Overview of Multidimensional Unit
Monique Surette
Grade Level: 9-10
Language and Level: English, Intermediate
Field of Experience: Tourist Attractions
Topics to be developed: Field trips
Kings Landing as a historical site
Kings Landing as a tourist attraction
Experiential goal: The goal is to create either a brochure, a promotional poster or to enact a TV commercial promoting the tourist attraction.
Steps to follow to achieve the goal:
1. Using the cooperative strategy yarn-yarn, students will share with their classmates tourist attractions they have visited.
2. Students will share photos of the places they have visited and say a few things about that experience. They will place these pictures on a Visual map of the world created by student pictures.
3. Students will discuss what they already know about Kings Landing and will generate a list of questions to ask other people in the school about the tourist attraction.
4. In groups students will choose and research the site that is of most interest to them, and a jigsaw activity will enable them to inform other groups about that site.
5. Students will view a commercial on Kings Landing and discuss what they liked and did not like, and generate ideas as to their own promotional ad. They will also choose a slogan for their ad.
6. Students will prepare questions for the actors in each setting and will create a learning chart before the trip which is based on what they know and what they would like to know.
7. Students go to Kings Landing to obtain the answers that they will need as additional information to make their brochure.
8. Students from each group will discuss and organize their information, and decide how they wish to present this knowledge to the class. Students present their final product.
9. Students will reflect on their learning throughout the unit in their learning logs and also reflect on their visit to Kings landing by creating a personal section that includes their own testimonials.
Objectives
Communicative/Experiential
1. Discuss their previous field trips or travel experiences with the class.
2. Prepare questions and ask other people outside class about the tourist attraction.
3. Conduct a research of the site they will be visiting at Kings Landing.
4. View a commercial of Kings Landing discuss the techniques, and prepare one of their own.
Cultural
1. They will talk about their own experiences at the beginning of class about where they have been.
2. They will bring in a picture of a travel experience, and create a visual cardboard of the world with the pictures the other students brought about their experiences.
3. They will be learning about Kings Landing which is part of the Canadian culture and experience.
Language
1. Students will formulate and ask questions based on the models prepared for their three step interview.
2. Students will learn various slogans used in advertising and create or use one in their final project.
3. Students will use models of the testimonial that are provided as a method of helping them to state their own testimonial about Kings Landing.
General Language Education
1. They will articulate in their learning logs what activities they liked in class and how this helped them to learn and implement their new language skills.
2. They will reflect on their own progress during this class in the group, examine their own role and decide whether they could have improved their performance.
3. They will reflect on the charts and strategies(brainstorming) learned in class and try to articulate which one they liked best and why in their learning logs.
4. Students will use jigsaw strategy to do research on Kings Landing.
5. Students will rehearse their commercial or use their brochures as models for their own.
6. In their learning logs they will note vocabulary that they have learned.
7. In several classes they will brainstorm their knowledge and vocabulary of Kings Landing.
8. They will be examining vocabulary they did not understand in the commercial and finding the answers in the dictionary for them.
Lesson Plan: Step 4
Grade level: 9-10
Language: English
Length of class: 60 minutes
Field of Experience: Tourist Attraction
Purpose: The purpose of this lesson is to have students become more informed about Kings Landing. It is also to engage students in constructing their own knowledge about the site and to communicate this knowledge with the other students.
Objectives:
Students will choose a particular site at Kings Landing that is of interest to them and form a grouping.
Students will research this site and be able to articulate three or four things that they have learned about it.
Students will inform other students about these three things that they have learned from that site(jigsaw activity).
Students will be able to articulate one thing they have learned about another site(one that they did not have to read)
Resources:
Photocopies of several Kings Landing sites that include both text and pictures
from the textbook entitled: Kings Landing: A living history colourguide
4-5 Long sheets
Music: Traditional music from the CD: A Taste of the Maritimes
Handouts of the Data Sheet found in the Appendix, p. 15.
Activities and Procedures:
Pre-Activity
Traditional maritime music from the CD will be playing as students are walking into class.
1. The teacher presents the list of objectives for the class.
2. Teacher will present several sites in class briefly and ask students which ones are of most interest to them. For logistical reasons, they are told that the four most popular sites would be chosen and students must put their names under which site they would like to research.
3. Students are grouped, and they are told that they will be assessed by their participation in the group as well. They are each assigned a role within the group.
Activity
4. The teacher passes along the articles and the students are asked to read and discuss the site.
They have each been given a sheet that will allow them to take the data from the article and to articulate it on the sheet(p.15). The sheet will ask: What is this site called, Why is it important, Why do you think someone should visit this site? What makes this site interesting and why?
5. After having done this, they will discuss this within their group and place all of their answers on a larger sheet that has been given to them.
6. They can add to their own chart by learning what others have interpreted from this article.
7. They have now become an expert in this site and must inform other groups. The students are given a number from 1-4. The ones from each group are asked to displace themselves and inform the other groups of what they know. And the cycle will continue until each member has had their turn.
Post-Activity
8. A circle is formed, and talking stick is circulated as a method of having students state one thing they have learned from another group. They are told they can pass if they do not wish to speak.
Lesson Plan: Step 5
Grade level: 9-10
Language: English
Length of class: 60 minutes
Field of Experience: Tourist Attraction
Purpose: The purpose of this lesson is to provide a visual aid to help them prepare for their trip to Kings Landing. It is also aimed at showing them an actual piece of promotional material that they can use to decide how they would like to advertise Kings Landing.
Objective:
Students will learn what a slogan is and choose one in a magazine to go into their brochure, poster or ad.
Students will view the commercial and be able to articulate three things they liked about it in their groups.
Students will also be able to identify three things they did not like about it and are asked to justify their answers.
Students in groups will prepare two points that they wish to use for their future role play of a commercial.
Resources
VCR, TV, COMMERCIAL
4-5 sheets of paper
Magazines, newspapers and travel brochures
Activities and Procedure:
Pre-Activity
1. The teacher gives the students a list of objectives for the class.
2. The teacher asks students to volunteer what was their favourite TV or radio commercial. They are listed on the board. A discussion will ensue as to why they are good and categories are formed.(e.g. Funny, Informative, Creative etc.).
3. The teacher asks students if they are familiar with the different types of slogans found in commercials, if students are unsure, the teacher will show ads from a newspaper or magazine or travel brochures which display slogans found in ads.
Activity:
4. Students are asked to look through a magazine, newspaper or tourist brochure to find a good slogan for their own commercial.
5. The teacher states they will be watching a commercial on Kings Landing and the first time they will simply watch the commercial. Teacher asks if there were any slogans in the commercial.
6. The students in their groups are asked to discuss parts or words of the commercial that they did not understand. They can brainstorm parts they did not understand by drawing pictures or role playing what was happening during the commercial when they did not understand.
7. The commercial is viewed a second time, and students form a list of vocabulary that their group cannot answer and put these vocabulary on a sheet. With a dictionary students will try to find the answers. The sheet of vocabulary they learned is posted up with the definition. Those they could not find are answered by the class or the teacher.
8. The commercial is viewed a third time, and they are told that they should be thinking critically about the commercial because they will be asked to discuss them in groups according to the stated objectives.
9. Students are asked to discuss the commercial in groups and asked to graph both the positive and negative aspects of the commercial on the sheet of paper.
10. They are asked to tape the sheets to the blackboard and the class as a whole will discuss the answers. If the answers are vague they will be asked to clarify and justify their answers.
Post-Activity:
11. Students will go back to their groups and must come up with two points they wish to use for their future role play commercial that will be given the last day of the unit.
12. Students will state one new word or learning technique they learned today as the talking stick is sent around the room.