Grade 4 English Language Arts Project
Students will be asked to write their life story and create presentations using Haiku Deck Editor (easily creates presentations with photos). All students should have access to the internet and appropriate devices to create this project. They will work independently on their stories for this assignment using the graphic organizer provided. The teacher will meet individually with students to check for progress and content. Students will have the opportunity to create their presentations in Haiku Deck after instruction on using this technology is given. Students will showcase their presentations for the class. Students will take notes, and a question-and-answer time will follow each presentation giving all students the opportunity to ask and answer questions.
To get students’ thinking about their own life stories a guest speaker will visit our classroom, she arrived in Canada as a refugee and will share about her life prior to arriving in Canada. Before she begins each student will be given some sticky notes and a fun pen to write with or an iPad to capture notes. Students will be instructed to think of questions to ask or comments to make on their sticky notes. I will model proper questioning after she presents and ask students if they have questions. This will segue into our lesson on creating our own stories.
Grade 4
GCO
1. Students will be expected to speak and listen, explore, extend, clarify, and reflect on their thoughts, ideas, feelings and experiences.
SCOs:
–explore and discuss their thoughts, ideas, and experiences and consider those of their peers.
-ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format)
-explain personal opinions and respond to the questions and opinions of others.
-listen critically to others’ ideas or opinions expressed
By the end of this assignment students will be able to ask and respond to questions from their peers. They will be able to reflect on their own experiences through writing their own stories and hearing the stories of others. They will gain appreciation for the writing of their own stories and how those stories have shaped who they are today. They will also learn the importance of listening to the stories of others and gaining understanding of how other people live. Even people who live in our own neighbourhood.
Sources:
Multi-Literacy Assignment ED 3113 Organizer/Planner - Digital Literacy Assignment
Technology/Digital Approach | Haiku Deck Editor creates a presentation (with photos). |
Literacy Goal (Reading/Writing) Curriculum Connection and Grade Level
| Grade 4 GCO 1. Students will be expected to speak and listen, explore, extend, clarify, and reflect on their thoughts, ideas, feelings and experiences. SCOs –explore and discuss their thoughts, ideas, and experiences and consider those of their peers. -ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format) -explain personal opinions and respond to the questions and opinions of others. -listen critically to others’ ideas or opinions expressed |
Prior Knowledge (Knowledge/Skills needed to engage in this approach) | A guest speaker will visit our classroom, she arrived in Canada as a refugee and will share about her life prior to arriving in Canada. Before she begins each student will be given some sticky notes and a fun pen to write with or an iPad. Students will be instructed to think of questions to ask or comments to make. I will model proper questioning after she presents and ask students if they have questions. This will segue into our lesson on creating our own stories. |
How? (Explanation of steps) |
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Expected Results (Connected to curricular goals) | Students will write their own stories of their life. They will have the opportunity to present these stories. They will listen closely and take excellent notes as fellow students share their presentations. Students will be able to ask and respond to questions from their peers based on their presentations. |
Sources |
