Kim Summers CI 403 Unit Lesson Plan A #1

Introduction to Heifer International

TIME 50 minutes

SETTING Refer to student population

THEORY INTO PRACTICE BACKGROUND Technology is also uniquely suited to meet some of the critical needs of CLD [Culturally and Linguistically Diverse] learners. Carefully chosen technologies can facilitate the CLD students comprehension and demonstration of content-area learning (Herrera, Murry, and Cabral, 2007, p. 197) One reason that we have chosen to include so many forms of technology into our unit is to help support the individual learning styles of all students, most especially our ESL learners and our students with special needs. Technology helps us translate texts and assignments from Spanish to English and from English to Spanish, so the ESL students can have information in their native language to increase comprehension. Multiple forms of technology are also important as a means for students to present their projects to a specific audience, because the students are able to determine which format best fits their needs and skills instead of having to do one specific project assigned by the teacher. We live and teach in a diverse society, and technology helps us design activities that are more inclusive of all learners. Whether you call them dialectical journals or reader response logs, they all amount to a variety of strategies designed to force student readers to enter into and engage meaningfully with the text (Burke, 2008, p. 194) We have chosen to have our students write a personal reflection journal to help them personally engage with the texts. They will also be able to discuss their interpretations or likes/dislikes of the text, and it will be a safe place for them to ask questions they may not feel comfortable asking during class. This is the 6th day of this unit, so there are five days of background information leading up to this lesson. However, this lesson is more independent because it is an introduction to Heifer International, and most of the students heard about this organization for the first time last week when we introduced the unit projects.

The students will use the Heifer International website (https://secure1.heifer.org) to answer the questions on the handout, Introduction: Heifer International and to gather research to complete their group projects which is the focus of this lesson. The student will receive assignment sheets for each of the five group Heifer Projects. This is an introduction to the project, so it will be more lecture based than interactive.

OBJECTIVES Students will produce writing examples that are grammatically correct that are written to a specific audience. Students will be able to recognize the differences between a creditable versus an unreliable source

MATERIALS The Hundred Secret Senses Reflection Journal Website for Heifer International SMART Board Handouts Introduction: Heifer International Assignment Sheet: Heifer International Group Porjectsr Rubrics Rubric: Introduction: Heifer International Rubric: Heifer International Project - Poster Rubric: Heifer International Project - Classroom Panel Rubric: Heifer International Project - Announcement Rubric: Heifer International Project - Commercial Rubric: Heifer International Project - School Newspaper Article

PREPARATION Have Heifer Internationals website pulled up on the SMART Board Make copies of the handout, Introduction: Heifer International Make copies of the packet that includes all the assignment sheets and rubrics

PROCEDURE 1. Personal Reflection Journal for Week One (5 minutes) a. Students will write a minimum of 10 sentences discussing some of the following topics: i. What is something new that I learned? ii. This is what I can do with the new information. iii. What activity did I like the best and why? iv. I am confused about v. I am excited to learn about 2. Introduce the Heifer International website (25 minutes) a. Hand out activity Introduction: Heifer International i. Explain that the students are responsible to answer the questions as we navigate this website as a whole group 1. They will be graded on whether or not they completed the worksheet correctly ii. Explain that they will use this information for a project they will be doing in groups for the next 5 weeks b. Make text (from The Hundred Secret Senses that they read last night) to the information being presented in the website i. Discuss the importance of the duck eggs in The Hundred Secret Senses with regard to feeding many people ii. Discuss how Heifer International gives an animal to those in need instead of the gift of food. The animal will continue to produce food (ex. milk and eggs) to feed the people over a period of time. 3. Introduce the Heifer Project the class will be doing in groups (15 minutes) a. We will setup a school-wide coin drive to raise money to make a donation through Heifer International to help a family in need b. Explain that the class will be divided into 5 groups of 5 tomorrow, and they will work with that same group for the next five weeks c. Introduce the 5 different projects the groups will be doing via a rotating schedule over the next five weeks i. Hand out the packet of assignment sheet and rubrics ii. Refer to the specific assignment sheet and rubric while discussing the project and student requirements iii. Answer any questions the students may have 4. Wrap-up (5 minutes) a. Answer any questions that the students may have over the website or the requirements for the project b. Tell the students that they will begin their group work tomorrow after you have placed them into pre-assigned groups.

DISCUSSION IDEAS What can you do to get involved to provide help to a family in need? What other organizations have you heard of that focus on giving supplies/food to families in need? Are there people in the United States who could benefit from organizations like the ones previously discussed?

BILINGUAL/ESL AND ENGLISHES ACCOMMODATIONS I will make sure that both of the ESL students receive the activity, assignment sheets, and rubrics at least two days before this lesson to ensure they have time to look over them so they can ask clarification questions before/during class. I will also have a copy of each handout translated into Spanish so they can read it in their native language if that will help them understand the expectations. I will also give them a link to the Heifer International website at least two days prior to introducing the material and remind them that they can have their computer translate the website into Spanish for them. I will also make sure that these two students are placed in the same group, and I will allow them to create their group projects in Spanish, because then we will be able to reach more students through our projects.

SPECIAL EDUCATION ACCOMMODATIONS Unfortunately this is mostly a day of lecture, so I will have to make sure I have moments that my student with ADHD will be able to get up and be active. I may ask him to help navigate the website, and I would work with him the day before to ensure that he knows how to use the SMART Board and is familiar with the website. He will also be allowed to get up and get a drink of water or stretch so that he can rejoin the group more focused. I will also make sure that he has access to a balancing chair for the day so that he can move in his chair without distracting other students. For my student who has Asperger Syndrome, I will give him a copy of the activity, assignment sheets, and rubrics at least two days before this lesson to ensure he has time to look over them so he can ask clarification questions before/during class. This way he also has a written copy of all instructions instead of just hearing them orally. I will also ask his aide or special education team what his fixations are to see if I could incorporate his interests into the assignment to make it more appealing for him to participate in the group activities.

ASSESSMENT The handout Introduction: Heifer International (see attachment) will be an informal assessment that I will use to determine if the students were paying attention during the discussion of the website, and if they gathered important information which they can use for the group projects. This worksheet will be graded based upon whether or not they completed the assignment. 3 points - at least 5 of the 7 questions are answered 2 points at least 3 of the 7 questions are answered 1 point at least 1 of the 7 questions are answered 0 points less than 1 of the 7 questions are answered The weekly projects are a formal assessment and will be graded based upon the criteria presented in the assignment sheets, and each student will receive a rubric for each project. (see attachments)

EXTENSION IDEAS If the coin drive is a success, the students could always choose another charity to promote and raise money for. Have someone from Heifer International come and give a presentation to the class/school or maybe speak with the class through a program like Skype.

SOURCE OF ACTIVITY My group came up with the idea for the projects, and Sherrie Hildreth suggest we use Heifer International as a charity that we could connect back to the classroom text.

RESOURCES AND REFERENCES Herrera, S. G., Murry, K. G., & Cabral, R. M. (2007). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Boston, MA: Pearson Education, Inc.

ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALS Writing: 3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. Students will produce writing examples that are grammatically correct that are written to a specific audience by preparing notes for a specific genre of writing.

Research: 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms. Students will be able to recognize the differences between a creditable versus an unreliable source by exploring the Heifer International website to determine if it is a legitimate site.

REFLECTION This is a lesson plan that I hope to use in the future, so I will reflect on it at that time. I cannot reflect on it at this time, because it is merely hypothetical.

Name: ______________________

Introduction: Heifer International

1. In your own words restate the Mission of Heifer International.

2. Name 4 of the 12 Heifer Cornerstones. 1. 2. 3. 4. 3. What was the main thing you learned about Heifer International while watching the video, Heifer in 60 Seconds?

4. Who had the idea to give people in need cow instead of a cup of milk, and what year did he send the first shipment of 17 heifers to Puerto Rico?

5. How many lives have been changed by this idea of giving an animal to a family? 6. In response to the video, Why Heifer? Why Now?, how would you respond to the three questions Pierre Ferrari ask? Why Heifer?

Why Now?

Why Not? 7. What can you do to get involved so you can help change a persons/familys life?

Assignment Sheet Heifer International Group Projects

Posters
Your group will create posters to hang around the school to inform students of our coin drive and to give them information about Heifer International. You can create a poster on the computer and print out copies, you can hand-make posters, you can create banners using butcher paper, you can make a Glogster and share the web address with students, or you can do some of each one of these types of posters. You can also get creative and come up with additional ideas for posters. All posters must be approved by me for content and accuracy before then can be hung around the school. Please refer to the rubric for specific expectations and guidelines.

Classroom Panel
I will arrange for you to go into at least one classroom to participate in a panel discussing Heifer International and our coin drive. Your group will be responsible for informing students of Heifer Internationals mission and why this charity is important to our class and to the world. You will also need to explain how we will donate the money that is raised during the coin drive and the types of things (chickens, goats, etc.) we would like to donate. You need to politely ask students to bring in their spare change to help our class raise money for the cause. The students will then be able to ask your class some questions, so be prepared to answer random questions; however, if you do not know the answer to the question just be honest and say that instead of making up an answer. Please refer to the rubric for specific expectations and guidelines.

Announcements
As a group, you will create a 1-2 minute school announcement in which you give the purpose of the coin drive that our class will be having. Give accurate facts about Heifer international and convince the school to help out, that any spare change they can contribute matters. Make sure to let the school know what the money will go towards. Give the students general information about where they can drop of the money, dates we will be collecting, etc. Be ENTHUSIASTIC and have fun!!!! Please refer to the rubric for specific expectations and guidelines.

Article for School Newspaper

As a group you will be working together to complete an article for the school newspaper about the Heifer project, which include reasons behind why we are doing the project, who its going to be benefiting etc. You are placing yourself as a journalist covering the project and providing facts about Heifer international. You may divide the work as you see fit, have an editor if you wish, someone working on graphics and layouts. It is up to you as a group to decide. Be creative with your writing and imagery but remember to provide facts for your reader ie. the audience who will be reading this, your fellow classmates. Please refer to the rubric for specific expectations and guidelines.

Commercial
As a group, you will create a 30 second 1 minute commercial that will air on the school news program at the beginning of the day, which will inform the school about Heifer International and the purpose of the coin collection aspect of our class project. To create your commercial, you will be provided with a camera from the library, or any video software that are on the school computers (or your own). Be sure to ask me, the library and technology staff if you have any questions or need any help with the production of your video. Commercials will be approved by me, as well as the head of the news department, and will be due by the end of school on Friday. Be creative, have fun, and think of how the video medium can specifically be used to persuade the school to donate to our cause. Please refer to the rubric for specific expectations and guidelines.

Rubric: Heifer International Project - Poster

Student Name: CATEGORY Title ________________________________________ 10 Title can be read from 6 ft. away and is quite creative. At least 7 accurate facts are displayed on the poster. 7 Title can be read from 6 ft. away and describes content well. 5-6 accurate facts are displayed on the poster. 4 Title can be read from 4 ft. away and describes the content well. 3-4 accurate facts are displayed on the poster. 1 The title is too small and/or does not describe the content of the poster well. Less than 3 accurate facts are displayed on the poster. There are more than 2 grammatical mistakes on the poster. Many graphics are not clear or are too small.

Content - Accuracy

Grammar

There are no grammatical mistakes on the poster. Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. The poster is exceptionally attractive in terms of design, layout, and neatness.

There is 1 grammatical mistake on the poster. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

There are 2 grammatical mistakes on the poster. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. The graphics are made by the student, but are based on the designs or ideas of others.

Graphics -Clarity

Graphics Originality

No graphics made by the student are included.

Attractiveness

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Rubric: Heifer International Project - Classroom Panel

Student Name: CATEGORY Preparedness ________________________________________ 10 Student is completely prepared and has obviously rehearsed. Speaks clearly and distinctly all (10095%) the time, and mispronounces no words. 7 Student seems pretty prepared but might have needed a couple more rehearsals. Speaks clearly and distinctly all (10095%) the time, but mispronounces one word. 4 The student is somewhat prepared, but it is clear that rehearsal was lacking. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Shows a good understanding of parts of the topic. 1 Student does not seem at all prepared to present. Often mumbles or can not be understood OR mispronounces more than one word. Does not seem to understand the topic very well.

Speaks Clearly

Content

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Comprehension

Enthusiasm

Student is able to accurately answer almost all questions posed by classmates about the topic. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Student is able to accurately answer most questions posed by classmates about the topic. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Student is able to accurately answer a few questions posed by classmates about the topic. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Student is unable to accurately answer questions posed by classmates about the topic. Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Rubric: Heifer International Project - Announcement

Student Name: CATEGORY Speaks clearly ________________________________________ 10 Speaks clearly and distinctly all of the time and mispronounces no words. All supportive facts are reported accurately (3 of 3). 7 Speaks clearly and distinctly all of the time but mispronounces 1 or more words. Almost all facts are reported accurately (2 of 3). 4 Speaks clearly and distinctly most of the time and mispronounces no words. One fact is reported accurately. 1 Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. No facts are reported accurately OR no facts were reported. It was difficult to figure out the purpose of the announcement.

Accuracy of Facts

Point of View Purpose

Enthusiasm

Duration of presentation

Announcement establishes a purpose at the beginning and maintains that focus throughout! Cohesive announcement. Facial expression and body language show a strong interest and enthusiasm about the topic throughout the announcement, but it is not overdone. The announcement was between 1 and 2 minutes and did not seem hurried or too slow.

Establishes a purpose at the beginning, but occasionally wanders from that focus.

The purpose is somewhat clear but many aspects of the announcement seem only slightly related. Facial expression and body language show some interest and enthusiasm about the topic throughout the announcement.

Facial expression and body language show a strong interest and enthusiasm about the topic throughout the announcement, but it is somewhat overdone. The announcement was between 1 and 2 minutes but seemed SLIGHTLY hurried or too slow.

Facial expression and body language depict apathy or boredom with the topic.

The announcement The announcement was between 1 and was too long or too 2 minutes but short. seemed VERY hurried or too slow.

Rubric: Heifer International Project - Commercial

Student Name: CATEGORY Knowledge ________________________________________ 10 All students showed excellent knowledge of content, needing no cues and showing no hesitation in talking or answering questions. Many different \"takes\", camera angles, sound effects, and/or careful of use of zoom provided variety in the commercial. Commercial did not rock/shake and the focus was excellent throughout. Commercial has a clear and interesting purpose. All students wore costumes and the group used some props. 7 All students showed excellent knowledge of content, but 1-2 students once needed note cards to talk or answer questions. 4 Most students showed excellent knowledge of content, but 1-2 often needed note cards to talk or answer questions. 1 Most students needed note cards to talk and to answer questions.

Commercial Interest

Commercial Clarity

Interest and Purpose

Several (3-4) different \"takes\", camera angles, sound effects, and/or careful of use of zoom provided variety in the commercial. Commercial did not rock/shake and the focus was excellent for the majority of the commercial. Commercial is interesting but purpose is somewhat unclear. Some students wore costumes and the group used some props.

One or two different \"takes\", camera angles, sound effects, and/or careful of use of zoom provided variety in the commercial. Commercial had a little rocking/shaking, but the focus was excellent throughout. Commercial is not very interesting and purpose is somewhat unclear. Students wore no costumes, but the group used some props.

Little attempt was made to provide variety in the commercial.

Problems with rocking/shaking AND focus.

Commercial is not interesting and has no discernible purpose. No costumes and no props were used.

Costume & Props

Length of Commercial

Commercial was 55 Commercial was 50 Commercial was 40 Commercial was to 65 seconds long. to 70 seconds long. to 80 seconds long. less than 40 or more than 80 seconds long.

Rubric: Heifer International Project - Newspaper Article

Student Name: CATEGORY Layout - Headlines & Captions ________________________________________ 10 The article has a headline that captures the reader's attention and accurately describes the content. The article has a byline. The article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. The details in the article are clear, effective, and vivid 80-100% of the time. The article adequately address the 5 W's (who, what, when, where and how). There are no spelling or grammar errors. Graphics are in focus, are wellcropped and are clearly related to the article. There is a caption for each graphic. 7 The article has a headline that accurately describes the content. The article has a byline. 4 The article has a head line that does not accurately describe the content. There is no byline. 1 Article is missing a headline and a byline.

Articles - Purpose

Articles Supporting Details

The article mostly establishes a clear purpose in the lead paragraph and mostly demonstrates a clear understanding of the topic. The details in the article are clear and pertinent 90100% of the time. The article adequately address the 4 of the 5 W's (who, what, when, where and how). There are 1 to 2 spelling or grammar errors. Graphics are in focus and are clearly related to the article. There is a caption for each graphic.

The purpose of the article in the lead paragraph is not clear and it does not demonstrate a clear understanding of the topic. The details in the article are clear and pertinent 7589% of the time. The article adequately address the 2 to 3 of the 5 W's (who, what, when, where and how). There are 3 to 4 spelling or grammar errors. Graphics are out of focus and their relation to the article is not clear. The caption does not support the graphic.

The article does not establish a purpose in the lead paragraph or does not demonstrate a clear understanding of the topic. The details in more than 25% of the article are neither clear nor pertinent. The article adequately address less than 2 of the 5 W's (who, what, when, where, and how). There are 5 or more spelling or grammar errors. There are no graphics.

Who, What, When, Where & How

Spelling and Proofreading

Graphics