Tubs of books, laptops, simplified Tubs of books, laptops, simplified Tubs of books, laptops, simplified texts etc. texts etc. texts etc. Wiki pages (emailed to Lisa) Wiki pages (emailed to Lisa) Wiki pages (emailed to Lisa) answering the project questions answering the project questions answering the project questions about Asian celebrations and about Asian celebrations and about Asian celebrations and commemorations for at-risk commemorations for at-risk commemorations for at-risk NA students. students. students. Internet videos Internet videos Resources Sticky or equivalent, cover Venn diagram templates paper cut into the required lengths to publish the timelines. At-risk: limit the number of events At risk/ ESL: At risk/ESL: modify the project leading to the development of the Wiki pages (emailed to Lisa) requirements to reduce the celebration or commemoration to answering the project questions vocabulary load, include images 2-3. about Asian celebrations and towards the finished mobile. ESL: provide models and word commemorations for at-risk Enrichment: offer an optional banks using impersonal text students. alternative creative task from the needs forms to make the timeline. Choose a celebration or task cards in Celebrations (Upper NA Enrichment: encourage writing commemoration being Primary) by Sue Harvey. complex cause-and-effect researched by an at-risk/ESL Special sentences about each event. student to model. Enrichment: encourage identifying multiple commonalities for the Venn diagrams Thinking Processes: With Interpersonal relationships: In Personal Learning: With support, Interpersonal relationships: thinking tools to assist them, teams, students work towards the students develop strategies for Students to be aware that students begin to ask more achievement of agreed goals managing their own learning, and different points of view may be focused and clarifying questions. within a set timeframe. With identify the need for resource and valid. They develop skills in collecting teacher assistance, they develop time management in completing and organising ideas from a awareness of their role in the short tasks. They begin to use range of sources to construct team and responsibilities in various tools, such as personal knowledge. various situations, and interact diaries and portfolios, to help with others accordingly. Students them reflect on the effectiveness begin to be aware that different of the strategies they use in points of view may be valid. learning and in recording and Using provided criteria, they commenting on task outcomes. reflect on the effectiveness of the teams in which they participate.
Resources Tubs of books, laptops, simplified texts etc. Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. Internet videos Sticky or equivalent, cover paper cut into the required lengths to publish the timelines. Tubs of books, laptops, simplified texts etc. Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. Internet videos Venn diagram templates Tubs of books, laptops, simplified texts etc. Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. NA Special needs At-risk: limit the number of events leading to the development of the celebration or commemoration to 2-3. ESL: provide models and word banks using impersonal text forms to make the timeline. Enrichment: encourage writing complex cause-and-effect sentences about each event. At risk/ ESL: Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. Choose a celebration or commemoration being researched by an at-risk/ESL student to model. Enrichment: encourage identifying multiple commonalities for the Venn diagrams At risk/ESL: modify the project requirements to reduce the vocabulary load, include images towards the finished mobile. Enrichment: offer an optional alternative creative task from the task cards in Celebrations (Upper Primary) by Sue Harvey. NA Thinking Processes: With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge. Interpersonal relationships: In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate. Personal Learning: With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes. Interpersonal relationships: Students to be aware that different points of view may be valid.
y34-celebrations-around-the-world-even-years-sem-1.docx