The+Plan



"In order for meaningful learning to occur the task that students pursue should engage active, constructive, intentional, authentic and co-operative activities" (Jonassen, Howland, Marra, & Crismond, 2008, p2). Our planned activities use a combination of the above characteristics and use technology in combination to make the learning rich and meaningful.

**// By studying visual images students will develop an understanding of what the images mean //** **// That children can extend their experiences and personal explanations of media literacy through: //** **// in authentic contexts. //** || **Essential Questions:** **//What is the difference between fact and fantasy?//** **//What are emotions?//** **//How do we handle our different emotions?//** **//What do we do if we watch something we don’t like?//** || **// what is a feeling/emotion //** **// what is real and what is not and why it is important to know the differences //** **// ways to keep safe //** || **// Students will be able to……. //** **// explain the difference between fact and fiction //** **// share own ideas about feelings //** **// create a list or what to do list that shows ways to keep safe //** || **Use IT tools to create:-** // **Teacher observation, questioning from the students and their responses.** // // **Students able to name/ locate the emotion/feeling** // // **Body language and miming and movement to show feelings** // // **Art work showing feelings/expression** // || **Web Tools:** //bubblus; Graphic organisers, wordle, surveymonkey, youtube, teachertube, Kids.Zone, SmartSlide, Slideshare//
 * **Stage 1 – Desired Results** ||
 * **Established Goals: //Critical Media Literacy is important to develop in children from an early age.// ** ||
 * **Understandings:**
 * **// investigating //**
 * **// exploring //**
 * **// constucting and expressing ideas clearly //**
 * **// modelling //**
 * **// designing //**
 * <span style="color: #800080; font-family: "Comic Sans MS",cursive;">**// collaborating or co-operating //**
 * <span style="color: #800080; font-family: "Comic Sans MS",cursive; line-height: normal; margin-bottom: 0pt;">**// Students will know: //**
 * <span style="color: #800080; display: block; font-family: "Comic Sans MS",cursive; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: center;">**Stage 2 – Assessment Evidence** ||
 * <span style="color: #800080; font-family: "Comic Sans MS",cursive; line-height: normal; margin-bottom: 0pt;">**Performance Tasks:**
 * //**a brainstorm of ideas about fact or fantasy**//
 * // **a list of feeling words (Emotions)** //
 * // **a survey of TV or computer game watching (<span class="wiki_link">Investigation Survey) ** //
 * // **photos to show emotions** //
 * // **digital story or Comic life Page (Emotions)** //
 * // **recorded music to add to photos- photostory** //
 * // **a safety checklist (Safety)** // || <span style="color: #800080; font-family: "Comic Sans MS",cursive; line-height: normal; margin-bottom: 0pt;">**Other Evidence:**
 * <span style="color: #800080; display: block; font-family: "Comic Sans MS",cursive; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: center;">**Stage 3- Learning Plan** ||
 * ** <span style="color: #800080; font-family: "Comic Sans MS",cursive; font-size: 16px;">IT Tools : ** //video, camera, Comic Life, Photo Story, Power Point.//

<span style="color: #800080; font-family: "Comic Sans MS",cursive; line-height: normal; margin-bottom: 0pt;">** Time frame: Term 2: Weeks 1 – 5. **

<span style="color: #800080; font-family: "Comic Sans MS",cursive;">** Active – Investigating and exploring (To begin) **

<span style="font-family: Arial,Helvetica,sans-serif;">Students bring their favourite game, DVD, toys or know about their favourite TV programme. Generate questions – What is special about…? When do you watch it? Are the characters real? Why or why not? How do you feel when you watch…? <span style="font-family: Arial,Helvetica,sans-serif;">Students will be assisted by teacher and parent helpers who will model operating the technical equipment and assist with supervision for the activities. Student work in groups and each group will be allocated technological equipment.

<span style="color: #800080; font-family: "Comic Sans MS",cursive;">For example <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Group 1 LCD /TV to view a morning children’s program <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Group 2 Computers to view a game on the internet. <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Group 3 DVD player to view movie. <span style="font-family: Arial,Helvetica,sans-serif;">Each group discusses what they have just viewed and talk about fact and fantasy, the technology they used and what features it has. Each member takes turns and talks about what they have seen. (Show and Tell) Brainstorm ideas from each group and display on smart board. Printout a copy for each group. Or use bubbl.us or kidspiration. Use graphic organisers Swap viewing groups to compare ideas and results.

2.View selected clips from teachertube or youtube showing different emotions/situations ( Investigating Cartoons) Use above brainstorm to decide whether it is fact or fantasy. Construct a page with a list of feeling words, children select from list words to describe the feeling they are viewing. Children make own key words into a sign-attach to stick and show when feeling is displayed/ or how they are feeling. (Can be used in other activities) Teacher model first then children buddy to complete task. How do you think Road Runner feels now? How would you feel? Discuss further: Do you think this could happen? Is it fact or fantasy?

3. Create a joint powerpoint, each child contributing an idea about what they watch at home. (Investigation Survey) Survey TV watching at home or computer game time. What have we discovered? Share findings with parents.

4. Listen to on-line stories (Stories) identify fact or fiction list or share aloud the feelings of Big Bad Wolf, Three Little Pigs etc (use signs)

<span style="color: #800080; font-family: "Comic Sans MS",cursive;">** Constructive- How children can communicate what they have learned ** See Emotions Children to use kidspiration or bubbl.us to make brainstorm. Share together as class using smart board or projector and computer. Review and reflect on brainstorms identifying characteristic generating questions, what is fact and what is fantasy and discuss emotions how they felt when watching the game, TV or movie. 2. View ideas and thoughts using projector Combine pages into a power point to view 3 Role play emotions. Demonstrate a feeling to the class using body language and facial expressions. Ask students to identify feeling and say how they knew this. (Use list already made or signs) Name a feeling student use body language and facial expressions to demonstrate each feeling (See Getting On Together, MOE 2001) 3. Find out how to make a simple graph, use spreadsheet. (Investigation Survey) Use surveymonkey to find out about TV viewing. Completed at school with a buddy or helper or at home with parent. 4 .What are emotions? How do we know what they are? Can we recognise them? Groups are given a digital camera. Each member is to show an emotion and have their picture taken. The group then uses the pictures with a variety of emotions to write a digital story. Teacher models process for making digital story to students. Class view each group story on smart board. Children use Comic Life and add cartoon bubble of emotion eg I am sad, angry etc 5. What about music does that make you think that something good is happening? How does this help the character? Listen to clips of music Create own sounds for soundscape using instruments, voice etc Record and add to pictures taken with camera (above)

<span style="color: #800080; font-family: "Comic Sans MS",cursive;">** Intentional – the goals ** A class discussion about emotions which cause us to feel frustrated and angry and how we react to our emotions. For example when we are playing a game is we miss our target and get frustrated and scream at the TV or stomp our feet. Sort the emotions into positive and negative. Think/pair share as to ways to change the emotion. Play pass the feeling (circle and ‘throw’ the feeling to another person who mirrors it then passes it on) Link this to examples of anger, happiness etc they have seen on the screen(TV, computer etc) and in particular to cartoons How do we react to ….? crying, laughing (Emotions) What happens if we see something we do not like?

Discuss why it is important to monitor what we watch and do when using technology. (Safety) Design a class safety check list. Use focusing questions for example, How can we keep ourselves safe when using technology? Who should I tell if I don’t feel safe? Link to netsafe The activities will include and use a variety of publishing ICT tools to help create an effective poster Ways I Keep Safe, What to do When…. Create a safety check list using Comic Life, Kids .Zone and Smart Slide.

<span style="color: #800080; font-family: "Comic Sans MS",cursive;">** Authentic ** Children draw pictures using (software programs paint shop) Write a digital story and include themselves as characters in the book. (Use photos and Comic Life, Photostory, power point) (Emotions) Make a movie each group role plays characters in the happy clapping song (Emotions) imovie, photo story Use story The Rainbow Fish by Marcus Pfister (1998 ) and dramatise. Record and make a movie or photostory. Make finger puppets of the different fish and children act the story, make into a movie. Make their own cartoon using animate. <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Art : draw happy/sad picture; PVA prints happy/sad; Use image from camera showing an emotion (taken previously) print A3 light copy, children colour in <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Drama : Role play and dramatisation <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Music: Music that makes me feel…. Music that shows a giant is coming, a fairy or a ‘mean’ character… <span style="color: #800080; font-family: "Comic Sans MS",cursive;">Dance: Happy dancing- Movements will be ? Sad dancing etc

<span style="color: #800080; font-family: "Comic Sans MS",cursive; font-size: 16px; line-height: 115%;">**Cooperative** Students share ideas about fact and fantasy by watching a movie and identifying what actions is real or not Hold up signs fact/fantasy when movie is paused. (Emotions) Children take home safety check list and parents are asked to add their ideas and these are added to the posters. (Safety) Parents involved with survey of watching habits. (Investigation Survey) Parents aware of safety on the net (For Parents) Parents are also asked to look at the recommended web sites for keeping safe when using technology... (For Parents) ||
 * Many of the activities are expected to undertaken with a buddy, group or class so that ideas are shared and common undertandings are made.**
 * <span style="color: #800080; font-family: "Comic Sans MS",cursive; line-height: normal; margin-bottom: 0pt;">**Reflections:** ||
 * <span style="color: #800080; font-family: "Comic Sans MS",cursive; line-height: normal; margin-bottom: 0pt;">**Next time:** ||

Reference Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). What is meaningful learning? In //Meaningful learning with technology// (pp. 1-12). Upper Saddle River, NJ: Merrill-Prentice Hall.