Grade: 3 Subject: Language Arts
Unit: Communities
Lesson Focus: Friendship – Students will generate different ways to solve a challenging situation in that occurs between friends. Makes connections to real-life experiences.
Timeframe: Three 45 Minute periods
"I can" statements
I can generate ideas to solve a problem.
I can solve interpersonal situations in an appropriate manner
I can effectively communicate my understanding in a digital format.
Outcomes:
Students will communicate ways to manage difficulties in friendship when they arise in multiple cultural contexts.
· identify and discuss issues that can present challenges in friendships
· demonstrate the use of interpersonal skills to solve problems within friendships
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others' ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· infer meaning within and beyond a variety of texts
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences , and feelings.
· express ideas in complete thoughts using simple, compound and complex sentences.
· label and define drawings to explain ideas/topics
· understand and apply readers'/listeners' comments to clarify meaning
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
· Drafting: Writing is connected to pre-writing. Write on a single topic, with a beginning, middle and end, some elaboration and organization
· Re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits and conventions
Resources:
Book: Recess Queen
Situation cards
video layout template
Rubric
Extra Resource: How to learn? From mistakes - Diana Laufenberg
21Century Skills
· Communicate and Collaborate · Apply and Interconnect
· Citizenship · Create and Publish
· Critical thinking
Connection: This lesson follows the “Making friends” lesson.
Mini-lesson:
Explicit Teaching (I Do)
Read the book “Recess Queen” (a bullying situation)
Discuss: sometimes things happen between friends that make us feel bad. Can you think of an example? Please do not use names. You will be given a situation and work with a partner. You need to discuss what you should do in this situation and then create an animoto video. The text and pictures need to explain the situation and how you should handle it.
Groups (We do)
Students work with a partner, discussing the situation they have been assigned and what they would do in that situation. They will then brainstorm their ideas and create a sequenced story on the video layout graphic organizer. Students can watch screencast, How to create an Animoto video with a partner at the Health station... They will also watch How to save an image/picture when they need to add an image.
The students will then use their video layout graphic organizer to create a video. When they have finished building their video they will watch How to produce your Animoto video to create the finished product.
Students will need to create a video which is organized, which contains complete sentences and appropriate pictures which enhance the meaning for the viewer.
Time to Share (We share)
Circle time: What did you accomplish today?
Name 1 thing you learned today.
When all videos are completed students will present their videos to the class and answer any questions.
Differentiation:
· Working with a partner helps students who have difficulty reading and/or understanding the content.
Enrichment: Students discover other elements of the Animoto program.
Students share their discoveries with their peers.
Students assist other students who are having difficulty navigating the Animoto program
Assessment:
· Conference
· Make notes under each outcome for individual students, using the iPad app "iDoceo"
· Graphic Organizer
· Rubric
Unit: Communities
Lesson Focus: Friendship – Students will generate different ways to solve a challenging situation in that occurs between friends. Makes connections to real-life experiences.
Timeframe: Three 45 Minute periods
"I can" statements
I can generate ideas to solve a problem.
I can solve interpersonal situations in an appropriate manner
I can effectively communicate my understanding in a digital format.
Outcomes:
Students will communicate ways to manage difficulties in friendship when they arise in multiple cultural contexts.
· identify and discuss issues that can present challenges in friendships
· demonstrate the use of interpersonal skills to solve problems within friendships
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others' ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· infer meaning within and beyond a variety of texts
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences , and feelings.
· express ideas in complete thoughts using simple, compound and complex sentences.
· label and define drawings to explain ideas/topics
· understand and apply readers'/listeners' comments to clarify meaning
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
· Drafting: Writing is connected to pre-writing. Write on a single topic, with a beginning, middle and end, some elaboration and organization
· Re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits and conventions
Resources:
Book: Recess Queen
Situation cards
video layout template
Rubric
Extra Resource: How to learn? From mistakes - Diana Laufenberg
21Century Skills
· Communicate and Collaborate · Apply and Interconnect
· Citizenship · Create and Publish
· Critical thinking
Connection: This lesson follows the “Making friends” lesson.
Mini-lesson:
Explicit Teaching (I Do)
Read the book “Recess Queen” (a bullying situation)
Discuss: sometimes things happen between friends that make us feel bad. Can you think of an example? Please do not use names. You will be given a situation and work with a partner. You need to discuss what you should do in this situation and then create an animoto video. The text and pictures need to explain the situation and how you should handle it.
Groups (We do)
Students work with a partner, discussing the situation they have been assigned and what they would do in that situation. They will then brainstorm their ideas and create a sequenced story on the video layout graphic organizer. Students can watch screencast, How to create an Animoto video with a partner at the Health station... They will also watch How to save an image/picture when they need to add an image.
The students will then use their video layout graphic organizer to create a video. When they have finished building their video they will watch How to produce your Animoto video to create the finished product.
Students will need to create a video which is organized, which contains complete sentences and appropriate pictures which enhance the meaning for the viewer.
Time to Share (We share)
Circle time: What did you accomplish today?
Name 1 thing you learned today.
When all videos are completed students will present their videos to the class and answer any questions.
Differentiation:
· Working with a partner helps students who have difficulty reading and/or understanding the content.
Enrichment: Students discover other elements of the Animoto program.
Students share their discoveries with their peers.
Students assist other students who are having difficulty navigating the Animoto program
Assessment:
· Conference
· Make notes under each outcome for individual students, using the iPad app "iDoceo"
· Graphic Organizer
· Rubric