Jigsaw Lesson OWNCS ES

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					                   The Fifth Grade News !!
             Featuring The Digital Pillars Postcard

A Current Events Unit
November 22, 2009
Fifth Grade:
           Ramore Williams
           Leslie Rosello
           Marc Engel

Shared Learning Objective:
To demonstrate that we can incorporate professional development ideas
from Ms. Dorothy, connecting the Pillars (initially Respect and Citizenship),
Social Studies, Science and Current Events - into our daily lessons, as well
as using digital technology. To foster shared learning enhancing the
student’s abilities to work together in teams, improve communication skills,
and in turn, lessen bullying and antisocial behavior.

Specifically look for the use of:

      Following the workshop model with Ms. Dorothy and create
      experiences integrating curriculum to include respect, current
      events, ELA, social studies and science

      Planning and providing explicit instruction supporting student
      proficiency to NY State Standards

      Use of digital technology, written and video examples, to help with
      focus, current lessons and future reference

      Incorporating ELA listening and writing skills into journal

         Emphasis on acquisition skills through instruction, independent
         practice, re-teach, and paired or small group learning

         Assessing student’s individual and team achievement through the
         use of observations during instruction, analysis of their
         research/drafts, analysis of their interview skills, student self-
         assessment, analysis of video clips and essays/reflection


The Fifth Grade News !
A Current Events Unit


How students can take learnings from their everyday life and current
events, reflect those learnings with digital video technology, and teach
other students in turn about Respect, Citizenship and other Pillars

Fifth grade students will create 3 newscasts over the next 3 quarters to
share with other students, family, and the community.

Newscast 1 – Video interviews and reviews of the 3 Big Apple Awards
Finalists for Literature
Newscast 2 – OpEd and newscast on social issues affecting various
countries in the Western Hemisphere (hunger, natural disasters, illiteracy,
health, etc.)
Newscast 3 – OpEd, informational and science project highlights from the
second annual 5th Grade Global Climate Change Expo.

The newscast will be sponsored by The Pillars – with digital postcards
(almost like Sesame Street Segment commercials “sponsored by the letter
A”) where various students from lower grades and teachers express what
Respect, Citizenship, et al – means to them



Standard 1: Students will read, write, listen, and speak for information and

As listeners and readers, students will collect data, facts, and ideas,
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information.

Standard 3: Students will read, write, listen, and speak for critical analysis
and evaluation. As listeners and readers, students will analyze
experiences, ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will present, in
oral and written language and from a variety of perspectives, their
opinions judgments on experiences, ideas, information and issues.

Standard 4: Students will read, write, listen, and speak for social
• Share the process of writing with peers and adults; for example, write a
   condolence note, get-well card, or thank-you letter with a writing
   partner or in small groups
• Respect the age, gender, position, and cultural traditions of the
• Develop a personal voice that enables the reader to get to know the
• Write personal reactions to experiences and events, using a form of
   social communication
• Maintain a portfolio that includes writing for social communication

Social Studies

Standard 2

World History
use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world
history and examine the broad sweep of history from a variety of

Standard 3

use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national,
and global—including the distribution of people, places, and
environments over the Earth’s surface.

Standard 4

use a variety of intellectual skills to demonstrate their understanding of
how the United States and other societies develop economic systems and
associated institutions to allocate scarce resources, how major decision-
making units function in the U.S. and other national economies, and how
an economy solves the scarcity problem through market and nonmarket

Standard 5

Civics, Citizenship, and Government
use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental system of the
U.S. and other nations; the U.S. Constitution; the basic civic values of
American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.


Standard 1: Students will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.

Standard 2: Students will access, generate, process, and transfer
information using appropriate technologies.

Standard 4: Students will understand and apply scientific concepts,
principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in

Standard 5: Students will apply technological knowledge and skills to
design, construct, use, and evaluate products and systems to satisfy
human and environmental needs.

Standard 6: Students will understand the relationships and common
themes that connect mathematics, science, and technology and apply
the themes to these and other areas of learning.

Standard 7: Students will apply the knowledge and thinking skills of
mathematics, science, and technology to address real-life problems and
make informed decisions.

Major Understanding:

Students will apply past knowledge of Respect and Citizenship and apply
it to ELA, Social Studies and Science current events.

Quarter 2 - Students will review the 3 Big Apple Award nominated books
by interviewing other students, reading the books on their own and
interviewing teachers.

Quarter 3 - Students will write OpEd pieces on social issues in Canada,
Mexico, the Caribbean, as well as, Central and South America.

Quarter 4 - Students will apply their learnings during the Environmental
Expo to share with other students, teachers and family by grasping big
social and science ideas and issues and explaining them, as well as
voicing their own personal opinions.

Through each quarter students will create digital video postcards of the
Pillars (initially Respect and Citizenship) by interviewing younger students
and teachers.

Students through technology will be creating lasting images to explain
who we are, who we might be, and why.

General Goal For Students:

To further an understanding of the Pillars – specifically respect and
citizenship (others can be integrated throughout this year long unit and
highlighted according to calendar).
To develop pairing and team work skills – living a positive cooperative
plan o schooling, rather than resorting to bullying/conflict.
To further develop research skills, note taking and interviewing skills.
To further develop listening skills.
To further develop oral presentation skills.
To further develop book review writing skills.
To learn and develop news reporting skills tied to future ELA Unit.
To further develop persuasive essay and research report writing skills.
To develop digital technology/video skills – both filming and editing.
To develop art skills through creating sets and props.
To further understand finding one’s voice.
To help students acquire skills that one can use in every day life.
To relate this unit to a lifetime of social studies and science
To expose students to higher level critical and creative/complex thinking
in preparation for middle school.

General Goals for Teachers:

To practice integrating Pillars, social studies, science, ELA and current
events into a year long unit utilizing digital technology.

To develop Teacher’s video/digital technology skills.

To further develop writing and implementing Pillars and Technology lesson
plans development.

To further develop timing, direct instruction, and classroom management

To further develop conferencing and analysis/assessment skills.

To lessen student to student conflict.

Specific Objectives:

Each student will learn how to interview.

Each student will connect past lessons to today’s lesson on Current Events.

Each student will learn about the use of digital technology and the news
in our everyday lives.

Each student will relate that learning to their own lives.

Each student will begin to link the current events and interview data to
their writing and oral skills, helping them to find their “voice”.

Each student will work in teams to create reviews on books, op ed pieces
on current events, and news reporting on environmental issues,
developing project based learning and cooperative learning skills.

Each student will work on their own to create journal entries and/or
personal reflections and/or persuasive essays reflecting their learnings.

Each student will learn video filming and editing skills.

Each student will learn the importance of Respect and Citizenship, in turn
creating a healthier classroom and school culture, and in turn lessening
conflict and bullying.

Required Materials:

Video Camera
Video Editing software
Pencil and interview journal.
Copy of interview - written.
Copy of interview – video
Research sites
Family members or other students to be interviewed
Sites that show student newscast

Anticipatory Set:
Teacher asks if any of the students have ever seen the NY Times book
review section, or gone to Amazon.com.
Teacher then asks the students to imagine if Mr. Engel had the power to
shrink his own kids, or the students in class, or maybe the class room so it
can fit into a shoe box. Teacher mentions how models, maps, and many
other things in very day life uses math to shrink things, so that they are
proportionate and look right, even though they are smaller than the
Teacher uses the overhead projector to show an original book review.
Teacher uses the projector and laptop or SmartBoard to show an example
of an online review (school web site or Amazon).

picture of an object, and then draws a scale drawing of the same object,
but the proportions are all wrong. A house.
Then teacher asks a what’s wrong with the scaled drawing. After several
answers the teacher shows a recipe for lemonade, then asks if we used
the same recipe for ten people what would the recipe be. He writes
something that shows almost no sugar. Asks the students what’s wrong
with this proportion/ratio.

Next the teacher states, let’s learn the vocabulary and the math behind
ratio and scale drawing so when we shrink things down, they look right.
The teacher states, in fact, lets learn this quickly, so we instead of shrinking
kids, we can shrink the pyramids !!

Step-By-Step Procedures:

Part 1 – Big Apple Book Awards

 1. After Anticipatory Set above,
 2. Teacher explains how the grade is going to create a series of Grade 5
    newscasts. Teacher explains the first newscast is on the upcoming
    voting for the Big Apple Book Awards.
 3. Students offer ideas of how to split the 3 classes into functioning
    groups that can create the newscast set, props, film the interviews,
    film the reviews, edit and publish.
 4. Teacher creates a visual organizer that students copy into their social
    studies project journals.
 7. students take
 8. cut/build. If time is up, this will be the start of the next lesson.

Part 2 – Social Issues in the Americas
      The procedures will be similar to Part 1 above, except the focus will
      be on Canada, Mexico, Central America and South America’s social

      Students and teachers will create graphic organizers outlining the
      range of social issues that might be potential video clip projects.

      Students will create a newscast that are oped pieces or news pieces
      on hunger, health, natural disasters, illiteracy, and other significant
      social issues in the Americas.

Part 3 – Global Climate Change/The Environment

     The procedures will be similar to Parts 1 and 2, except the focus will
be on worldwide environmental and global climate change issues.

     Students will create a newscast where each segment can be a 2
minute oral presentation on their environmental project, with the
newscast highlighting overlapping themes.

Plan For Independent Practice:
   1. Try to

Conclude with

Review students engagement

Adaptations (For Students who are struggling with ELA,
technology, or focusing issues):

Pair students with a partner who has mastered the skill. Keep them
focused on the basic terms, skills and goals. Refocus and remind them
they already know how to

Give them a page that already has the terms and/or intstructions written if
they don’t write in journal.

Pair them with a competent partner to insure they can build

Extensions (For Gifted Students):
Gifted Students will demonstrate their mastery of

Connections To Other Subjects:
Social Studies. Discuss link of respect and citizenship to Geography, to
culture (cities and buildings, growing and cooking food, homelessness,
response to natural disasters, to the military, to disease and health, to
education and more). Leading to the third quarter video clips/news cast.
Science. Discuss link to respect and citizenship on how we treat mother
earth, and ourselves, tied to our Global Climate Change/Environmental
ELA. Reading for comprehension.


Vocabulary for differentiated instruction.
Handout of video shooting helpful hints
Handout of editing steps



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