Dflit Final Project Presentation

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Dflit Final Project Presentation

  1. 1. DFLIT Final Project Presentation Tullia Mak
  2. 2. Lesson Objectives
  3. 3. BC English 10 IRP Prescribed Learning Outcomes:  Primary Academic Goals:  C5 select, adapt, and apply a range of strategies to generate, develop, and organize ideas for writing and representing.  C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing.  C7 select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing,.  Secondary Academic Goals:  B1 read, both collaboratively and independently, to comprehend a variety of literary texts.  B2 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with increasing complexity of ideas and form.  B3 view, both collaboratively and independently, to comprehend a variety of visual texts
  4. 4. Discover a Subject Senses an Audience Searches For Specifics Creates A Design The Writer In Action A Writing Processing Skill Chart Obtained from Carolyn Mamchur’s “Introduction to Writing Process and “getting to know you” tasks” PowerPoint presentation.
  5. 5. My Cutting-edge Unit Plan http://docs.google.com/View?id =ddv6dtgc_102cq4tqjgg
  6. 6. Unit Plan Design Criteria
  7. 7. 1. Creating Choices for my students (Alfie Kohn’s “Choices for Children” ) Students can choose: Their personal media/literal texts. Their writing subjects. Their presentation formats for the unit project.
  8. 8. 2. Building Online Learning Communities (Diane Curtis’s “Building Online Communities” ) Students will create a blog that will be shared with their teacher, their peer editor(s) and their target audiences. Note: The teacher is obligated to explain the potential privacy issues with online publication. If the students don’t have any concerns with that, they can publish the blog to everyone. Motivate students with worldwide/outside of classroom exposure Deepen the sense of community
  9. 9. 3. Using media/text that is familiar and relevant (Marc Presnky’s “ Enrage me or Engage Me – What’s today Learner’s Demand” )  Use engaging media, such as YouTube clips, Video games, movies, current books, etc as texts.  Illustrate the importance of the writing process in media production through the unit project.
  10. 10. 4. Beginning to Plan with the End in Mind. (Grant Wiggins and Jay McTighe’s Understanding by Design)  Create the unit plan using the “Backward Design” strategy.  Select the learning activities and technological tools AFTER I have determined the desired results and acceptable evidence.
  11. 11. 5. Making Assessment Meaningful (Susie Boss and Jane Krauss’ “Making Assessment Meaningful” from Reinventing Project-Based Learning) Create something new Model real-world assessment (Online readership)
  12. 12. Technological Tools
  13. 13. Digital Story Telling Students will be writing the narration for the digital story telling. Students will create the story using the procedure suggested by Jason Ohler.
  14. 14. Other Equipments/Tools  Computer for students (Computer Lab or Laptops)  Software: iMovie (Or equivalent tools), ComicLife (Or equivalent tools), PowerPoint and GarageBand (Or equivalent tool)  Other Equipments: DVD Player, Digital Camera - Students and Schools', a SD Card reader, a projector and PC speakers.  Online Tool: YouTube, Online blog with privacy setting (E.g. Blogger.com).  Each student needs to have an email account.
  15. 15. Feedback http://docs.google.com/Doc? docid=0AQ9BJ2608AxAZGR2NmR0Z2N fMTAzZHZqcTR6ZjU&hl=en&invite=CJm i83Y

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