CreativeFinalProject:

EngagingCurriculumExpectationsandDiversityThroughVideoProduction
LessonPlanTemplatePED3102Winter2016D.Watt
By:AlexAdam,JessicaBurnsandBrittneyCamus
____________________________________________________________________________
Subject:
SocialStudies,Language(oral,medialiteracy),Arts(visual,drama)
Grade:
2
Strand:
HeritageandIdentity:ChangingFamilyandCommunityTraditions
Title/topic:
MyFamilyTradition:avideoproject
Estimatedtime:
56lessons
____________________________________________________________________________________

Curriculumexpectations,bigideas,essentialquestions:
CurriculumExpectations:
BigIdeas:
a)OverallExpectation(s)
Whatisafamily?
SocialStudiesHeritageandIdentity:Changing
Whatisatradition?
FamilyandCommunityTraditionsStrand(Social

Studies,p.76):
Essentialquestion(s):
A1.Application:comparesomesignificant
Whatdofamilieslooklike?
traditionsandcelebrationsamongdiverse
Howdowecompare
groupsandatdifferenttimes,andidentifysome
things?Whatisasimilarity?
ofthereasonsforchangesinthese
Whatisadifference?
traditions/celebrations
Howarefamiliessimilar?

Howdofamiliesdiffer?
b)SpecificExpectation(s)
Whatkindsoftraditionsdo
SocialStudiesHeritageandIdentity:Changing
differentfamilieshave?
FamilyandCommunityTraditionsStrand(Social
Studies,p.76):
A1.2comparetheirfamilysstructureandsome
oftheirtraditionsandcelebrationswiththoseof
theirpeersfamilies
(e.g.,traditions/celebrations
relatedtoritesofpassage,holidays,foods)

c)Integration:Expectation(s)fromanothersubjectarea:
ArtVisualArtStrand(Arts,p.83):
D1.4useavarietyofmaterials,toolsand
techniquestorespondtodesignchallenges
ArtDramaStrand(Arts,p.79):
B1.3planandshapethedirectionofadramatic
playorroleplay,buildingontheirownand
othersideasinandoutoftherole,withsupport
LanguageOralCommunicationStrand(Language,
p.50):

2.Usespeakingskillsandstrategies
appropriatelytocommunicatewithdifferent
audiencesforavarietyof`purposes.
LanguageMediaLiteracyStrand(Language,p.60):
3.4producemediatextsforspecificpurposes
andaudiences,usingafewsimplemediaforms
andappropriateconventionsandtechniques.

Descriptionoftask:
Thelessonwillbeginwithaclassdiscussionaboutfamilystructureandfamilytraditions.
Studentswillbeaskedtothinkabouttheirownfamilystructureandbrainstormdifferent
traditionsorthingstheyenjoydoingwiththeirfamily.Alloftheideasthatthestudentsdiscuss
willbewrittenonananchorchartforfuturereference.Thenstudentswillindividuallywritetheir
portionofthescriptfortheirvideo.Intheirscript,studentsshouldincludetheirfamilystructure
andtheirfavouritefamilytraditionorfamilyactivity.Studentswillhavetheoptionofusinga
constructedtemplatefortheirscriptifdesired.
Second,studentswillcreateapuppetofthemselvesusingavarietyofmaterials.Itis
completelyuptothestudentstodecidehowtheywishtorepresentthemselvesontheirpuppet,
allowingforcreativity.Thispuppetwillbeusedtoengageindialoguewithapartnerintheir
video.Studentswillhavetheoptionofusingaconstructedtemplatefortheirpuppetifdesired.
Theywillalsodrawabackgroundthatrelatestotheirscriptonalargepieceofwhitepaper.
Theywillusemarkersandcolouredpencilstocolouritin.
Oncethesecomponentsarecompleted,studentswillbeplacedinpairs.Eachstudent
willreadtheirscripttotheirpartner.Theywillthenaddintotheirscriptashortdiscussionabout
similaritiesand/ordifferencesregardingtheirfamilystructureand/orfamilyactivities(See
AppendixBforamodel).Studentswillhavetimeinclasstorehearsetheirvideoinordertobe
comfortableusingtheirpuppetsandreadingtheirscriptaloudwithexpression.
Lastly,pairsofstudentswilljoinanotherpairofstudentsforfilming.Pairswilltaketurns
usinganiPadtofilmwhiletheotherpairusestheirpuppetsandbackgroundstapedtothewall
tocreateaoneshotvideo.Videoswillthenbeuploadedtoacomputer.
Onceallofthevideosarecompleted,studentswillshowtheirvideostotheclassand
classmateswillhavetheopportunitytoaskquestions.abouttheirfamilytraditions.Thenthere
willbeaclassdiscussiononhowthefamiliesofthestudentsaresimilaryetdifferent.
Additionally,thevideoswillbepostedonasecureclassroomwebsiteforparentstosharewith
parents.
*Notethatthislessonwillbecompletedoveranumberofdays.

Materials:
Popsiclesticks(enoughforeverystudent)
Differentcoloursofyarn
Glue
Paper

Pencils
Pencilcrayons
Scissors
Tape
Ipadswithvideorecordingsoftware
Connectorcordtodownloadeachstudentsvideo
Templateofpuppetbody(seeAppendixA)
Teachercanmakeclothingtemplatesand/ortracersforstudents
Scripttemplate/worksheet(seeAppendixB)
Studentscripts

Teacher:
Theywillprovideprepareallaspectsofthe
lessonbeforehandandprovideallofthe
materialsthatarelistedaboveduringthe
lesson.

Students:
Theycanbringadditionalmaterialsto
decoratetheirpuppetsiftheydesiretodoso.

Instructionalstrategiesusedinthislesson:
Theteacherwillgiveverbalexplanationsandprovidevisualsofthepuppetand
backgroundpicture.Theteacherwillverballyexplaintheinstructionsofthetaskstobe
completedbythestudent(Thesecanbewrittenonchartpaperifneeded).
Theteacherwillgiveanexampletomodeltheexpectedoutcomeofthisassignment.
Forstudentswhomaystrugglewithwriting,theteachercanscribeforstudentsorthe
studentsmayusespeechtotextsoftware,iftheyarefamiliarwithit.
Forstudentswhomaystrugglewithvisualarts,additionalonetoonehelpand/or
templates/tracerscanbeprovided.
Priortofilming,theteacherwilldemonstrateandexplainthestepbystepprocessof
filmingashortvideo(Thesecanbewrittenonchartpaperifneeded).
Duringthefilmingportion,studentswillworkingroupsoffour(pairupwithanothergroup
oftwo)sothatonegroupcanfilmtheotherandthentheycanswitch.
Thislessonwillbebrokendownintostepsandspreadoutoverseveraldays.Byhaving
smallertasksstudentswillnotbecomeoverwhelmedwiththeproject.

Howthestudentvideoslinkcurriculumexpectationsanddiversity:
Videoscreatedbystudentswilllinkcurriculumexpectationswithdiversityasstudents
willbeabletoexpressthemselvesandsharewhatisimportanttothem.Therearefewspecific
guidelinesforthisassignmentwhichallowforstudentcreativity.Furthermore,regardlessofthe
studentsbackgroundandculturalupbringing,thisactivityallowsallstudentstheopportunityto
equallyparticipate.Thestudentvideoswillalsodemonstratetheculturaldiversitywithinthe
classroomasitisexpectedthatmoststudentswillhavedifferentfamilytraditionsthatthey
wouldliketosharewiththeclass.


SummaryofGuidelinesfortheproject:
Studentsusegradeappropriatecolouringfortheirpuppetandbackground
Studentsdescribetheirfamilytraditionortheirfavoritethingtodowiththeirfamilyina
minimumoftwosentences
Studentsshareaminimumofonesimilarityordifferencethattheyhavewiththeir
partnerstradition
Studentsuseaclearvoiceandexpressionwhenreadingtheirscripts
Videosshouldatleastoneminuteinlength.

RubricAssessingStudentWorkHabits
Areas
Assessed

Independent
WorkHabits:
Wasthestudent
ontask?Didthe
student
completethe
required
components?

Thestudent
alwaysstayson
task.
Thestudent
completedand
wentaboveand
beyondonallof
thecomponents
oftheproject.

Thestudent
almostalways
staysontask.All
ofthe
componentsof
theprojectare
complete.

Thestudent
sometimesstays
ontask
.
Some
componentsofthe
projectare
complete(partially
orfully).

Thestudentrarely
staysontaskand
requires
reminders.
Fewcomponents
oftheprojectare
complete(partially
orfully).

Collaboration:
Didthestudent
workwellwith
others?Didthe
studentlistento
theirgroup
members
ideas?

Thestudent
works
exceptionally
wellwiththeir
groupmembers.
Thestudent
alwayslistensto
theirgroup
membersideas.

Thestudent
workswellwith
theirgroup
membersmost
ofthetime.
Thestudent
listenstomostof
theirgroup
membersideas

Thestudentworks
wellwiththeir
groupmembers
someofthetime.
Thestudent
listenstosomeof
theirgroup
membersideas.

Thestudentrarely
workswellwith
theirgroup
members.
Thestudentrarely
listenstotheir
groupmembers
ideas.

Organization:
Didthestudent
usethe
materials
properly?Was
theirworkneat
andeasyto
understand?

Thestudent
alwaysusesthe
materials
appropriately.
Thestudents
workis
exceptionally
neatandvery
easyto
understand.

Thestudent
usuallyuses
materials
appropriately.
Thestudents
workisneatand
easyto
understand.

Thestudent
sometimesuses
materials
appropriately.
Thestudents
workhassome
organization.Itis
somewhatdifficult
tounderstand.

Thestudentrarely
usesmaterials
appropriately.
Thestudentswork
haslittle
organization.Itis
difficultto
understand.

Initiative:

Thestudent

Thestudent

Thestudent

Thestudentrarely

Didthestudent
showinitiative
(i.eleadership,
engagement)?
Didthestudent
demonstrate
creativity(i.e
usestheir
imagination,
colour)intheir
work?

shows
exceptional
initiative.
Thestudents
work
demonstrates
exceptional
creativity.

showsinitiative.
Thestudents
work
demonstrates
creativity.

showssome
initiative.
Thestudents
work
demonstrates
somecreativity.

showsinitiative.
Thestudentswork
demonstrateslittle
creativity.

Reflectionafterlessonimplementation(whatquestionswillyouaskyourselvesto
determinetheeffectivenessofthislesson?)
Didthestudentsunderstandandapplytheirknowledgeofthebigideasinthis
assignment?
Didthestudentsgainanunderstandingofthediversitythatcanbepresentwithintheir
environment?
Werestudentsabletosuccessfullycommunicateaboutafamilytraditionorsomething
thattheyliketodowiththeirfamily?
Werethestudentsabletosuccessfullyrecordavideooftheirpresentations?

AppendixA:
PuppetTemplate

Retrievedfrom:
http://www.clipartbest.com/bodytemplateforkids

AppendixB:
Samplescripttemplateforteachers

MyFamilyTradition
By:_______&_______

StudentA:
Hi,Im_________.
StudentB:
Hi,Im________.
StudentA:
Inmyfamily,Ihave________________(List
allofthemembersinyourfamily).Myfavoritefamily
traditionis______________(Describeyourfamily
traditionindetail).
StudentB:
_____________(Sayasimilarityordifference
thatyouhavewithStudentAsfamilytradition)
StudentB:
Inmyfamily,Ihave_______________(List
themembersinyourfamily).Myfavoritefamilytraditionis
______________(Describeyourfamilytraditionindetail).
StudentA:
____________(Sayasimilarityordifference
thatyouhavewithStudentBsfamilytradition)

References

OntarioMinistryofEducation.(2013).
TheOntarioCurriculum,Grades18,Social
Studies
.

OntarioMinistryofEducation.(2016).
TheOntarioCurriculum,Grades18,Language
.

OntarioMinistryofEducation.(2009).
TheOntarioCurriculum,Grades18,TheArts
.