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Destination: Combining local knowledge with technology to teach literacy skills in an ELL classroom
Week 1 Lesson Plans
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Content Objective
Language Objective
Rationale
Direct Teach
Activity
Closure
I can write on a specific topic.
I can use traditional knowledge to build a shelter.
I can use traditional knowledge to build a shelter.
I can use traditional knowledge to build a shelter.
I can use traditional knowledge to build a shelter.
I can explain my reasoning.
I can record notes in an online notebook.
I can conduct research on how to build a shelter.
I can collaborate with my group on how to use traditional knowledge to build a shelter
I can work with my group to write a journal entry about shelters.
How to use traditional knowledge to survive.
How to use traditional knowledge to survive.
How to use traditional knowledge to survive.
How to use traditional knowledge to survive.
How to use traditional knowledge to survive.
Review the book Raven’s Gift and the definition of the word apocalypse. Review climate change and how the spread of disease can effect populations.
Introduce Google and Aris notebooks with checklists. How to use the notebooks, and what they should be keeping in them.
Have students review their self-assessments from previous day. Then have them write out what questions they want to ask an elder using the notebook feature of Aris.
Have students discuss what they learned from the elder on how to build a shelter. Then they need to draw a picture of how they would build a shelter using tarp and rope.
Students finish shelter. Then students get on Aris to get the prompt to journal about how they survived the first week by using knowledge from elders, so others may learn how to survive from them.
Have students write to the prompt: How would you survive the apocalypse?
Have students run through 1st few scenes of the game. Have them discuss with their group what they found out.
Have students call and interview elders then record interviews in the notebook feature of Aris for future use.
Once students have taken a picture of their drawing then have them grab a tarp, rope, and a pair of scissors. They will then go out behind the school to build their own shelter using the supplied materials, and materials they find outside of the school. When done they will record themselves explaining how they made their shelter and why.
Students will be prompted to collaborate with their group to write a journal entry. The journal entry will be completed using tablets and saved into their Google Drive folder for their group.
Exit ticket: What does apocalypse mean?
Exit ticket: Self-assessment
Exit ticket: Self-assessment
Exit ticket: Self-assessment
Turn in Journal on Google Drive.Fill out weekly self-assessment
Standards
During the first week of implementation, I had my students go through the project with very little influence from me. The reason why is because I wanted to get an accurate baseline of where they were at, and thus be able to adjust my lessons to reflect in the following weeks to match their needs.