Lesson Plans - Our World
Lesson 7
World Tales
Students Prior Knowledge and Experience
Students have previous experience with YouTube and e-books.
Students are familiar with common characteristics/structures of Fairy Tales.
Learning Purpose
ICT
- Students understand that stories may be told using different
technologies e.g. videos.
- Students interpret meaning and knowledge from visual images.
ENGLISH
- Students can identify common characteristics of Fairy Tales.
- Students learn about story structure and demonstrate comprehension
by identifying beginning, middle and ending in familiar stories.
Preparation and Resources
Google Earth displayed on the SMART Board
YouTube video "English Talking Book - The Frog Prince"
Fairy Tales Worksheet
Learning Experience
Teacher explains that the lesson will be about fiction stories. Fiction stories are used to tell stories that aren't true but are instead created by an author. Fairy Tales are very well known fiction stories that are told by many different countries and cultures throughout the world.
Brainstorm ideas about fairy tales;
The lesson will be focusing on the Fairy Tale the Frog Prince originating from Germany.
Use Google Earth to do a flyover showing the location of Germany.
Explain the origins of the Frog Prince; by the Brothers Grimm, written in 1812, many different interpretations including a recent movie "The Princess and the Frog".
Show YouTube video "English Talking Book - The Frog Prince". Ask the students to look for these characteristics while they watch the video.
The students are then required to fill out the Fairy Tales Worksheet.
Any early finishers will be able to browse through available box of Fairy Tale stories or other YouTube talking book videos (with assistance from the teacher).
Student Evaluation
Observe students knowledge of Fairy Tales during brainstorming session.
Assess comprehension of story structures and characteristics by monitoring worksheet progress and achievement.
Students have previous experience with YouTube and e-books.
Students are familiar with common characteristics/structures of Fairy Tales.
Learning Purpose
ICT
- Students understand that stories may be told using different
technologies e.g. videos.
- Students interpret meaning and knowledge from visual images.
ENGLISH
- Students can identify common characteristics of Fairy Tales.
- Students learn about story structure and demonstrate comprehension
by identifying beginning, middle and ending in familiar stories.
Preparation and Resources
Google Earth displayed on the SMART Board
YouTube video "English Talking Book - The Frog Prince"
Fairy Tales Worksheet
Learning Experience
Teacher explains that the lesson will be about fiction stories. Fiction stories are used to tell stories that aren't true but are instead created by an author. Fairy Tales are very well known fiction stories that are told by many different countries and cultures throughout the world.
Brainstorm ideas about fairy tales;
- What are some well know Fairy Tales?
- What are the common Characteristics of Fairy Tales? (good/bad characters, magic, set in the past, conflict).
- Most Fairy Tales have a moral message or teach a lesson.
- All Fairy Tales have a beginning a middle and an ending.
The lesson will be focusing on the Fairy Tale the Frog Prince originating from Germany.
Use Google Earth to do a flyover showing the location of Germany.
Explain the origins of the Frog Prince; by the Brothers Grimm, written in 1812, many different interpretations including a recent movie "The Princess and the Frog".
Show YouTube video "English Talking Book - The Frog Prince". Ask the students to look for these characteristics while they watch the video.
The students are then required to fill out the Fairy Tales Worksheet.
Any early finishers will be able to browse through available box of Fairy Tale stories or other YouTube talking book videos (with assistance from the teacher).
Student Evaluation
Observe students knowledge of Fairy Tales during brainstorming session.
Assess comprehension of story structures and characteristics by monitoring worksheet progress and achievement.
Lesson 8
Researching Stories with ICT
Students Prior Knowledge and Experience
Students are able to effectively plan and sequence information and ideas.
Students are familiar with using the internet and other sources to browse and locate information (with Teacher assistance).
Learning Purpose
ICT
- Students learn that they can create information on the internet as well
as use it.
- Students are able to locate information from various internet based
sources.
ENGLISH
- Students recognise that non fiction books/websites are reliable
sources of information.
- Students know that reading fiction can lead to researching facts.
- Students understand that the reader can learn a lot from illustrations
and images in a story.
Preparation and Resources
Storybird "Neha and the Leopard" displayed on the SMART Board.
Storybird Quick Tour (4:15 running time)
Books, CD Encyclopedias, websites of selected continents available
Storybird Plan Worksheet
Storybird Project Worksheet
Learning Experience
The lesson will begin with an introduction to the Storybird website. The students will learn that Storybird is an online collaborative site which allows people to create and publish their stories to share with the world.
The class will view on the SMART Board, a Storybird created by the teacher called "Neha and the Leopard". The class will be instructed to recall the main characteristics of stories (as learnt in previous lessons). These characteristics will be identified and discussed.
The basic operations of Storybird will be explained e.g. drag and drop, saving, publishing. And the short Quick Tour will be shown.
The students will then be divided into groups and given one continent per group from the following list; African, Asian, European, Australian, South American and North American. They will need to research stories, images and facts from their continent using the books, websites and encyclopedias provided to create a basic idea for their Storybird story. This will be written onto the Storybird Plan Worksheet.
The groups will then be divided into Authors and Illustrators and provided with the Storybird Project Worksheet which details their different tasks.
The main focus of this lesson is on the planning stage and using ICT to gather and organise information. The publishing and sharing on the Storybird site will be completed in the next lesson.
Student Evaluation
A short Question and Answer session will occur after the tour to determine students understanding of the tasks.
Monitor and observe students use of computers and the internet.
Students are able to effectively plan and sequence information and ideas.
Students are familiar with using the internet and other sources to browse and locate information (with Teacher assistance).
Learning Purpose
ICT
- Students learn that they can create information on the internet as well
as use it.
- Students are able to locate information from various internet based
sources.
ENGLISH
- Students recognise that non fiction books/websites are reliable
sources of information.
- Students know that reading fiction can lead to researching facts.
- Students understand that the reader can learn a lot from illustrations
and images in a story.
Preparation and Resources
Storybird "Neha and the Leopard" displayed on the SMART Board.
Storybird Quick Tour (4:15 running time)
Books, CD Encyclopedias, websites of selected continents available
Storybird Plan Worksheet
Storybird Project Worksheet
Learning Experience
The lesson will begin with an introduction to the Storybird website. The students will learn that Storybird is an online collaborative site which allows people to create and publish their stories to share with the world.
The class will view on the SMART Board, a Storybird created by the teacher called "Neha and the Leopard". The class will be instructed to recall the main characteristics of stories (as learnt in previous lessons). These characteristics will be identified and discussed.
The basic operations of Storybird will be explained e.g. drag and drop, saving, publishing. And the short Quick Tour will be shown.
The students will then be divided into groups and given one continent per group from the following list; African, Asian, European, Australian, South American and North American. They will need to research stories, images and facts from their continent using the books, websites and encyclopedias provided to create a basic idea for their Storybird story. This will be written onto the Storybird Plan Worksheet.
The groups will then be divided into Authors and Illustrators and provided with the Storybird Project Worksheet which details their different tasks.
The main focus of this lesson is on the planning stage and using ICT to gather and organise information. The publishing and sharing on the Storybird site will be completed in the next lesson.
Student Evaluation
A short Question and Answer session will occur after the tour to determine students understanding of the tasks.
Monitor and observe students use of computers and the internet.
Lesson 9
Storybird
Students Prior Knowledge and Experience
Students are able to work collaboratively while using the computers. They understand the importance of self and peer evaluation.
Learning Purpose
ICT
- Students are confident and successful at using the Storybird website.
- Students are able to ensure fair and even participation of all group
members while using the computers.
ENGLISH
- Students understand that they need to present their work well for
others to enjoy it.
- Students are able to present a sequenced account of events.
- Students value the importance of reflection and evaluation.
Preparation and Resources
Storybird displayed on the SMART Board
Evaluation Checklist
Learning Experience
Lesson 9 will involve the completion of the Storybird project and a short presentation from each group to the class.
Each group will receive a copy of the Evaluation Checklist to ensure that they have a good knowledge and understanding of the project requirements. The teacher will provide time to answer queries.
The students will then be given time to finish their stories. This will include typing in the text and inserting images.
The stories will then be published and displayed onto the SMART Board.
Each group will take it in turns to explain their presentation and answer questions from other students.
All groups will be peer assessed (as a collaborative activity) using the Evaluation Checklist. This helps the students to learn to reflect and evaluate their own and others work.
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Student Evaluation
Students performance will be measured using the Evaluation Checklist
