OBJECTIVES WHAT WILL THE STUDENTS BE ABLE TO DO AT THE END OF THE LESSON

OBJECTIVES WHAT WILL THE STUDENTS BE ABLE TO DO AT THE END OF THE LESSON Background Information: This Lesson asks the students to reflect on the plot of both stories: the classic Fairy Tale: Goldilocks and the Three Bears and the new contemporary story: Goldilocks and Just One Bear by Leigh Hodgkinson and sharing either of their respective Recaps of Classic Goldilocks and Just One Bear of on the VoiceThread page. The Guiding Question: Create the dialogue/conversation between either of these two pairings of characters (Extension of the story): Goldilocks and Baby Bear (Baby Bear can recap events from the first story where they both share a similar experience. OR Goldilocks husband- Harry and little Bear (whom he meets in the city with Goldilocks). Have Harry ask questions to Little Bear to get to know why it is that brought him to their place. Objectives: Students will recall their prior knowledge about the classic Fairy Tale: Goldilocks and the Three Bears in reflecting on the new story, Goldilocks and Just One Bear. See Handout A. Students will compare the selected story plots of both the classic Fairy Tale: Goldilocks and the three Bears and the new fractured Fairy tale story, Goldilocks and Just One Bear. See Handout A. Students, in their pairs, will select a scenario from either the Classic or the new story, Goldilocks and Just One Bear to focus on for the VoiceThread collective response activity See Handout B (2) option pages. Students will sketch out the selected scenario in order to support their storytelling on the Handout B sheet. Student will defend their choice of story section in their Voicethread commentary. Students will adopt effective work methods as they work in pairs to perform all tasks related to the lesson. Student will learn new vocabulary related to the lesson: Example: words/expressions such as Racket. Students will communicate appropriately as they share their work with the class, and comment on the work of others using the VoiceThread platform. Students will create their final recap Voicethread contribution and upload the Sock Puppet Scenarios to the platform to share it with the group. Grade Level: Elementary Cycle 1, Grade 1 Course: English Language Arts SUBJECT SPECIFIC COMPETENCIES: English Language Arts Baby Bear Goldilocks Goldilocks Husband: COMPETENCY 4: TO USE LANGUAGE TO COMMUNICATE AND LEARN Harry

RESOURCES/MATERIALS USED BY TEACHER: Computer and Smartboard/Projector set-up in classroom (for demos of VoiceThread/Uploading assistance. Each pair of students will have an ipad. Clip Art: various sources from Google Image, or my own photographs and then customized in Photoshop CS6. Allen, J. (2014, October 8). [CBeebies Bedtime Stories - 419 - Goldilocks and Just the One Bear] [Video file]. Retrieved from https://www.youtube.com/watch?v=ehklf2hpk1u Gouvernement du Québec (2001). Quebec Education Program. Quebec, QC. Retrieved From http://www.mels.gouv.qc.ca/dgfj/dp/programme_de_formation/prima ire/educprg2001h.htm Gouvernement du Québec (2001). Quebec Education Program. Quebec, QC. QEP Progression of Learning ; English Language Arts Retrieved from http://www1.mels.gouv.qc.ca/progressionprimaire/anglais/index_en.asp?page=text02 Hodgkinson, L. (2011). Goldilocks and just one bear. Somerville, MA. Nosy Crow. Hume, H. D. (2008). The art teacher s survival guide for elementary and middle schools (2nd ed.). San Francisco, CA: Jossey-Bass. Part I- How we teach pp. 13-21 imovie Program used by Christina Marie Phelps to create the Guiding Question prompt and set the scenario/instructions for the VoiceThread. RESOURCES/MATERIALS USED BY STUDENT: Each pair of students will have access to an ipad, as provided from the cart in the school with the Mobile application software programs: VoiceThread and Sock Puppet already installed. Allen, J. (2014, October 8). [CBeebies Bedtime Stories - 419 - Goldilocks and Just the One Bear] [Video file]. Retrieved from https://www.youtube.com/watch?v=ehklf2hpk1u Carruth, J., Embleton, E., & Embleton, G. A. (1984). Goldilocks and the three bears. London: Award Publications. Hodgkinson, L. (2011). Goldilocks and just one bear. Somerville, MA. Nosy Crow. McClinktock, B. and J. Aylesworth (1984). Goldilocks and the three bears. London: Award Publications. Sock Puppet. Smith micro software inc. (2013). (Version 2.03) [Mobile application software]. Retrieved from http://itunes.apple.com VoiceThread. VoiceThread.com. (2011-2016) (Version 3.024) [Mobile application software]. (Retrieved from https://voicethread.com/ Handouts created by Ms. Phelps/ Scrap paper if needed. Pencils, Erasers, Pencil Crayons Learn Quebec (2016) dotplanner software. Retrieved from http://www.learnquebec.ca/learnapps/dotplan/?page=guiding_questio n McClinktock, B. and J. Aylesworth (1984). Goldilocks and the three bears. London: Award Publications. Sock Puppet. Smith micro software inc. (2013). (Version 2.03) [Mobile application software]. Retrieved from http://itunes.apple.com Stein, B., & Byrd, S. (2011). Using VoiceThread to Promote Learning Engagement and Success for All Students. Teaching Exceptional Children, 43(4), 28-37). VoiceThread. VoiceThread.com. (2011-2016) (Version 3.024) [Mobile application software]. (Retrieved from https://voicethread.com/ HOW WILL VOICETHREAD BE INTEGRATED WITHIN THE LESSON: Students will receive their guiding question and introduction from the teacher to the activity on the VoiceThread The teacher s voice will speak overtop moving images from the book: Goldilocks and just one Bear. Students who are working in pairs, will upload their short animated sock puppet video creations as new Responses/hypothetical endings As the videos are recorded in another app on the ipad devices where the VoiceThread app exists, it will be a very simple procedure and the students will have had experience with other story creator app software which they have also had to upload photos to. Reach pair of students will upload their video as a new slide in VoiceThread for others to comment on. Students are then instructed to comment on the work of at least (2) other groups. By Commenting they have been taught that they can pose a question, make a connection with, or offer positive feedback to another group s work. VoiceThread will act as a way to showcase the works of students as they exercise their oral literacy skills. It will host the activities of: Sharing of information with peers and teacher, participating in collaborative role-playing activities to communicate experiences and responses, and the creation of a scene given a framework, (Sock Puppet Video App).

Our connections to Story 1: (What did it remind us of?) HANDOUT A EXPLORE HANDOUT & REFLECT A Page EXPLORE 1/2 & REFLECT Page 2/2 What we liked about both stories: Our connections to Story 2:

Story 1 Characters 1 Plot 1 Setting 1 Both Stories Setting 2 Plot 2 Characters 2 Story 2

Select either this scenario or the followingpage, previous page,to to come up with a sock-puppet dialogue for! for HANDOUT - B REFLECT, CREATE & EXPLAIN! Option (Option21) Play Baby Bear and Remind Goldilocks of her own childhood run-in with your parents (Classic Book) What do you talk about? With your partner, discuss, then select & illustrate + w rite ideas above for one scenario from the original story: Goldilocks and the three Bears that you are speaking about with Goldilocks. Create a 3o-second Sock Puppet scenario of your idea with the Sock Puppet App on the ipad. Upload the video onto Voicethread. As always, comment on the video work of at least two other groups in the class.

Play Goldilocks Husband, Harry, who is asking Baby Bear to explain what brought him to their home today (New Book). What do you choose to tell him? With your partner, discuss, then select & illustrate + write ideas above of one scenario from the new story: Goldilocks and Just One Bear that you are speaking about with Goldilocks Husband, Harris. Create a 3o-second Sock Puppet scenario of your idea with the Sock Puppet App on the ipad. Upload the video onto VoiceThread. As always, comment on the video work of at least two other groups in the class.

Play is the brain s favorite way to learn ~ Dr. Stuart Brown REFLECTION ON VOICETHREAD LESSON CREATION PROCESS: I was first introduced by VoiceThread from a colleague who utilized it in her English Language Arts course at Miss Edgar s and Miss Cramp s school in 2008, with her grade five class so I knew a bit of its potential as a teaching tool. I chose to create my VoiceThread lesson pertaining to a hypothetical unit on Fractured Fairy Tales, since it reminds me of the postmodern movement is the visual arts. I geared my VoiceThread Lesson for Elementary Clycle 1/Grade two students; as they are developing a sense of irony and sarcasm, both of which are found in many of these silly tales. My overall goal was to expose them to many different versions of familiar tales and have them be able to identify how an author goes about changing parts of the story. In addition, I also wanted to incorporate various forms of technology within the lesson: VoiceThread and Sock Puppet App. The latter app is extremely playful, which is a wonderful way to have students become engaged with a material. I thoroughly enjoyed the fact that VoiceThread allows you to communicate and collaborate and co-construct meaning on the works of others, offering feedback, and making connections to the material. This will be especially useful in the Visual Arts Classroom, with relation to Competency 3, to Appreciate works of art. This platform would also benefit a Flipped Classroom Scenario where students can access the VoiceThread from their homes and can upload their responses to a situational problem, and collaborate with their peers. You also can choose to share the students projects with the public and the school communityat-large. I can evnvision this platform being especiall useful for children to assemble and compiule their best works for a Portfolio presentation day. The only criticism I have would be regarding comment moderation. Unless supervised while making the comments, (Teacher should check-in frequently), there is nothing truly preventing students from leaving potentially negative comments. I envision this scenario more likely happening in a high school setting, however, digital citizenship and cyber bullying are two topics that are very much addressed within school culture. It is important to teach students the Sandwich Technique regarding distributing affective feedback for their peers. Although there does exist a pricetag for a class license for the program, it appears that it would be worth it as many teachers will probably want to create many more Voicethreads than just the allotted three free VoiceThread projects. voicethread.com/share/7548079