Mike's+Russian+8

=Mike's Russian 8 Resource Page=


 * Rubistar Online Rubric Generator**


 * Mike's Unit Plan Lesson Template:**

__**A. STAGE ONE: DESIRED RESULTS**__

 * 1. Goal Statement for the Unit (What category learning outcome, course or program objectives will this unit address?)

Introduce the students to the geography and culture of a Russian by having them engage in research in order to create a "tour through a Russian city"

2. Big Ideas or Enduring Understanding: (Unpack learning outcomes for relevance) //Students will understand how to navigate through a vast country and have a sense for the Russian culture - and its relationship to geography.//

3. Essential Questions Related to Understandings: (Not easily answered!) -How could Russia be a unified country, and yet have so much diversity? -Would it be easy to travel in Russia? Why or why not? -How does geography relate to culture and language?

4. Essential Skills/Processes Students will Need: (Unpack from BC ICT Performance Standards, course achievement indicators) //Students will be able to...// -effectively and independently research a city in Russia -be able to pull a variety of formats to bring their research together -synthesize their information into a cohesive, engaging, and informative presentation

5. Knowledge Students will Need (Content): (Unpack from prescribed learning outcomes) //By the end of the unit, students will know that...// -Russia is a vast country with much geographical and cultural diversity **


 * 6. Authentic Culminating Project for Unit: (Design an authentic task that students need to problem solve)**

**Eg/ "You are students who are helping your friend/parents/cousin plan a successful trip to a city in Russia. Your task is to research a city in Russia, and present a travel guide that will help your friend understand Russia and their destination city in terms of culture, geography, and history before they travel there."**
 * ** G: ** What is the ultimate **goal** in this task? ||  ||
 * ** R ** : What is the **role** of the student? ||  ||
 * ** A: ** Who is the **audience** ||  ||
 * ** S: ** What is your **situation** or context? ||  ||
 * ** P: ** What is the **problem** or challenge? ||  ||

__B. STAGE TWO: LEARNER CONTEXT__
-largely a group of active boys who are engaged in technology
 * 1. Class Context: (General statement about class profile, including predispositions, learning style/prefs, skills, strengths, challenges)

2. Student Strengths: (How can specific strengths be harnessed during this unit? Eg/ leadership, expertise, interest, technology) -most of the boys are digitally savvy and spend much time in the computer lab at lunch playing games, or using their iPod touches. -really enjoy the interactive component of technology! -would benefit from differentiated "text" for research

3. Student Adaptations & Modifications: (Students who will need specific strategies & resources to assist in learning) Eg./ KWL, advance organizers, traffic light, checklist, pre-teach vocabulary, peer coaching, appropriate levels of text) -students will have a checklist and rubric available for the two stages of the project.

4. How will you hook students into this unit? (video, anecdote, prompt, artefacts, exemplars, story, activity, etc.) -ppos -possible 5 minute youtube clip

5. Assessment of prior learning: (What tool ie/checklist, KWL, traffic light, survey, pre-write, partner talk will you use to inform instruction?) -pre-assessment survey about what students already know about Russian culture, geography, and history.

6. Setting Goals: (Sample of rubric, checklist to set goals for unit achievement) -see critieria below (rubric in progress) **

**__STAGE THREE: UNIT LEARNING SEQUENCE__**
//-Mike: what about a youtube clip here about Russia? (the unit hook)//..? -pre-survey: KWL--what do students already know about Russian geography/history and culture? -show project wikispace on LCD projector -handout available **2. individually select a city** -students select a city in Russia to research -provided with search criteria (see below) **3. Collecting Research** -go to Lab 104 and log on to wikispace (get accepted for membership) [Tamara to coach here] -find your page (already created) -Key words: region, district, natural resources, (culture/tradition-Russia), roads, bodies of water, mountains, education (Russia), city history, travel route -Format: map, youtube, websites, photos, pictures/drawings/paintings -1/2 hour for research--post resources to your wiki page (Tamara to coach how to embed videos and images) -switch seats and using the above criteria listed on paper, check off the level of success, and provide descriptive feedback. (digital option: post a message in the discussion forum to your "learning partner" based on the criteria)
 * A. Lesson One: Introduction to Project**
 * 1. Introduce the project **
 * overview of big idea, skills, processes, and knowledge
 * outline of project
 * criteria for success
 * Criteria:** 1. have all the key words covered in your research 2. have research evidence in each format 3. information is useful to your project

1. Recall the Learning Outcomes and last day's research 2. Lab 104 to begin synthesis of research: create website, powerpoint, or print report [Tamara to coach] 3. Criteria: engaging, informative, useful/relevant, accurate 4. Descriptive Feedback is given orally based on this criteria (students are partnered for this bit) and have checklist in front of them.
 * B. Lesson Two: Creating the Project**

1. Students self and/or peer asses. Teacher places final evaluation according to criteria. 2. Projects may be presented to class, if desired. 3. End of project survey for action research based on engagement, learning, and technology.
 * C. Lesson Three: Project Completion**