1. DFLIT Final Project
Presentation
Tullia Mak

2. Lesson Objectives

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. 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. My Cutting-edge Unit Plan
http://docs.google.com/View?id
=ddv6dtgc_102cq4tqjgg

6. Unit Plan Design Criteria

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. 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. 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. 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. 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. Technological Tools

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. 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. Feedback
http://docs.google.com/Doc?
docid=0AQ9BJ2608AxAZGR2NmR0Z2N
fMTAzZHZqcTR6ZjU&hl=en&invite=CJm
i83Y