Lesson Plan for The Best Part of Me Activity

Literacy ­ Grade 3 The Best Part of Me

Differentiated Instruction Teaching/Learning Examples Session Topic: The Best Part of Me Duration: 40 minutes 1 Use technology to enhance learning 2 Work collaboratively

Differentiated Instruction Details Knowledge of Students

Differentiation based on student:

⊠ Readiness ❒ Interests ❒ Preferences ❒ Styles ​ ⊠ Intelligences ❒ Other (e.g., environment, gender, culture) ​ Need to Know ● Students’ ability to use computers and navigate various web tools ● Students’ ability to type ● Students’ oral communication skills How to Find Out ● Observe them navigating web tools used previously (During an introduction to Powtoon) ● Observe them typing, and the typed work received for other assignments ● listen to students’ speaking to myself, each other, when they are called on to answer as question, as well as during presentations Differentiated Instruction Response ❒ Learning materials (content) ❒ Ways of learning (process) ​ ⊠ Ways of demonstrating learning (product) ❒ ​ Learning environment

Curriculum Connections Overall Expectation(s): Oral Communication 2.​ Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes Media Literacy 3.​ Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

Specific Expectation(s): Oral Communication 2.3 ​ Communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence Oral Communication 2.4​ Choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and engage the interest of their audience Media Literacy 3.4 ​ Produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

Learning Goal(s): ● Students will clearly and coherently explain what their favourite body part is and why. ● Students will use words and phrases to communicate what they have written Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers 1.

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

Assessment and Evaluation Assessment/Success Criteria Assessment Tools Students Will Be Able To (SWBAT) write ● Plickers a paragraph about their favourtie body ● Rubric (attached) part, type the paragraph, upload it to ● Observation PowToon and tape themselves orally

presenting their paragraph using Audacity.

Prior Learning Prior to this lesson, students will have: ● created a PowToon account ● a basic understanding of how to use PowToon ● an understanding of how to use Plickers ● a Plicker card that is laminated and assigned to them

Materials and Resources Materials: ● Smart Board ● Laptops, Ipads and other devices ● Plickers cards

Internet Resources: ● Read Aloud, “The Best Part About Me”: ​ https://www.youtube.com/watch?v=Q0Sk1EAD8JY ● Explanation of how to use PowToon https://drive.google.com/file/d/0B­CRY­pUfeEQWTA2Z3BBbTVMMGs/view ● Explanation for how to use Audacity https://drive.google.com/file/d/0B­CRY­pUfeEQSjFWZlJwVkc5aUU/view ● Plickers.com​ https://plickers.com/

Minds On Connections ● Establishing a positive learning environment L: Literacy ● Connecting to prior learning and/or experiences ML: Mathematical Literacy ● Setting the context for learning AfL, AoL: Assessment for​ /​ of​ Learning Whole Class:

I will play the YouTube video of the read aloud for “The Best Part of Me” on the AfL:Following the read smartboard. aloud. https://www.youtube.com/watch?v=Q0Sk1EAD8JY Action ● Introducing new learning or extending/reinforcing prior learning ● Providing opportunities for practice and application of learning (guided > independent)

Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers 2.

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

Individually: The students will look at an example of what they are expected to do: <iframe width="480" height="311" src="http://www.powtoon.com/embed/fA9nkPXz1HK/" frameborder="0"></iframe>

The students will log onto PowToon. They will take a picture on the class iPad of the body part that they have chosen and upload it into the PowToon. They can also find a picture on one of the free image source pages if they are more comfortable with this. The first slide will have a picture, as well as the words “The best part of me is…” The students will make a second slide where they type up the words describing what their favourite body part is. If they need help navigating PowToon, they can use this source: https://drive.google.com/file/d/0B­CRY­pUfeEQWTA2Z3BBbTVMMGs/view

The students will open Audacity and record themselves saying the words they have written. They will speak out loud and use the recording device. Once they have finished, they will upload the file into the PowToon site. If they need any help they can refer to this source: https://drive.google.com/file/d/0B­CRY­pUfeEQSjFWZlJwVkc5aUU/view

Consolidation and Connection ● Helping students demonstrate what they have learned ● Providing opportunities for consolidation and reflection Whole Class: Description I will use Plickers (​ https://plickers.com/​ ) to evaluate the students learning. The students will have already used Plickers, so they will know to hold up their plicker code to

AfL: Strategy/Assessment Tool

AfL: Use technology to create their own book page.

AfL: Writing style and proper format.

AfL or AoL: Strategy/Assessment Tool

AoL: Evaluate what the students learned.

Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers 3.

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

The Best Part of Me Evaluation Rubric Expectation:

Level 4

Level 3

Level 2

Student communicates orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence (Oral Communication 2.3)

Student is highly effective and communicates in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence

Student is somewhat effective and communicates in a satisfactory manner, presenting ideas, opinions, and information in a somewhat logical sequence

Student is ineffective in communicating main ideas, does not present ideas, opinions and information in a logical sequence

Student chooses a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and engage the interest of their audience (Oral Communication 2.4)

Student is highly effective in choosing a variety of appropriate words and phrases, and includes descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and engage the interest of their audience

Student is somewhat effective in in choosing a variety of appropriate words and phrases, and includes a few descriptive words and technical vocabulary, and a few elements of style, to communicate their meaning

Student is ineffective in in choosing a variety of appropriate words and phrases, includes no descriptive words and technical vocabulary, and no elements of style to communicate their meaning

Student produces media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (Media Literacy 3.4)

Student is highly effective in producing media texts for their intended audience, using simple media forms and appropriate conventions and techniques

Student is somewhat effective in producing media texts for their intended audience, using simple media forms and appropriate conventions and techniques

Student is ineffective in producing media texts for their intended audience, using simple media forms and inappropriate conventions and techniques

Body Language and Eye Contact

Movements were fluid, the student maintains eye contact with audience

Very little movement or descriptive gesture, displayed minimal eye contact with audience

No movement or descriptive gestures, no eye contact with audience

Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers 4.

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

Differentiated Instruction Teaching/Learning Examples 2009 â&#x20AC;&#x201C; Template for Writers 5.

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch