Lesson+plan

Teacher's lesson plan: The "Digital Native" and Identity: Discussion~Interview~On-line Creation~Collaboration


 * Lesson Focus***

The focus of this lesson is the positive development of //identity// within the context of "//Digital Natives".// It should help grade two students to reflect upon who they are and extend to who their classmates are, thus opening the doorway to discussion about having a positive sense of self and others. As they play the part of interviewer and interviewee, teachers should guide their reflection in the direction of subjects such as friendship, empathy, kindness and the importance of including others.

As the students reflect upon what they like/think to answer the interview questions, they will also learn more about their peers by hearing others' answers. Through guided positive discussion they will learn more about the importance of seeing not only themselves but their classmates as making up a collectivity of cooperators. Each child will create an on line page about the classmate they have interviewed, using on line art, and photo options to make their page a unique reflection of the individual. Each student's work will then be compiled into a collaborative presentation, again using their ideas for the end digital product. Some may suggest a series of photos, others might wish to see creative text of printed Q's and A's. Those with more digital confidence may hope to add audio recordings of the interviews accompanied by background theme music. Creativity and ideas should be encouraged.


 * Objectives***

Students will practice interviewing classmates in order to improve face to face communication skills. They will practice social skills, handwriting, spelling, new vocabulary, typing, on-line creativity and collaboration while learning about their own and each other's interests. Part of the goal would be the strengthening of perceptions of themselves in relation to the people around them. Positive reflections will be practiced and encouraged. The questions chosen should encourage reflection about healthy, active lifestyles.


 * Procedure***


 * 1) Introduce the concept to the classroom and review the vocabulary below.
 * 2) Ask children to sit in a circle (shape of planet) and give them each a color alternating light blue, light green, dark blue and dark green (colors we see when we look at the planet that we share).
 * 3) Ask all light blues to sit facing the first dark blue to their right.
 * 4) Ask all light greens to sit facing the first dark green to their right. This will leave them in front of a classmate that is two spaces from them increasing likelihood that the one they interview will be less known to them.
 * 5) Hand all color holders a sheet of paper with the questions listed on it and spaces for the answers, along with a pencil and eraser.
 * 6) Role play with one student coaching them along and using the suggested introductory*** and conclusive*** phrasing to reinforce the lesson objectives.
 * 7) Have light color holders ask the dark color holders the questions and then reverse. Encourage those answering to make their answers short: one to ten words so that they are easy for the interviewer to write down.
 * 8) Have them take a picture of the classmate they are sitting across from. Encourage creativity in this step. (ex: if freeze tag is a favorite sport, then they might wish to take a picture reflecting a frozen, silly pose. Promote having fun!
 * 9) Incorporate as many creative ideas as possible. (ex: offer a voice recording device to the class so that they can incorporate sound into the project.)
 * 10) Compile their gathered information, photos, music, etc. into a wiki, a powerpoint, a video or whatever you choose, spreading the project out over the week during ELA and COMPUTER time slots.
 * 11) Combine all interviews into a collaborative presentation. Consider sharing it with other classrooms.
 * 12) Follow up positive discussion is important to remind students of the focal aspect of the project. Questions such as: What are some of the things that are unique about us? What are some of the things that are the same? How did we learn so much about each other? Do you feel like everyone knows you a little better now?


 * Focus on Vocabulary***

Word list: share, qualities, "to have something in common", unique, classmate, collaborate

Review words that may be new to some students. Discuss what they think the words might mean and accept all answers, while focussing on the most accurate answers and expanding on key words to encourage understanding. (ex.: for the word unique, one might say: We are all unique because we each have things about us that are special and not exactly the same as any other person. If we were to put us all together into a story it would be very lively and interesting because we could all add something unique and new to the story.


 * Reinforcing the main points of the excercise***

Feedback is required from you, the teacher, to reinforce the fact that although there are many unique qualities within the group, there are also many commonly shared qualities as well. The goal is to help children to have fun while reflecting on who //they// are, but also who their //classmates// are and to develop a deeper appreciation for the group.