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Fourth Lesson Thematic Unit (Education 4353)

Submitted by: Duncan MacLean

Submitted to: Dr. Stephens

November, 5, 2004

Lesson Template

Unit Topic: Time Travel: The Science Fiction Genre. Using a selection of science fiction short stories and novels, the unit will focus on extending students’ oral and written communication skills; supporting the development of research skills using assigned websites and challenging students to apply their understanding in the creation of a multimedia or power point presentation.

Unit Rationale: This unit will focus on the impact of technology and human interactions with the ecosystem. Students will be encouraged to think critically about their role in the web of life and their personal impact on the world around them. Students will begin to understand that there are many ways to interpret text based on their background knowledge and personal reflections.

Grade Level: 9

Lesson Topic: The “Time Travel” travel agency. Designing a brochure as a response to literature related to the theme of time travel.

Length of period: 50 minutes.

Lesson Rationale: Our students live in a global society. With mass communication and rapid transit students can travel widely; if not in reality, certainly by reading or accessing the internet. It is important for students to understand how to read persuasive, informational documents, such as travel brochures and become aware of the critical media literacy they must bring to this task to determine the accuracy and authenticity of the document. They need to understand the purpose for which the brochure was created.

Learning Objectives:

  • Students will be encouraged to think about their own futures and the impact of change on their lives.
  • Read a variety of science fiction literature.
  • Develop organizational skills through record keeping.
  • Respond to literature related to the theme of the unit by writing and assigning a brochure.
  • Students will demonstrate their understanding of the persuasive informative writing style by preparing and presenting an informed document using technical text.

Learning Outcomes from English Language Arts Curriculum Guide:

GCO’s Speaking and Listening p.20

#1(Speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences)

#2(Communicate information and ideas effectively and clearly, and to respond personally and critically)

#3(Interact with sensitivity and respect, considering the situation, audience and purpose)

Reading and Viewing p.21

#1(Select, read and view with understanding a range of literature, information, media and visual texts)

#2(Interpret, select and combine information using a variety of strategies, resources, and technologies)

#3(Respond personally to a range of texts)

Writing and Representing p.21

#1 (Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imaginations)

#3(Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness)

SCO’s Speaking and Listening

Gr.9p., 26 #1(Examine others’ ideas in discussion to extend their own understanding)

#3(Articulate, advocate, and support points of view, presenting viewpoints in a convincing manner)

P.27 #1(Participate constructively in conversation, small-group and whole group discussion, and debate, using a wide range of strategies that contribute to effective talk

#3(Give and Follow instructions and respond to questions and directions of increasing complexity)

#4 (Evaluate their own and others’ uses of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features.

P.28 #2(Demonstrate an awareness of the power of the spoken power of language to influence and manipulate, and to reveal ideas, values, and attitudes)

#3(Demonstrate an awareness that spoken language has different conventions in different situations and cultures and use language appropriate to the situation)

Reading and Viewing

Gr.9 p.29 #3 (Demonstrate an understanding that information texts are constructed for particular purposes)

p.30 (Independently access and select specific information to meet personal and learning needs)

p.31#1(Respond to some of the material they read or view by questioning, connecting, evaluating, and extending

#2(Express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence)

p.32 #1(Critically evaluate information presented in print and media texts)

Writing and Representing

Gr.9 p.34 #2(Demonstrate an awareness of the effect of content on writing and other forms of representing)

p.35 #5(Integrate sources from several sources to construct and communicate meaning.)

Materials/Resources needed for this Lesson:

  • Class set of a variety of brochures
  • Paper for creating brochures
  • Art materials
  • Class computers with access to “print shop”, clipart and visual arts multi media publishing tools
  • Student diaries or response journals

Organizational Approach: Whole class, individual, small groups

Step by Step Lesson Activities and Estimated Times:

Intro: Setting the Stage

If you could travel back in time where would you go? (Or students could choose to go forward in time) What would you want to see? What would you want to do?

  • (12 mins) Students are asked to write a brief response to this question and share their ideas with their power point team group. (Focus on reasons why you want to visit this time and place)
  • (10 mins) Whole Class (pass around examples of brochures) - what is a brochure? what is its purpose? Focus on format (folded into 2 or 3 columns); how info is presented and organized (bold headings, bullets); brief paragraphs, eye-catching visuals. On the board brainstorm: What features do you find in most travel brochures? (maps, sights, accommodations, history, where to eat, prices).
  • (3 mins) Ask for student volunteers to read aloud from the brochures they have at their desks (look for words that “sell” the destination)
  • (25 mins) Design and create your own time travel brochure. Students who choose to travel back in time can use references/research in the library or on the internet. Others can use their imaginations.

The students will be requested to revise/edit and publish their brochure as a home assignment to be shared in groups several days later.

Assessment:

  • Students will set up a mock travel agency in their power point teams. Students will present their brochures to their groups. Students will evaluate their brochures and the group members, using a rubric, will also evaluate the brochure (next lesson)
  • Teacher will evaluate the brochure using a rubric (attached)
  • A checklist will be used to note when individuals share a response.

Follow up Lessons:

  • Mini Lesson-Public Speaking strategies
  • Mini Lesson-Using clip art and the “print shop” program
  • Power point tutorials for students who still need extra help.