

think of things they like or enjoy doing.

Also, what landscape or natural objects

could we include? (Remind students what

good pair work looks, sounds and feels

like).

5. Then, brainstorming with the group,

collecting ideas on the front board of

things they would like to include in their

colouring books.

Students will viewing the website on the front projector screen. Students will be given time to ask questions regarding the field trip and the ideas of fundraising and colouring book calendars. Students will be asked to provide the ideas for the calendar through group brainstorming (collected on the front white board), and later, through written responses.

Laptop with internet connection, doggle and projector/screen.

Post-activity: further practice guided by the teacher & includes 1 form of evaluation

5 minutes Have students work in small groups, writing down as many other ideas as they can for the colouring book calendars.

Lined paper and a pencil.

Extension activity completed in class or as homework started in class

Early finishers can share their ideas with a neighbour (teacher will remind them to use their quiet voices).

Closure: summary of what was taught/learned

That we will work together to try to reach a goal.

Extension activity (for early finishers)

Over the next week try to think of what they could bring in to copy from for their drawings.

Reflections: Ways to improve lesson for next time

Unit: (Lesson 3) Colouring Book Calendars Grade: 4



We will begin to describe what we are doing and how we are going to do it.

Rationale

The children at this grade level may benefit from having an opportunity to work through different kinds of communicative expression (while making the calendars). They will converse in a casual way in small groups, talking about the purpose or goal (reflecting on the previous ideas the class worked together to brainstorm for calendar drawings, also considering new ideas). (Over the next class or two they will be asked to explain their steps to the class, reporting on what they planned and how this worked out, in material terms, with scaffolding provided by the teacher (teacher candidate) for explaining certain steps/points. Finally, they will be asked to write about the process, using terms and experiences they learned throughout the project. The point is that they will be asked to move from an approach of just doing to one which stresses thinking and then doing.)


Move from a simplistic explanation of what they were doing to a more informed, concise explanation, with more expansive vocabulary, about their process and experiences. They will improve their ability to talk about fundraising, drawing, collaboration… Language Arts: A1 use speaking and listening to interact with others for the purposes of – contributing to a class goal – sharing ideas and opinions – improving and deepening comprehension – solving problems – completing tasks A5 select and use strategies when expressing and presenting ideas, information, and feelings, including – setting a purpose – accessing prior knowledge – generating ideas – making and sharing connections – asking questions to clarify and confirm meaning – organizing information – practising delivery – self‐monitoring and self‐ correcting in response to feedback Arts Education/Visual Arts: A1 draft ideas for images using feelings, observation, memory, and imagination

PROCEDURE



3-5 minutes Ask children to say how their day is going (between 1 and 5, 1 being bad and 5 being great- using their fingers on their chest to indicate). Begin a chime exercise. After, ask them if they feel any different, if their mood has changed, for better or worse. Would any of them change their number now?

Have students sitting in their desks with backs straight, eyes closed or looking down.

Chime set.


5-10 minutes Remind the students about the groups they are in- Jan/Feb together, Mar/April… (this is their ‘pod,’ explain the meaning of a pod.) Tell them that they should sit beside the members of their pod and discuss the following questions, ‘what you’re going to draw in your picture?’ ‘who are the calendars for (other children, probably younger)? ‘how you’re going to draw it (for those with partners, how to split the page)?’ ‘why this picture to represent this month’? Also, explain that they will later be expected to explain what they are doing, so it’s important to be clear at the beginning. Remind the students about the 3- finger behaviour model for pair/group work (what does a 3 (very good) look/sound/feel like, a 2, a 1? Have ‘writers’ and ‘teacher’s aide’ come to the front for further instructions.

Ask questions in respect to directions offered.

Activity & concept to be modelled with 1 or 2 activities

3-5 minutes + 5 minutes

Have ‘drawers’ talk about their purpose with their partner (those who share a month), have those doing a month by themselves thinking about how to explain their answers to the questions to the rest of the pod. Explain to the writers and teacher’s aide that they will listen to their assigned pod to get some ideas about what to say about the pictures for the two months they will be writing something on. Explain that they should just be thinking about this for now, perhaps asking questions of the artists, like why are you including this/that? The teacher’s aide will listen to the different ideas of the groups. Later he will take notes on what they are doing for their pictures. - Have students in their pods, altogether, discussing the answers to the questions provided.

Talking about the questions, or talking with teacher about their roles (writers/teacher’s aide).


20 minutes Stop discussions. Explain that one artist from each pod should get 2 sheets of blank paper for their group and they can begin to do the drawings (in pencil). Tell them that if it’s messy (erased markings), they may have to do second or third drafts. Stop after 10 minutes to explain ‘still-life’ (a type of art where we draw a still, or unmoving, object). Provide the paper for the writers with calendar lines. Tell them that they can fill out the calendars, to include the days of the week at the top, include the numbers (and to make sure they put the first day on the right day, and make sure they know how many days in that month). Give them the important dates for each month (for their particular months). Have teacher’s aide collecting data about each group, asking questions, why including this? Taking notes for teacher, helping ensure that students aren’t overlapping too much about content.

Have artists at their desks, working on the drawings. Have writers coming to the front to pick up their papers and receive further instructions.

Have at least 12 empty calendar templates for the writers to fill in.


Thinking about how they can improve their picture (can they bring in something else to use as a model?). Can the writers think of something they want to say about their pictures.

Can take notes of any ideas they come up with about the project.


We are working from doing to thinking and doing. We are trying to improve how we work, through critical thinking, reporting and reflecting.


Tell the teacher or teacher’s aide what they did and talk about their answers to the questions, reflecting on if they did what they set out to do.

Unit: (Lesson 4) Colouring Book Calendars Grade: 4



We will reflect on feedback, share this with classmates and continue our work.

Rationale

Students in grade 4 are just at the beginning of a long process of learning how to reflect, critically on their own work. We will try to encourage this through giving them simple, encouraging, yet important criteria about how they can view their own work and how they may think about examining and reshaping it. Importantly, they will also begin to talk about their own work. They will be able to show the work to their (small) group as they talk about it to make the task of describing easier. (This process will continue, and they will be challenged to speak without the work the next time- next class- though with a larger pool of describing words about the themes, speaking and listening to others during this class.)


Language Arts: A10 reflect on and assess their speaking and listening, by – referring to class‐generated criteria – reflecting on and discussing peer and adult feedback – setting goals and creating a plan for improvement – taking steps toward achieving goals B10 reflect on and assess their reading and viewing, by – referring to class‐generated criteria – setting goals and creating a plan for improvement – taking steps toward achieving goals C4 create meaningful visual representations that communicate personal response, information, and ideas relevant to the topic, featuring – development of ideas through clear, focussed, and useful details – connections to personal feelings, experiences, opinions, and information – an expressive voice – an organization in which key ideas are evident

PROCEDURE



5 minutes Provide shape of the class: 1) Moving to desks beside your pod/group (same as last time) 2) Read/think about comments from teacher on hand-backs 3) Share comments with pod and talk about what you will change, or work towards today 4) Begin work on calendars. Teacher provided instructions to move (silently) to the same seats, with your pod, as last time.

Listen to the shape of the class. Moving to seats with your pod.


5-8 minutes Hand back work with comments attached. Give students instructions to sit quietly and read the comments, thinking about, ‘what they will change (do differently), or what they will not change (what they are happy with and will do the same)?’ (This question will be written on the white board.) Students will then discuss these ideas with their pod for a minute or two, again, abiding by positive group behaviour according to the 3 finger rule. Explain that they may be called on by the teacher to talk about what changes they may be making today (as an example for the class). Have the teacher’s aide read the comments than come to the front for further instructions on duties for the day- which include listening/questioning the rest of the groups about their project plans and reporting this to the teacher. Words we will introduce: pod (group), sketching (drawing), still-life (something that you draw that is ‘still’ or not moving), scribes (a writer, an old-fashioned, or way people used to call a writer)

Read comments provided then share quietly in pods. Some groups (2) will be called on to give an example of what they will change or not change today.

Activity

30 minutes The students will be told to continue to work to complete their projects. They will be told that they can start their good copies (with a fine liner) once they show it to the teacher and get the okay. The teacher’s aide will move from group to group listening and making note of the different ideas of the groups, and report this info to the teacher.

Working to complete their projects. Have the students work with comments to give back. Pencils, erasers, paper and fine-liners.


2 minutes Students will be told to hand back work to the teacher in chronological form (from Jan-Dec). Teacher will explain to students that their work will be commented on and that they should read the comments and finish the work on their free time- hopefully, before the next class.

Students will come to the front to hand in their work (finished or not). They will listen to further instructions in regards to the activity and completion.


To do the ‘front cover’ of the calendar. This is an extra project that will likely be split among the early finishers.


We are working from doing to thinking and doing. We are trying to improve how we work, through critical thinking, reporting and reflecting.


Help other students complete their work. Help complete the ‘front cover’ of the calendar.

Unit Overview (Part 2) Topic: $5 Challenge Level: Grade 4

Guiding Goals: In unit two of the project, the students will be given more freedom, in terms of what they want to do to fundraise, and also more responsibility for them to shape their own learning. They will work with classmates, family and the teacher to create a plan to raise money with $5 that will be given to them (from funds raised during unit 1 of the fundraising initiative). Students will be guided throughout the project by the teacher, and with outside assistance (from families, or community), to move through the steps of planning to acting and, finally, to reflecting and presenting results of the project. Resources: The resources that helped form the focus for this unit come from fellow classmate, Ashley Clark’s mother, a principal of an elementary school. This comes in the form of a ‘letter to the parents’ and ‘student response to the project’ as well as dialogue I had with Ashley about some particular aspects of the project.

Prescribed Learning Outcomes (IRP): Social Studies:

D1 compare bartering and monetary systems of exchange HACE: A1 identify the steps in a decision‐making model (e.g., identifying the decision, listing alternatives, selecting a course of action, assessing the results) Healthy Living C1 describe the choices an individual can make to attain and maintain physical and emotional health (e.g., participating regularly in physical activity, developing healthy interpersonal relationships, trying new activities and challenges)

Lang Arts A1- use speaking and listening to interact with others for the purposes of – contributing to a class goal – sharing ideas and opinions – improving and deepening comprehension – solving problems – completing tasks Math A3- demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4‐digit numerals) by using personal strategies for adding and subtracting sums and differences solving problems involving addition and subtraction

Topic Objectives Activities and Duration Materials Adaptation Assessment/

Criteria

1

Intro to the unit ($5 Challenge)

Students learn about the project. Students and teacher will brainstorm together as a way to get ideas flowing.

1. (5-10 mins) Introduce the topic, through explaining about what the idea is, where it came from (Ashley Clark’s mother/‘my classmate’) and why we are doing this (to let them take responsibility for their own learning). They will be told they may choose to work with others or by themselves, but must wait until after brainstorming to see what ideas shaped for them (maybe best to work alone? Or vice versa). 2. (10 mins) Have kids in groups of 5, numbered off, by teacher. In front, talk to children about

White board and dry erase marker. Pencil and paper.

Small group break-out session will help students learn from their peers, if they don’t understand any details. (They can also ask teacher to explain more clearly, individually, at this time.)

The journal responses will help determine how much children understand the project in general, if they have some direction, etc.


Criteria

the value of money. Have them thinking about it in terms of its ‘exchange’ or trade value. What can $5 buy (brainstorm a few ideas)? Children will try to brainstorm possible ways they could use their $5 to fundraise (5 minutes). 3. (10 mins) Share group’ ideas all together as a class. Use white board to collect ideas. 4. (10 mins) Students will be given time at end of lesson to journal with a suggestion they should think about 1- people they would like to work with, 2- ideas they are considering, 3- possible challenges with their ideas (what would they need? Would $5 cover any costs they might have? Do they have enough time to do what they want to do (they will have a 2 week period once plans are created)? Teacher will collect as a means of assessment. 5. (5 mins) Wrap-up, teacher will explain about the ‘letter to the parents’ which asks for assistance in helping kids create and do their activity (as, the actual fundraising may likely be done off school grounds). Students will be given time to ask questions about assignment in general.

2

Finalizing ideas/focusing direction forward

Students will begin to think critically about their work, with partners or by themselves. Students will work together to provide any constructive criticism (during group share time).

1. (5 mins) Teacher will explain plan for the lesson- students given time to work on ideas (what to be thinking about) with partner (or by themselves). After, group sharing. Answering questions. 2. (20 mins) Teacher will have students collecting ideas on paper to share after. Students working on ideas (teacher will give back journal responses) with partners, if they have. Thinking about: what are you planning? How will you do this? Any input from parents/other outside help? How much money do you expect to raise?

Pencil and paper. Students will be encouraged to ask a classmate first, if instructions are not clear, but teacher will be available if still not clear (or prefer to talk to teacher).

Teacher will assess students on how they are moving along with projects during sharing time (where on the planning scale are they? Is their plan reasonable? How are they following directions? And if problems exist, are these comprehension based?)


Criteria

3. (20 mins) Class will collectively share their ideas, and class will be instructed to ask Q’s about this, to help student think about other ideas.

3

Teacher feedback/further clarification of individual plans.

Students will reflect on teacher’s feedback to each group. Students will describe their plan in a step-by-step written plan.

1. (5 mins) Introduction to plan for the day and offering of written critique, from teacher, regarding plan. Reminder that this will be the last class before the activity begins (two weeks, to be completed out of class time). 2. (30 mins) Students will be given the lesson to write out a step by step plan, taking into mind the teacher’s suggestions, and any new plans/ideas they received at the end of last class or they thought about since then. 3. (10 mins) Time for sharing ideas or changes they are making to their projects. Time for any Q’s. Also, students will be told to keep a journal of activity to be used for planning presentations (about their experience).

A graphic organizer to plan project provided by teacher (including activities, materials needed (including: help from (?), parents/grandparents, etc.), possible challenges and when planning to complete the activity.) Pencil.

Again, students may refer to other classmates or teacher for help.

Graphic organizers, which teacher will assess and give back with any final suggestions. Teacher will have some idea at this point who may need more help, and may spend some time during the class with these groups.

4

First class after project completion date.

Understand their process through considering particular Q’s made by the teacher. Prepare for presentations over the next double-class (1 hour and a half).

1. Teacher will introduce shape of the lesson. (First, students will be given a few questions to fill out as a group/individual, next they will plan how they will present this to the class?) The Q’s the class will be asked to fill in on a worksheet (teacher will provide with Q’s): ‘What did you plan?’ ‘Did your plan work?’ ‘What did you learn in the process?’ ‘What would you change if you were to do it over again?’ Next, students will consider how they would like to present their project. What would they like to include, some artifacts from their experience? Perhaps a drawing of them doing the fundraising? Lastly, they will consider any particular things

Worksheet with Q’s for reflection on the project. Pencils. Students will be required to bring their journals to refer to.

Students will work in their groups which may aide in scaffolding problems with Q’s on worksheet. Any additional problems with instructions can be assessed on an individual basis, as teacher should have spare time while groups are busy filling in worksheets, planning presentations.

Teacher will assess the filled in group worksheets. Teacher will also collect journals after this class to see that students were trying to write about their experiences.


Criteria

they might like to say during their presentations and will be asked to write these ideas down.

5 (+ 6)

Presentations of ‘the process and results’ of the projects.

Students will practice good listening and questioning skills. This will hopefully encourage critical thinking on the part of the presenters, to respond. It also demands that students asks Q’s. So, trying to determine what are good Q’s to ask, and what Q’s are less important?

Teacher will describe the active role both presenters and listeners will play for the presentations. Teacher will ‘lead from behind’ in this class, so will allow the presenters to come forth (in a randomly picked order) and if the language or context becomes unclear teacher will ask student to try to explain the point in different words to convey meaning better. Also, teacher will help the Q period after each presenter, allowing 1-3 Q’s per group, depending on length and detail of responses from presenting group. (Teacher will also try to encourage certain kinds of Q’s, over others, which may involve reframing the Q for the presenting group.) Half way through the presentations (after 45 minutes) teacher will stop for a 5 minute ‘brain break,’ so students can move out of their desks (perhaps aerobics to music).

Any materials the children wanted to bring to use in their presentation (as specified in previous lesson).

Teacher will be helping to scaffold any language challenges, through helping student reframe their words, perhaps through providing them with the alternative word(s) they might have meant to use.

Teacher will assess the students on both the presenting side and the listening and responding side. (Teacher will try to encourage all students to speak, through presenting or Q’s to the presenter, to have full class participation.)

unit overview (part 1) jeremy parkin...

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