Lesson Plan

Renee Choiniere

Subject: _Interdisciplinary: Technology _/Literacy/ Art_/ Social Studies
Unit of Study: Enquiry Unit : Who is in my Global Community?
Sub Question: How can I affect My Global Community

Lesson Plan 4 ( 2-4 80 minute sessions)
Title: What is a Global Community? Who am I in that Global Community?
Summary of Unit: This Unit consists of Four separate Lesson Plans. The directive of the unit is to
broaden students awareness of Global Community, Global technology and Global responsibility. This Unit
is used to focus on the subjects of Social Science, Technology , Literacy and Art. This unit can be used to
address multiple subject areas . The unit places particular emphasis on developing collaboration and group
participation , enhancing communication across genres and expansion of multi-media artistic skill and
technological literacy . The plan is devised to work in computer stations. (It can be worked with printed
handouts with the exception of on-line interactive games, slide show creation and blogging. Games can be
done with one computer per classroom and assigned times. Slide show creation can substituted using in
class poster creation and blogging can be done in journals with read aloud pairing response.) Computer
aspects of plan have been created and published at http://www.growinginaglobalcommunity.com/
The website consists of 4 phases or lessons (Each phase carries its own lesson plan.) Online Game page ,
Student Blog , Vocabulary Puzzle , Rubric , Prior Learning Book list / WebQuest referral page , Parent
Blog
Lesson 4 : Standards: Ccss Standards
Literacy
Speaking and listening Standards 1 and 5
Comprehension and Collaboration
1. Engage electively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with
diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own
clearly.
A. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed.
C. Pose and respond to specific questions with elaboration and detail by making comments that contribute
to the topic, text, or issue under discussion.
D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.

Art Standards Visual Arts : Grade 6

B. Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate
through the art discipline.
B1 Media Skills
Students choose suitable media, tools, techniques, and processes to create original art works.
B2 Composition Skills
Students use Elements of Art and Principles of Design to create original art works that demonstrate
different styles in paintings, three dimensional objects, drawings from imagination and real life, and a
variety of other media and visual art forms..

NETS Technology Standard 2
Communication and Collaboration
2. Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
A. Interact, collaborate, and publish with peers,experts, or others employing a variety of digital
environments and media
B. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats
C. Develop cultural understanding and global awareness by engaging with learners of other cultures
D. Contribute to project teams to produce original works or solve problems


Social Studies Standards A2 and A2a

Taking Action Using Social Studies Knowledge and Skills

A.2. Performance Indicator: Making Decisions Using Social Studies Knowledge and Skills
Students make individual and collaborative decisions on matters related to social studies using relevant
information and research and discussion skills.
A.2.a. Grade Level Example:
Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to
share ideas, and individually and collaboratively develop a decision or plan.

Ideas for Anticipatory Sets: Building on prior knowledge gained from reading list throughout the term
( see reading list below) and knowledge gained from lesson in this unit 1-3 , students will establish a
specific theme or area of need to be addressed by global community. Students will combine this knowledge
with skills developed in 2D WebQuest to create a short video appeal for public assistance in their chosen
area of need. I/E : Homelessness/ Hunger/ Education







Suggested Text Set to be Integrated into Social Studies / Reading / Geography prior to lesson plan:
Tight Times by Barbara Shook Hazen
Lives Turned Upside Down: Homeless Children in Their Own Words and Photographs by Jim
Hubbard
The Kid's Guide to Social Action: How to Solve the Social Problems You Choose-And Turn Creative
Thinking into Positive Action by Barbara A. Lewis
It's Our World, Too!: Young People Who Are Making a Difference: How They Do It - How You Can, Too!
by Phillip M Hoose and Pete Seeger
Kids with Courage: True Stories About Young People Making a Difference by Barbara A. Lewis
Real Kids, Real Stories, Real Change: Courageous Actions Around the World by Garth Sundem
A Kids' Guide to Hunger & Homelessness: How to Take Action! By Cathryn Berger Kaye M.A.
Doing Good Together: 101 Easy, Meaningful Service Projects for Families, Schools, and Communities by
Jenny Friedman Ph.D. (Author), Jolene Roehlkepartain
The Giving Book: Open the Door to a Lifetime of Giving by Ellen Sabin
Unit Objectives :
Students will establish and sign group rules and etiquette contract . They will follow rules in small group
discussions and activities weekly.
Students will identify the constructs and differences between a home base community, local community
and global community as well as their role in each community by answering questions in group
discussion and weekly student blogs.
Students will identify roles and responsibilities of other key members in each community (base, local,
global) and display them through the use of images collected and created.
Students will utilize global gaming websites to gather information on socio economic needs of Global
communities.
Students will (utilizing Taking It Global Website) blog with students in online global community. They
will develop cultural understanding and global awareness by engaging with learners of other
cultures.
Students will work collaboratively to decide upon theme of Global need (hunger, education, housing,
clothing).They will use problem solving skills in addressing this need in presentation.
Students will collaborate and decide upon artistic and compelling arrangement of images and text to design
video slideshow based on chosen theme.(using concepts of 2 Dimensional design learned in prior
2D web quest) which will be assessed in student rubric.
Students will use technology available in online program Animoto to communicate information and ideas
effectively (using concepts of 2 Dimensional design learned in prior 2D WebQuest.)
Students will use vocabulary (derived from prior reading list and vocab word find puzzle ) appropriate to
subject. They will use vocabulary both in-group discussion, student blog exercise and in public
presentation to review the key ideas expressed and demonstrate understanding, which will be
tracked in personal notebook and rubric.
Students will present 3-5 minute video slide show , advertising specific area of need in the global
community . It will be used to encourage and persuade public assistance for their theme of need on
parents night .
Student and teacher will each complete rubric addressing goals and objectives. Student will describe how
they feel they met these goals to teacher and assist in overall grading.






Accommodations: Students can use images (gathered) or drawings to supplement blogging entries . Photo
or collected images can also be used to convey meaning of vocabulary words. Students may audio record
answers to written assignment questions and dictate from recording with Dragon Naturally Speaking
Program. Students will be given extra time in morning to cut and paste into blog comment area and submit
with one on one teacher aide assist. Students will choose one blog entry to read with aide assist and
respond using audio record and Dragon naturally speaking to dictate. Students will use minimum of 3
appropriate vocabulary from list in response. Students will be given peer assist in working within Animoto.
Teacher will work with student to fill out Rubric giving verbal cues to stimulate critical thinking
Direct Instruction :
Title: What is a Global Community? Time 2-3 60 Minute sessions
Instruct students to form preassigned groups.
See Accompanying teacher created Website http://www.growinginaglobalcommunity.com/phase-3--4.html

1.Start class with teacher led discussion. Introduce Forward Plan approach by asking Who did we decide
made up our base and local community? What are some of the roles the members held in our base and local
community? What do you think this tells us about Global community? What have you been picking up in
the online games about Global Community? Give question prompts to refer to prior discussion.
2.Direct students to corresponding web site. Direct them to start on Phase 4. Each group sits before a
computer and follows guidelines on page. One person is chosen as page reader. Questions are short and
clear to accommodate differentiation in reading level students. Using knowledge from previous reading
and group discussion, students will engage in discussion to establish understanding of Global community.
They will establish collaborative definition of Global community. Teacher will break discussion after 5-10
minutes and ask each group to share progress. This will help monitor understanding of concepts.
Group Discussion:
(Small Group Student Led) Who are the people in a global community? Who am I in that Global
community ? How does global community affect my life ? What needs are met and by whom ? Who pays
the bills, buys the food, cares for the members? What if they cant take care of themselves ?
How can I affect my global community ?
Independent Action Assignment : Independent Action : Using magazines, on line photos , scanned pictures
, collect images , represent a variety of members in a global community. Now find pictures of those in
need globally.
Group Action: Using magazines, on line photos , scanned pictures , collect images , represent a variety of
members in a global community. Now find pictures of those in need globally.
.
Class Action : Have each Group watch or show on overhead to entire class Sample Video
www.youtube.com/watch?v=w__LTLH3Qf0&feature=youtu.be

Class discussion : What does this make you feel. What does it inspire, encourage you to do? What is it
about this that inspires you? Do you have responsibilities in your communities? Can you inspire others to
get involved?

Teacher Led Discussion: Stimulate prior knowledge : How can you combine and present your images to
encourage the public to feel connected to and want to help those in need ? How can you put together the
pictures you made of your immediate community, your local community , then your global community to
tell a story of the importance of global responsibility ?

GROUP ACTION : Group will create a 3-5 minute video/ slide show using Animoto . The slide show
based on knowledge gathered and skills developed through this unit Lesson Plans 1-3. Students will
collaboratively establish a specific theme or area of need to be addressed by global community. Students
will combine this knowledge with skills developed in 2D WebQuest to create an appeal for public
assistance in their chosen area of need. I/E : Homelessness/ Hunger/ Education .

Independent Writing Assignment: Independent Written Assignment:. Blog entry will answers to
questions: What does it feel like to be doing something that will affect people you have never met? What
does it feel like to work in a global community ? Do you feel like you are helping ?
Goals: . Students will collaboratively develop a decision , choose a theme of need to be addressed by
video. Students will display appropriate use of skills gained in prior Unit lessons in designing Animoto
Video. Students will be able to access Animoto website and utilize tools independently. Students will
collaborate to choose 3-5 images per student for use in video. Students will follow program to create
compelling video based on Social economic needs of Global Community. Students will design video to
encourage and persuade assistance for their theme of need. Students will complete and submit Rubric . .
Students will work independently to demonstrate an understanding of the concept of global community in a
blog entry. Students will be given time to play global computer games and will note time spent on games
and points earned . This will develop cultural understanding and global awareness by engaging with
learners of other cultures through use of pre-established online games to enhancement of social skills .
Students will attempt to use minimum of 5 words in appropriate context during discussion. Students will
circle words as they use them . Students will use minimum 3-5 vocab words in appropriate context in blog
entry for the week. Students will engage electively in a collaborative discussion in small group with diverse
partners to enhance awareness of collaboration. Students will stay on subject during discussion with
minimal verbal prompt 80% of time. Students will allow peers to speak uninterrupted and attend to rules of
etiquette with 80 % success. Students will keep word puzzle , cooperative contract and word list in English
folder. Student will come to group discussion prepared with word list and art project for each consecutive
group.
Materials: Animoto website
Pay and Play verification form, Vocabulary sheet,
Journalling supplies ( notebook , pens)
Classroom computer online capability ( Access to online slideshow program I/E Animoto )

Resources: Accompanying Web Page : http://www.growinginaglobalcommunity.com/phase-3--4.html
Accompanying WebQuest : http://zunal.com/webquest.php?w=187619
Evaluation:
Formative Assessment: Completed video will be used to determine students understanding of concept of
Global community and its role. During the course of the lessons, Students will use appropriate vocabulary
in blog entries to show understanding of terms. Blog entries will also be used to assess adherence to
concepts. Blog questions will be directed to concepts of community to assess understanding. Online games
will be used to reinforce understanding of global issues, concept of socio and economic diversity and social
responsibilities. At 10-15 minute intervals during and at the conclusion of small group discussions teacher
will ask class to share their responses with the class to offer opportunity to assess group compatibility and
comprehension.
Summative Assessment For Full Unit: Rubric designed to address objectives and disciplines. Student and
teacher will each fill out rubric . Student will identify ways in which they feel they have achieved goals.
Final Blog will be graded by teacher . Points earned for hours spent using global awareness web games will
count in part toward final grade. Final product will be presented at parents night. Points will be assigned
for participation in presentation.