Lesson Plan 1

Grade(s):             8	Teacher:  Mrs. Rigler/Mr. Magee		Approx. Time: 60 mins
Subject: Media Literacy
Curriculum Expectations Overall: demonstrate an understanding of a variety of media texts Specific: 1.2 interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations		Learning Goals  (are curriculum expectations stated in direct, explicit, student-friendly language) 1. I can interpret my immediate environment as a text in terms of my senses 2. I can interpret how my surroundings make me feel
Big Ideas / Concepts / Critical Consciousness Issues explored: Beauty; urban development; urban sprawl Enduring Understanding(s) What students are expected to understand (as lifelong learners) and be able to use several years from now. The built environment has both an impact on the sustainability of the environment but also on my state of mind.
(1) Minds On: (Activating prior knowledge) (10 mins) Ask, how many of you love the community you live in, by show of hands? How many of you dislike your community? Ask a few students to tell us why. Ask students if they know what the Evergreen Brickworks is. If no answers, explain that it’s mean to be an example of how cities can be built so they are more livable. It’s a place for innovation. So what we are going to do is part of interpreting our surroundings to understand what our perfect community might be like.				Assessment For/As Learning (identify what is being assessed) FOR/AS ·       N/A
(2) Action: (40 mins) (20 mins) Show a slide show that highlights key stages of the Toronto Area’s development. Start before people arrive, then show early development (picture from Crawford Lake Iroquois Village), 1600’s Fort York, 1700-1900, Industrial revolution, The Great Fire (1950’s), urban sprawl, densification (20 mins) Ask students to find a journal, and explain that we are going to be journaling while we go through our journey to and from the Brickworks. Write the following questions on the board: What does your community look like? What does your community smell like? What does your community feel like? What does your community sound like? What do I like/dislike about my community? If students are having trouble coming up with ideas. Ask everyone to close their eyes. Now imagine you’re at home. What do you see? What do you smell? Walk through your bedroom door…ask the same questions as you guide them through their community. Social Expectation What social expectation(s) will I address (i.e., attentive listening, mutual respect, taking turns, sharing, etc.) and share with students before they begin to investigate and explore? Learning Skills to be Addressed: q  Responsibility x q  Organization x q  Attention to detail x q  Collaboration x q  Acceptance x q  Compassion x q  Initiative x q  Respect x q  Self-Regulation x				Assessment     For/As Learning For - Do students recognize what sensory inputs their surrounds share with them? - Can they connect how they feel with their surroundings? As N/A Differentiated Instruction ·       I will have definitions of key terms posted on the walls ·       Allow LD students to use pictures to explain their meaning  ·       Allow ELL students to write in their native tongue ·       Conference with ELL students to ensure they understand the task.
(3) Consolidation (debrief) (0)
Teacher Self-Reflection to determine Next Steps for Students? What reactions did students have to the powerpoint? How many students have been to the Brickworks? What do they remember about it? Do students like their community? Why/not? Can students identify what parts of their community make them feel good/bad?
Materials and Resources Required: 1. Powerpoint 2. Journals 3. Writing utensils