Instructional Plan:

Subject: Social Studies/Language

Grade: 1

Strand: Heritage and Identity, Media Literacy Estimated Time: 5 blocks (span of 1
week)
Title/Topic: I Am.
Lesson Objectives: To have students explore technology and work collaboratively as a
small group in a classroom setting and to get students thinking about how their sense of self
and beliefs shape who they are.
Essential Questions:
Who are you as an individual?
How are you the same or different from others?
Why is it important to include others?
Why is it important to get to know others (similarities and differences)?
Why do you think you are similar or different from others?
Social Studies-Heritage and Identity:
Overall Curriculum Expectations:
A2. Inquiry: use the social studies inquiry process to investigate some aspects of the
interrelationship between their identity/sense of self, their roles, relationships, and
responsibilities, and various situations in their daily lives;
Specific Expectations:
A2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship
between events, people, and/or places in their lives and their own roles, relationships,
responsibilities, and identity/self of self
A2.6 communicate the results of their inquiries, using appropriate vocabulary and formats
Integration (expectations from other subject area):
Media Literacy Overall Expectations:
3. Create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions, and techniques;
Media Literacy Specific Expectations:
3.1 identify the topic, purpose, and audience for media texts they plan to create
3.2 identify an appropriate form to suit the purpose and audience for a media text they plan
to create
3.3 identify conventions and techniques appropriate to the form chosen for a media text they
plan to create

3.4 produce some short media texts for specific purposes and audiences, using a few
simple media forms and appropriate conventions and techniques
Materials for Activity:
Whiteboards or chalkboards (discretion of student)
Markers
iPad or filming device
Students Need:
iPad or filming device
writing tools
whiteboard or chalkboard
Teachers Need:
Exemplar
assessment rubric
access to YouTube
Brief Outline and Description of Lesson (could take place over several days):
Teacher would start by showing a YouTube video entitled I Am to demonstrate
inclusiveness
Teacher would explain the student-run project
Students would take time individually to reflect on themselves and come up with who
they think they are as unique people
Students get into small groups and share their sentences (I love, I hate, I dream, I
am)
Students will decide on a method to visually represent their sentences using words,
pictures or both
The students will format their version of the short film and film using a class iPad or
camera
Once the activity is filmed, the teacher can facilitate sharing of the videos (class or
school-wide)
Teacher will assess the short films using assessment rubric (assessment will be
based on collaboration and work habits)
Instructional Strategies used:
Whole group (exemplar/discussion)
Individual (reflection and brainstorming/writing)
Small groups (student-led project)

 Consolidation (discussion and recap)

Explanation of how student videos link curriculum expectation and diversity:
The student videos link to curriculum expectations by allowing students to communicate
understandings of community and sense of self, while conveying it through a technological
means, using media literacy.

Reflection after lesson implementation (what questions will you ask yourself
to determine the effectiveness of the lesson?):
We will be able to determine the effectiveness of the lesson by:
Ease of use of technology over the course of the entire project
Teamwork throughout the planning and execution portion of the project
How students identify themselves and the concepts they choose to bring
forward
I Am Video Production Rubric: Student Work Habits Assessment:
Work Habit

Level 4

Level 3

Level 2

Level 1

Planning Skills:
brainstorming
and organizing
ideas

Student
brainstorms
and organizes
ideas with a
high degree of
effectiveness

Student
brainstorms
and organizes
ideas with
considerable
effectiveness

Student
brainstorms and
organizes ideas
with some
effectiveness

Student
brainstorms
and organizes
ideas with
limited
effectiveness

Communication
Skills:
communication
with peers

Student always
communicates
with peers
appropriately
and with a high
degree of
effectiveness

Student almost
always
communicates
with peers
appropriately
and with
considerable
effectiveness

Student
sometimes
communicates
with peers
appropriately
and with some
effectiveness

Student rarely
communicates
with peers
appropriately
and with limited
effectiveness

Expression and
Organization
Skills:
expression of

Student
expresses and
organizes ideas
with a high

Student
expresses and
organizes
ideas with

Student
expresses and
organizes ideas
with some

Student
expresses and
organizes ideas
with limited

ideas during
presentation in
oral and/or
written form

degree of
effectiveness

considerable
effectiveness

effectiveness

effectiveness

Teamwork and
Collaboration
Skills: ability to
work
cooperatively as
a member of a
team

Student works
collaboratively
with group
members with
a high degree
of effectiveness

Student works
collaboratively
with group
members with
considerable
effectiveness

Student works
collaboratively
with group
members with
some
effectiveness

Student works
collaboratively
with group
member with
limited
effectiveness

Initiative Skills:
capacity for
innovation and
willingness to
take risks

Student goes
beyond
expectations
for innovation
and
demonstrates
risk-taking
abilities with a
high degree of
effectiveness

Student meets
all expectations
for innovation
and
demonstrates
risk-taking
abilities with
considerable
effectiveness

Student meets
most
expectations for
innovation and
demonstrates
risk-taking
abilities with
some
effectiveness

Student meets
some
expectations
for innovation
and
demonstrates
risk-taking
abilities with
limited
effectiveness