Author(s): Rosemary McCarney

Links:
Amazon: https://amzn.to/3c3MBAZ
Indigo: https://bit.ly/3dat41I

Social Justice focus: Being young doesn’t mean being powerless

Synopsis: Eager to help the world, Rosie is thinking about what she’ll be when she grows up, but she doesn’t have an answer just yet. However, she does believe that she can still do lots of terrific things right now. After a walk with her dad, Rosie is introduced to the local food bank where the manager, Mr. Santino, shows them around the busy warehouse and allows them to help pack cartons. While there, Rosie spots her friend Sam and his mother getting a box of food. Because he’s obviously embarrassed, Rosie spends the rest of the day thinking about how she could make him feel better.  Eventually, Rosie comes up with a plan to help the food bank and Sam both.

Lesson Plan: Alessia Bisogni

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Making a Difference

Grade: 5

Lesson: What is the focus of this lesson in relation to the unit?
Using a variety of media texts, forms, conventions, and techniques to display how students would use their strengths to face a social justice challenge in our world.

Curriculum Areas: What are possible connections to other curricular areas?
Visual Art
Overall Expectations
D1. Creating and Presenting: Apply the creative process to produce a variety of to-and three-dimensional art works, using elements, principles, and techniques to visual art to communicate feelings, ideas, and understandings;
Specific Expectations
D1.3 Use elements of design in art works to communicate ideas, messages, and understandings

Family Life
E1. Appreciating God’s Goodness: Appreciate that humans are called to image the love of God by caring for all of God’s gifts of creation.
E1.1 recognize and appreciate the importance of using their gifts to make the world a better place for everyone

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Language

A2 Digital Media Literacy

A2.3 Research and information literacy

A2.4 Forms, conventions, and techniques

A2.5 Media, audience, and production

A2.6 Innovation and design

B1 Oral and Non-verbal Communication

B1.3 Speaking purposes and strategies

B1.5 Word choice, syntax, and grammar in oral communication

Learning Goal(s): What are students expected to know, do and understand? We are learning to….
I will produce a media text for a specific purpose
I will utilize an appropriate form to suit the specific purpose and audience for a media text
I will incorporate conventions and techniques appropriate for the media text and explain how these conventions and techniques help communicate my message
I will demonstrate an understanding of appropriate speaking behaviour in a variety of situations
I will communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Success Criteria: How will students know they have met the learning goal? I can….
I can effectively create a media text for a specific purpose
I can choose an appropriate form to suit the purpose of a media text
I can implement effective conventions and techniques for the media text and clearly articulate how these conventions and techniques help communicate my message
I can appropriately and effectively articulate my ideas, opinions, and information in a variety of situations

MODIFICATIONS / ACCOMMODATIONS:

How will I meet the needs of my students? Have I addressed any IEPs?
Students will be given oral and written instruction.
Students are able to create their media text using technology resources or devices if they choose.
Students are also able to create their media text by hand if they choose.
Students can share their ideas and understanding orally in class discussion or written (by hand or tech device) by submitting their ideas at the end of class.
Students can be provided with checklists and anchor charts to help organize and guide their ideas.

Minds-on:

How will I connect to prior and future learning? How will I engage students and set the context for learning?
Have students independently brainstorm personal strengths (through written work or pictures) on a piece of paper.
With their elbow partner, have students think, pair, share and document some problems/issues in their school, community, country, world.

Minutes: How much time will I allocate? 10 mins

Task: What will I be doing? What will students be doing?
I will be observing student conversation during think, pair, share. and using a check-brick to see if they are meeting oral communication expectations.
Students should be actively brainstorming and reflecting on personal strengths and social issues.
I will also be taking note of LSWH during the independent task.

Assessment: What is the Nature and Purpose of assessment?
Assessment as learning, as students are actively engaged in this assessment process: that is, they monitor their own learning during individual tasks and think, pair, share.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?
Read the story “Being Me” by Rosemary Mccarney.
Have students write down questions they may have during the reading

Conduct a class discussion and ask the following inferential questions on the book “Being Me”
Why do you think people believe kids like Rosie can’t make a difference?
Do you think there is a certain age in which you can make a difference?
What personal strengths did Rosie have?
How did Rosie make a difference?
How do you think Sam felt after Rosie proposed to do a food drive at the school?
How is Rosie similar to you?

Minutes: How much time will I allocate? 25 mins

Task: What will I be doing? What will students be doing?
I will be observing and taking anecdotal records of class discussion.
Providing effective oral feedback during discussion, in the form of verbal appraisal or affirmation.
Students should be actively participating during discussion to help draw connections and ideas which will further assist them in their media text task.

Assessment: What is the Nature and Purpose of assessment?
Assessment as learning, as students are actively engaged in this assessment process: that is, they monitor their own learning during class discussion; use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals.

Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal?
Students are required to create a media poster, of their choosing (technological or hand-made), about themselves that demonstrates and highlights their personal strengths and ways they can use these to face a social justice issue that they’ve identified in their school/community/country.

Minutes: How much time will I allocate? 25 minutes

Task: What will I be doing? What will students be doing?
I will be assessing through observation and check-brick to see if students are able to create an effective media text for a specific purpose, choose an appropriate form for their media text ,and implement effective conventions and techniques to communicate their overall message.
Students will be actively working on their media text individually.

Assessment: What is the Nature and Purpose of assessment?
Assessment of learning through demonstration of how their personal strengths can be used to create positive change in the world around us. Demonstrate this learning through media text.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?
Paper
Writing Utensils
Colour Utensils
“Being Me” by Rosemary Mccarney
Smart board for presentation and instructions

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?