The Outcomes referenced within my explanation below are based upon a rubric that I was marked upon for this assignment.
Lesson Plan Discussion
I believe that I did a fairly good job of this lesson and it could be taught once Three Day Road by Joseph Boyden was read (Outcome #4). Although, I do realize it could use some tweaks to be better. First off, I think that I successfully incorporated the provincial curriculum into the construction of my planned lesson (Outcome #1). Furthermore, I believe that my lesson plan effectively integrates the use of successful instructional strategies such as the Jigsaw method as well as co-constructed criteria to efficiently hit the desired outcomes of my assessment as well as my future student’s assessment (“). I would be building my rubric in the same manner as my final project’s rubric that was submitted earlier in the term. The goal of my lesson is to create a resource for the students to effectively give them a quick guide to the book if they need to look back at the book while doing the other activities from my unit (Outcome #2). Additionally, this lesson is being used to discover the level of understanding the students can demonstrate in regards to their knowledge on Three Day Road. I was also trying to think ahead while I was creating this and, thus, this is one of the options that students can do for their final project. This lesson works as a model for this final project option as well (Outcome #14). I also feel as though the group work that the students are partaking in helps to bring other students up to speed if they are lagging behind. Furthermore, the picture story is a simplified version of the book and will help students that may have not fully understood or kept up with the story (Outcome #14). I also feel as though the instructional strategies that are contained within my lesson are solid. I feel as though I effectively used the Jigsaw method to create a full resource for the students in which they fully create and teach their content to their classmates (Outcome #3). Throughout the process of creating this resource, students will have to be checking in with me to ensure that they are on the right track so that the completed whole at the end of this series of lessons successfully summarizes the book (Outcome #5). The pictures the students choose will also have a large factor on the formative assessment because it will determine whether the students understand the text they are reading (Outcome #5). From the knowledge gathered from this formative assessment, I can then adapt my lesson if needed to include another example or discuss with them aspects of the story that they are confused about. Thus, the formative assessment is a determining factor in the adaptations that will be done if it is deemed necessary (Outcome #14). As far as creating and engaging learning activities and tasks (Outcome #15), I believe that I have created an interesting project that integrates their knowledge about the book into a synthesized format. Furthermore, this project is not stand alone in that its use can be integrated into the other aspects of my unit through helping the students recall key moments within the book to draw upon for other assignments. I have attempted to have the students create this resource for themselves in a fun and interesting manner. I also feel as though it will cement the main plot points as well as the main ideas of the story for the students so that the rest of the projects can go smoother and be done in greater detail. Thus, I feel as though a holistic integration of the key literacies within the English Language Arts curriculum is touched upon (Outcome #16). Students are using speaking, writing, and reading skills to figure out this assignment (Outcome #16). Students must talk and debate with one another about what they will include within their picture story for their chapter which covers the oral literacy. They are writing down why they are including the picture and its importance within the chapter and the book as a whole in completion of the written literacy aspect. As well, throughout the first two processes, they are rereading the chapter (skimming/ in depth) to determine possible events/ ideas to include as pictures as well as cement their understanding of a particular part of the story to fulfill the reading literacy aspect.
I believe I have thought through this lesson carefully and have produced a fairly respectable product (Outcome #4). As of right now, I believe that I could indeed teach this lesson with a fairly high success rate with the materials and explanations that I have created. With that being said, lesson planning is always evolving as we gain new knowledge and/ or instructional strategies and I am sure this will be adapted in the future. Furthermore, I believe that I have done well in goal setting and have been realistic throughout my process. I also understand the need to adapt and change this lesson should it be necessary and am more than willing to do so. I feel as though my reflection on this lesson building project as well as my lesson plan show that I use and implement goals to enhance my own professional development (Outcome #7).
Lesson Plan Title: Picture Story Creation
Date: Undetermined Subject: ELA Grade: 10 Topic: Three Day Road
Time: 3 hrs. (3 Classes) – Possibly 2 depending on speed of completion
Materials: Pen, Paper, Electronic Resources
|Stage 1- Desired Results – you may use student friendly language|
|What do they need to understand, know, and/or able to do?
-How a picture story is a synthesis of the main ideas/ plot points within the story and can be used for clarification and quick recollection of material.
-How “using your own words” to describe the story (using the picture story) shows a fuller comprehension of the material.
Broad Areas of Learning:
Developing Lifelong Learners-
Students who are engaged in constructing and applying English language arts knowledge naturally build a positive disposition towards learning. Throughout their study of English language arts, students gain understandings, skills, and strategies to become more competent and confident language users.
Developing a Sense of Self and Community-
To learn English language arts, students need not only to use the English language but also to interact with each other. They use language to interact and to respond effectively with others and to build community.
Learners construct knowledge to make sense of the world around them. They develop understanding by building on what is already known. This key competency concerns the ability to make sense of information, experiences, and ideas through thinking contextually,
critically, and creatively. The philosophy of learning in English language arts is inquiry-based, and students use their language and thinking skills to explore a range of topics, issues, and themes
Developing Identity and Interdependence-
The ability to act autonomously in an interdependent world requires an awareness of the natural environment, of social and cultural expectations, and of the possibilities for individual and group accomplishments. English Language Arts require students to explore ideas and issues of identity, social responsibility, diversity, sustainability, and personal agency.
Literacies provide many ways, including the use of various language systems and media, to interpret the world and express understanding of it. Literacies involve the evolution of interrelated skills, strategies, and understandings that facilitate an individual’s ability to participate fully and equitably in a variety of roles and contexts – school, home, and local and global communities. To achieve this competency requires developing skills, strategies, and understandings related to various literacies in order to explore and interpret the world and communicate meaning. English language arts requires students to use different literacies, including language literacy, effectively and contextually to represent ideas and understanding in multiple, flexible ways.
Developing Social Responsibility-
This project requires the ability to participate with others in accomplishing shared or common goals. This competency is achieved through using moral reasoning processes, engaging in communitarian thinking and dialogue, and taking action to contribute to learners’ physical, social, and cultural environments. In English language arts, students explore their social responsibility and work toward common goals to improve the lives of others and the natural and constructed worlds.
Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: • identity (e.g., Foundational Stories);
• social responsibility (e.g., Destiny and Challenges of Life);
• social action (agency) (e.g., Human Existence).
– View, listen to, read, and respond to First Nations and Métis resources and other texts that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socioeconomic status, ability, age, gender, language, social structures, and decision making).
– Identify connections between self, texts, and culture.
– Develop understanding and interpretations of a variety of texts by drawing upon personal experiences and prior knowledge of texts and language.
– Respond thoughtfully and critically to text providing support from text to justify response.
Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts
-Read, comprehend, and explain the human experiences and values reflected in various literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities.
– Demonstrate active reading behaviours including:
• establishing a purpose for reading such as to learn, interpret, and enjoy
• skimming, scanning, and reading closely
• identifying and analyzing explicit and implicit messages, viewpoints, and concepts
• relating understanding of a range of texts to personal experiences, purposes, audiences, and other texts
• constructing images based on text descriptions (Key)
• discussing and analyzing meanings, ideas, language, and literary and informational quality in a range of contemporary and historical texts
Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., Foundational Stories);
• social responsibility (e.g., Destiny and Challenges of Life);
• social action (agency) (e.g., Human Existence).
-Create spoken, written, and other representations that include:
• coherence, logical progression, and support for ideas
• clear patterns of organization
-organize information using appropriate forms (e.g., charts, diagrams, outlines, electronic databases, storyboards)
-draw logical conclusion from information and consider how to best present to identified audience
Explain and present to a familiar audience the key ideas and events (actual or based on a text studied) through an appropriate combination of charts, diagrams, sound, models, drama, and print.
-Use props, visual aids, graphics, and electronic media to enhance the appeal and accuracy of presentations.
-Analyze, organize, and convert information into different forms (e.g., charts, graphs, drawings).
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners– Students are put into groups in which they need to work in a collaborative environment. In this way, students that may struggle have a support system that they can use to increase their learning.
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential School, Scrip, and Worldview)- Three Day Road is written by an Aboriginal author and contains FNMI content. Therefore, knowledge of FNMI content is necessary to adequately interpret the picture stories.
2.4 ability to use technologies readily, strategically and appropriately– Use of electronic resources such as PowerPoint and image searches help everyone within the classroom.
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings– Use of group work as well as the Jigsaw Teaching strategy helps to accommodate all learners and, furthermore, helps to ensure the success of all members of the classroom.
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective into all teaching areas- FNMI content is in both the book that is being studied as well as the students responses to this content. Furthermore, FNMI knowledge is important in adequately interpreting the picture stories.
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways-
|Stage 2- Assessment|
|Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Students understanding/ comprehension will be shown throughout the reading of Three Day Road by Joseph Boyden. Additionally, checkups during the creation process to make sure students are on the right track will be done. Student’s choice of pictures will also dictate if they understand the text. Ex. A person paddling a canoe does not fit with Xavier’s story after the war because he is having withdrawal symptoms in the bottom of a canoe. Therefore, if a group chooses this picture for Xavier then they may need more help or clarification.
|Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
At the end of the lessons, students will hand in their collaborative work on their picture story for their designated chapters. Students will come together once they are finished in a Jigsaw teaching strategy to share their chapter picture story with the group. Thus, the class as a whole creates a full picture journey of Three Day Road.
Marking will be based upon: coherence, accuracy, understanding (of audience), and detail. The extent of which will be co-created with my students and, thus, a rubric will be created based upon these topics linked into the outcomes and indicators within the curriculum.
|Stage 3- Learning Plan- Motivational/Anticipatory Set
– Show PowerPoint of my picture journey of getting to school without using words (1st half). Students have to guess what happened based on the pictures (Easy).
– The second half is a picture journey of a scene from How To Train Your Dragon. It is depicting the first arena battle when they are learning to fight dragons to save their village. This one is a little bit more difficult because it will not be spelt out for them (Hard).
– Show students other picture story creation: Elijah’s Decent into the Wendigo
– Discuss with the students how a picture journey can enhance understanding and aid in recollection.
– Students are broken into small groups to work on creating a picture story of a few (depending on group size) chapters from Three Day Road.
-Approximately 3-5 students per group that will take approximately 3-5 chapters each.
-A minimum of 5 and a maximum of 15 pictures per chapter is necessary (exceptions based on chapter sizes may be necessary)
-Each group has to share why they chose the pictures they did and what significance it has to the chapter and to the story as a whole.
-Can draw, take photos, or use electronic resources to find images to use.
-Group work allows students to collaborate and help students that may otherwise struggle.
Closing of lesson: (Last class)
– Accumulate all the picture stories into one cohesive whole for the students to use as a resource throughout the unit. (Jigsaw Teaching Strategy)
– Discuss how this resource can benefit the students throughout the rest of the unit on Three Day Road.
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)