How Will Assessment And Instruction Be Organized For Learning? | Ophea Teaching Tools

    How Will Assessment And Instruction Be Organized For Learning?

    Lesson 1: Cyberbullying and Gaming Addiction

    By the end of this lesson, students will be able to:

    • demonstrate appropriate procedure for responding to cyberbulllying (e.g., identify people and community resources to turn to for support);
    • apply critical and creative thinking skills and communication skills (e.g., assertiveness and refusal skills), to make informed decisions that demonstrate respect, to promote positive interactions amongst their peers and to avoid or manage conflicts related to cyberbullying; and
    • apply critical and creative thinking skills to interpret media texts and reflect on a piece of media using overt and implied messages as evidence for their interpretations.

    Health and Physical Education Curriculum Expectations - 1.3, 1.5, C2.3, C2.6, C3.2
    Language: Media Curriculum Expectations - 1.2

    Know before you go

    Checkpoint 1

    Can students demonstrate their knowledge and understanding of conflicts related to cyberbullying and the strategies they can use to avoid or manage the situations, as well as prevent them from happening again?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

    Checkpoint 2

    Can students reflect on a piece of media and identify its messages?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

    Checkpoint 3

    Can students communicate their understanding of cyberbullying and the impact it has upon others?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

    Checkpoint 4

    Can students recognize where to go for support when faced with a difficult situation?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

     

    Lesson 2: Impact of Cyberbullying

    By the end of this lesson, students will be able to:

    • identify factors that affect the development of a person’s self-concept;
    • identify people and community resources to turn to for support when dealing with addictive behaviours online (e.g., excessive gaming);
    • apply critical and creative thinking skills and communication skills to make informed choices that demonstrate respect (e.g., assertiveness and refusal skills), to promote positive interactions amongst their peers and to avoid or manage conflicts related to cyberbullying;
    • apply critical and creative thinking skills to interpret media texts and reflect on a piece of media using overt and implied messages as evidence for their interpretations; and
    • demonstrate an understanding of safety practices and appropriate procedures for responding to cyberbullying.

    Health and Physical Education Curriculum Expectations - 1.3, 1.5, C1.2, C1.3, C2.3, C2.6, C3.2
    Language: Media Curriculum Expectations - 1.2

    Know before you go

    Checkpoint 1

    Can students communicate their understanding of cyberbullying and its impact on themselves and on others?

    • Connect[ED] Student Resource 2: Gallery Walk

    Checkpoint 2

    Can students identify conflicts and how they impact the feelings of themselves and others?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

    Checkpoint 3

    Can students demonstrate an ability to manage conflicts and difficult situations related to cyberbullying?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

     

    Lesson 3: Consequences and Community Connections

    By the end of this lesson, students will be able to:

    • apply creative and critical thinking skills and communication skills (e.g., assertiveness and refusal skills) to manage conflicts related to cyberbullying and make informed decisions that demonstrate respect for themselves and others;
    • identify factors that affect the development of a person’s self-concept;
    • identify people and community resources that can provide support when dealing with addictive behaviours like playing too many video games;
    • demonstrate an understanding of safety practices and appropriate procedures for responding to cyberbullying to make a safer online school community; and
    • apply critical and creative thinking skills to reflect on a piece of media.

    Health and Physical Education Curriculum Expectations - 1.3, 1.5, C1.2, C1.3, C2.3, C2.6, C3.2
    Language: Media Curriculum Expectations - 1.2

    Know before you go

    Checkpoint 1

    Can students review and reflect on the significant events that occurred during part one and part two of the Connect[ED] video identifying how the characters could have made more appropriate decisions?

    • Teacher observation and feedback

    Checkpoint 2

    Can students review and reflect on the conflicts presented in the Connect[ED] video and identify how they would respond to the conflicts in a manner that will impact themselves, others and the school community in a positive way?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

    Checkpoint 3

    Can students reflect on a piece of media with a focus on purpose and audience?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart

     

    Lesson 4: Choice Boards

    By the end of this lesson, students will be able to:

    • apply creative and critical thinking skills and communication skills (e.g., assertiveness and refusal skills) to manage conflicts related to cyberbullying and make informed decisions that demonstrate respect for themselves and others;
    • identify people and community resources that can provide support when dealing with addictive behaviours like continual cyberbullying or playing too many video games;
    • demonstrate an understanding of safety practices and appropriate procedures for responding to cyberbullying to make a safer online school community; and
    • produce a media text for a specific purpose and audience, using appropriate forms, conventions, and techniques from various sources, such as magazines, the Internet, newspapers, or textbooks.

    Health and Physical Education Curriculum Expectations – 1.3, 1.5, C1.2, C2.3, C2.6, C3.2
    Language: Media Curriculum Expectations - 3.4

    Know before you go

    Checkpoint 1

    Can students create a piece of media and demonstrate their knowledge and understanding of cyberbullying by making connections to how it can impact themselves and others?

    • Connect[ED] Teacher Resource 6: Connect[ED] Choice Board Rubric

    Checkpoint 2

    Can students identify appropriate strategies to help them cope or manage conflicts related to Internet safety and cyberbullying and respond in a way that will impact themselves and others in the school community in a positive manner?

    • Connect[ED] Teacher Resource 3: Internet Safety Anecdotal Recording Chart
    • Connect[ED] Teacher Resource 6: Connect[ED] Choice Board Rubric