Learning and Evaluation Situation

Overview of the lesson plans and activities

LESSON 1

LESSON
PLAN

TOPIC/LEARNING
SITUATION

TIME: 1:10 pm

GRADE: 6 Cycle 3

DURATION: 55-65 minutes

SCHOOL: General Vanier

Elementary School

By the end of this lesson students will have to consider the concept of
cool and what it means personally.

&
ELA COMPETENCIES

CROSS-CURRICULAR
COMPETENCIES

TIME

SUBJECT: English
Language Arts

Students will have to figure out what is cool?

OBJECTIVES

MATERIALS

DATE: October 4th, 2012

1- to read and listen to literary, popular and information-based texts

2 - to write self-expressive, narrative and information-based texts
3 - to represent her/his literacy in different media
4 - to use language to communicate and learn
4- to exercise critical judgment
Cool Survey, chart paper, markers, poster, colors, pencil, eraser.

ACTIVITY
Introduction

10
The teacher will begin the lesson by playing a game of hang man. The students will have to
guess the topic of the day: What is cool? The teacher will then give a brief explanation about
the objective of the lesson. The teacher will ask her assistants to hand out a survey entitled
Cool Survey (See Appendix A). This survey will be placed in the reading section of their
ELA binder. The teacher will read through each question. Once it has been read, students
will have to answer each question individually.
Once complete, the teacher will go through each question with the students and see what
answers they came up with. For each question, the teacher will ask one student to explain

Learning and Evaluation Situation

TIME

ACTIVITY
their answer.
Development

20-25
Following the survey, the teacher will place several questions around the classroom on chart
paper. Each station will have one question and one marker. The students will have two
minutes at each station to read the question, discuss with their group and come up with an
answer. The ringing bell will be their cue to move on to the next station. The teacher will
circulate the room to assist those in need and make sure the activity is running smoothly.
Once the groups have answered all the questions, the teacher will go over their answers and
have a class discussion to determine what is cool.
Conclusion-Follow up:
25-30
The teacher will ask her assistants to hand out an 8 x 11 poster paper to each student.
The teacher will explain to the students that they will have to choose the most important
quality or item which they think makes a person cool. In one sentence, they will write Cool
is.... Once they have completed the sentence, they will have to draw a creative picture
describing their sentence. The teacher will give clear details about what is expected on the
poster and will write down on the board some suggestions as to what makes a nice poster.
For example, color, clear writing and picture, layout etc. The students will be asked to make
a rough draft and have it approved by the teacher before creating their poster.
This activity will be done individually and the poster will be graded according to the rubric
attached. The teacher will circulate the room asking students several questions about their
drawing.
Early finishers will be provided with a new free time sheet.
Assessment:
Checklist Students will be assessed on how well they:
Suggest ideas, insights/new direction
Builds on ideas of others
Seeks or offers clarification (questions)
Uses and interprets nonverbal cues
Stays on topic/shows respects
*Attached at the end of the lesson is the poster rubric.

Poster Rubric

Learning and Evaluation Situation

Graphics

Originalit
y

Connecti
on
between
image
and
words
Spelling
and
Grammar

The graphics
used on the
poster reflect
an
exceptional
degree of
student
creativity.
The image
and words
communicat
e meaning in
an
imaginative
manner.

The
graphics
used on the
poster
reflect
student
creativity.

The
graphics
used on the
poster are
simple.

The graphics
are made by
the student,
but are based
on the designs
or ideas of
others.

No graphics
made by the
student are
included.

The image
and words
communica
te meaning
effectively.

The image
and words
convey
sufficient
information
to create
meaning.

The image
and words
provide some
information,
but the
meaning is
unclear.

The image
and words do
not convey
information
or meaning.

There are no
grammatical
errors.

There are 23
grammatica
l errors.

There are 4- There are 6-7

5
grammatical
grammatica errors.
l errors.

There are
more than 8
grammatical
errors.

TOTA
L

Learning and Evaluation Situation

Appendix A

Cool Survey
Which of these groups do you consider to be your guide to whats cool?
Your friends
Older kids
Kids who are popular
Celebrities (famous)
Other __________________________________________________________________
Does advertising have an effect on what you choose to buy?
Never
Sometimes
Often
Always
Other __________________________________________________________________
Do you pay attention to cool fashions and trends?
Never
Sometimes
Often
Other __________________________________________________________________
What makes a certain item cool?
The way it looks
The logo/brand

Learning and Evaluation Situation

If others own it
All of the above
None of the above
Other __________________________________________________________________
Is it important to have cool clothes?
Very important
Somewhat important
Not important
Other __________________________________________________________________

Samples of students work:

Learning and Evaluation Situation

LESSON 2
Duration
Three class periods
Topic
This is a continuation of the topic
what is cool? Students will have to
use their imagination to reinvent an
object and make it cool.
Objective
Students will work together with their
partner and reinvent the object they
have chosen. By reinventing the
object, students will need to add their
own personal twist of cool.
Step One
Choose one example of an object we
use on an everyday basis and
brainstorm ideas about the item with
the students.
Try to come up with ideas on how to
make this item cool.

Step Two
Students will pick a partner and pick
out of the bag the object they will
have to reinvent and make cool.
Step Three
Brainstorm ideas about the object and
how they can make it cool.
The brainstorming will be due by the
end of the class period.
The teacher will look over it and hand
it back to students the following class.
Step Four
Write a rough draft of their
reinvention.
Create a vivid image of their new cool
invention.
Step Five
Recopy corrected version of the rough
draft in blue pen.

Learning and Evaluation Situation

Image of their reinvention will be
placed on the front cover.

The teacher will grade it and the new

inventions will be hung in the
classroom for students, staff
members and parents to see.

Step Six

Assessment

Reinventing a cool object

Rubric
5

Use of Class Time

Used time well during
each class period.
Focused on getting the
project done.
Front Cover
The cover is creative
and vibrantly depicts the
new object.
Process
This writing shows clear
evidence of planning. All
steps outlined in the
instructions have been
followed carefully.
Content
The content of this piece
of writing is clearly
related to the topic on
making the object cool.
Ideas are well focused
and details are powerful.
This piece of writing
illustrates a personal
twist to it.

Learning and Evaluation Situation

Grammar
There are few or no
errors in mechanics,
usage, grammar, or
spelling.

LESSON 3
Duration
Two class periods
Location
Computer Lab
Topic
Students will work together in their
groups and analyze a specific
commercial assigned to them.
Objective
Students will have to deconstruct
media messages through analyzing a
commercial. Students will need to be
able to interpret clear messages and

hidden messages. By becoming aware

of the persuasive techniques used in
commercials, students will learn to
see how the media seeks to
manipulate their audience. After
completing the worksheet, students
will have to share their findings at the
end of the class period.

Step One
Go through the elements that make
up a commercial: purposes,
persuasive techniques used and
target audience.

Learning and Evaluation Situation

Step Two
Analyze a commercial on YouTube
with the students.
The teacher will go through the
important aspects found in the
commercial.
Step Three
Students will be assigned a computer
and a group (3 students per group).
Each group will view a specific
commercial on YouTube.

Fill in the worksheet entitled

Commercial Analysis.
Step Four
Show their commercial and present
their findings to the class.
Assessment
Listening to their presentations, as
well as the worksheet they have to fill
in Commercial Analysis

LESSON 4
DATE: NOVEMBER 20TH,
2012

SCHOOL: GENERAL VANIER

ELEMENTARY SCHOOL

CYCLE 3 GRADE 6

DURATION: 3

CLASS PERIODS

SUBJECT: LANGUAGE ARTS

TOPIC:
CREATING A
STORYBOARD

BROAD AREA OF LEARNING:

MEDIA LITERACY
* USE OF MEDIA-RELATED MATERIALS AND COMMUNICATION
CODES : PROCEDURE FOR PRODUCING , CONSTRUCTING AND
DISTRIBUTING MEDIA PRODUCTS ; USE OF VARIOUS
TECHNIQUES , TECHNOLOGIES AND LANGUAGES (QEP, P. 49)
ENGLISH LANGUAGE ARTS COMPETENCY:
2 - to write self-expressive, narrative and informationbased texts
3- to represent her/his literacy in different media
4- to use language to communicate and learn

CROSS CURRICULAR COMPETENCIES:

4- to use critical judgment

ENGLISH
LANGUAG
E ARTS

ESSENTIAL KNOWLEDGES:
- Discussion review on the
purpose, audience,
persuasive techniques
used in media.
- Discuss what a storyboard
consists of (images and
words).

LEARNING OBJECTIVES:
STUDENTS WILL BE ABLE TO:
- Apply what they learned
about media texts to create
their own storyboard
- Create a storyboard
- Understand the procedure
used to make an effective
commercial

MATERIALS:

Chalk board, chart paper, colored markers, storyboard template, Reinventing a Cool Object good copy, stencil entitled Persuasive
Techniques, pencil, and eraser.

TIME:

INTRODUCTION
20 MINUTES

The teacher will ask the classroom assistants to pass out the stencil
entitled Persuasive Techniques. The teacher will begin the lesson
by asking students:
- What do you remember about commercial ads?
- What are they used for?
- What is their purpose?
- Who is the intended audience?
- What are the types of persuasive techniques?
The teacher will write down all of the students ideas on chart paper
under the heading Commercial Review.
Teacher will ask students:
- Aside from what we have seen and spoken about, what other
specific features do you see in a commercial?
- Why do you think these are important in a commercial?
The students should then engage in a discussion about what they
have learnt about commercials and other valuable aspects a
commercial ad has.
The teacher will ask students what they think the procedure of a
commercial is.
Teacher will ask students:
- What is a storyboard?
- Can you give examples of what a storyboard looks like?
The teacher will then show an example of a storyboard so the
students will be able to see what it looks like. The teacher will explain
what the storyboard example is about. (Look at checklist)
DEVELOPMENT
10 MINUTES

As a class, the teacher will create a checklist with the students.

Students will come up with their own ideas about what is required on
the checklist.
Teacher will ask students:
- What does it take to make a convincing ad?
Possible answers from students:

o
o
o
o
o
o
o
o
o
o

Catchy slogan
Pictures
Persuasive techniques
Contact information
Price (Optional)
Clear message
Time
Location of product (Optional)
Good storyline
9-12 boxes

The teacher will write down all of the students ideas on chart paper
under the heading Checklist. The teacher will tell the students that
they will receive a
hard copy of the checklist next class. For now, they can look at the
chart paper that is posted on the chalk board as reference.
CONCLUSION
20 MINUTES
(CONTINUATION NEXT CLASS)
Students will be asked to pair up with their previous partner from
their cool project. They will receive their corrected version of their
Re-invented Cool Object they have created. With the ideas from
their new object, they will create a storyboard for a commercial ad
which they will eventually film.
Students will get a chance to finish working on their storyboard next
class.
DIFFERENTIATION
The teacher will be circulating the classroom, repeating instructions
to groups with students who have a learning disability. Also, the
storyboard serves to suit different learners since there is an image as
well as a written component.
ASSESSMENT
At the end of the three classes, students will hand in their finished
product of their storyboard along with a self-evaluation. The
questions will be:
o What are you most proud of?
o What did you enjoy?
o What did you struggle with?
o What have you learned about producing a storyboard?

Checklist
What does it take to make a convincing ad?
Catchy slogan
Pictures
Persuasive techniques
Clear message
Good storyline
Dialogue
30 45 seconds
9 12 boxes
Price (Optional)
Location of product (Optional)
Contact information (Optional)

Self-evaluation
1. What are you most proud of?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
2. What did you enjoy?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
3. What did you struggle with?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
4. What have you learned about producing a storyboard?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_

MEDIA PRODUCTION
CRITERIA

Purpose
and
Audience

Range of Competency
5
4
3
Cleverly
engages
the
intended
audience.
The
message is
clear and
concise.

Effectively
addresses
the
intended
audience.
The
message is
clear.

Addresses
the
intended
audience.
A message
is evident.

2
Attempts
to address
an
audience.
A message
is
suggested.

1
Does not
address an
audience.

Structure
and
Features
(Techniqu
es)

Story Plot

Pays
deliberate
attention
to specific
persuasive
techniques
to
elaborate a
message.
Develops
and
expands on
a strong
connection
between
the
advertisem
ent and the
narrative
writing.

Pays
careful
attention
to
persuasive
techniques
to develop
a message.

Uses
persuasive
techniques
to create a
message.

Relies on
basic
techniques
to suggest
a message.

Attempts
simple
techniques;
the message
is vague.

Develops a
satisfying
connection
between
the
advertisem
ent and the
narrative
writing.

Makes a
logical
connection
between
the
advertisem
ent and the
narrative
writing.

Makes a
weak
connection
between
the
advertisem
ent and the
narrative
writing.

Makes no
connection
between the
advertiseme
nt and the
narrative
writing.

Samples of students final product:

The Nifty Hairbrush

The Amazing Cap

Portable Micro

The Magnificent Carpet

The HB Pencil 2000