5th+Grade+Unit+Plan

Class/grade: 5th Grade Age group: 10-11 School: International School School code: Songdo Title: Media Has the Power to Influence Thinking and Behavior Teacher(s): Kathy Clement Date: 12/14/09 Proposed duration: number of hours 5 over number of weeks 3-5 || What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Causation, responsibility, perspective What lines of inquiry will define the scope of the inquiry into the central idea? · Different forms of Media · Role and use of bias in the media · How media influences the consumer · Responsibility in relation to media What teacher questions/provocations will drive these inquiries? · What are the different forms of media? · What role does the media have in your life? · What kinds of media do you enjoy? · How many hours a day do you interact with media? || // This column should be used in conjunction with “How best might we learn?” // What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? Observation—Use Media observation sheet to gather information about the types of media the learners enjoy and why? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? · Media Observation Sheet—to acquire prior knowledge by viewing various types of media · Scavenger Hunt—develop the bias shown in the media by reviewing news articles, ads, videos, · TV show, radio show, ads—to develop communication skills, language arts skills of audience, character, setting, type of media to create ads of persuasion · Presentation—see advantages and disadvantages of media, and understand learner’s responsibilities in relation to media || What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? Observing media Reading articles about the media and reflect on them by comparing your response to the article’s ideas about media Scavenger Hunt for information about media, bias What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Communication Skills · Listening and speaking in group discussions about media · Writing—paragraphs to persuade · Presenting—to explain opinions about the advantages and disadvantages of media Social Skills · Accepting responsibility for the purpose of media and influences · Cooperating in groups · Respecting others’ ideas in discussions and presentations Research Skills · Observing various kinds of media and their purpose · Collecting data—opinion vs. facts · Organizing data—in writing, in presentations, in media show || What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Read, Write, Think—NCTE, IRA, 2003, [|http://www.medialit.org], [] , “A Different World: Children’s Perceptions of Race and Class in Media.” How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Reading centers, group centers, Local TV and newspaper personal interviews, CNN TV news observation via electronic devices, use of CI’s TV and radio station, || Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme? || What were the learning experiences that enabled students to: · develop  an understanding of the concepts identified in “What do we want to learn?” · demonstrate  the learning and application of particular transdisciplinary skills? · develop  particular attributes of the learner profile and/or attitudes? In each case, explain your selection. || Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. ||
 * 2. What do we want to learn? **
 * 2. What do we want to learn? **
 * 3. How might we know what we have learned? **
 * 3. How might we know what we have learned? **
 * 4. How best might we learn? **
 * 4. How best might we learn? **
 * 5. What resources need to be gathered? **
 * 5. What resources need to be gathered? **
 * 6. To what extent did we achieve our purpose? **
 * 6. To what extent did we achieve our purpose? **
 * 7. To what extent did we include the elements of the PYP? **
 * 7. To what extent did we include the elements of the PYP? **
 * 8. What student-initiated inquiries arose from the learning? **
 * 8. What student-initiated inquiries arose from the learning? **
 * What student-initiated actions arose from the learning? **
 * 9. Teacher notes ** ||
 * 9. Teacher notes ** ||