Week+6+-+Presentations+Rd+1

=Lesson Plan Presentation:=



 How we're using technology in our presentation: 
 * Website (www.biblegateway.com)
 * Video cameras/windows Movie Maker
 * (potentially) An internet message board for discussion

What are the Essential Questions of our lesson? 
 * What are your values?
 * What are the values of the church?
 * Do you share these values?
 * Where are these values illustrated in society today?

Using the following passages from the Gospels, students will choose one and examine it to find what the central message of the passage is, and how it relates to the values of the church: 
 * The Prodigal Son (Luke 15:11-32);
 * The Good Samaritan (Luke 10:25-37);
 * Washing of the Feet (John 13:1-16) ;
 * The Stoning of the Woman (John 8:1-11);
 * The Rich Man and Lazarus (Luke 16:19-31);
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The Widow’s Offering (Mark 12:41-44 OR Luke 20:45-Luke 21:4)[[image:BibleGatewayLogo.jpg width="360" height="269" align="right" caption="A great resource for looking up biblical passages"]]

Students will look up and read their passage, and then discuss: <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;"> Then, using Windows Movie Maker, students will create, edit, and present a short video, demonstrating their understanding.
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">What value they feel is being represented
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">What they think a contemporary example of this value would be.
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">How they would illustrate this example in a video.

The thing about this lesson is that, while we focus on grade 9, in essence it can be worked into any grade level, depending on the topic of discussion, as long as we're following the expectations set out by the OCCDSB ([|website]).

Here are the rest of the presentations from today:

- Lesson plan involved using podcasts (Audacity) to interview an historical Canadian figure. The information discovered through their research could also be presented on wikispaces. Amanda and Jennie also introduced us to a website called bibme.org which students can use to easily cite their work.
 * Amanda and Jennie** (History)

- Using the Wreck of the Edmund Fitzgerald, students are to create a chart which displays an image that corresponds to a particular stanza from the song.
 * Graham and Shannon** (English)

- Using Prezi to summarize and present information on Aboriginal tribes in Canada.
 * Lily and Luca** (Religion)

- Using gizmos to discuss optics. Also showed us exploreelearning.ca.
 * Allison and Jessie** (Science)

- Astrological exercise using celestia (www.shatters.net/celestia).
 * Matt and Lisa** (Science)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The readings this week focused on content filtering and censorship. I am torn on this subject; I 100% feel like we need to at least try and protect children and students from inappropriate websites. But, really, is Facebook or Youtube an inappropriate site? I would argue that they are not. What we should try and do, and Johnson touches on this, is instead try and teach our students about responsible web-surfing. Realistically, the internet can be a great resource in the classroom, if it can be harnessed properly.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Part of that responsibility comes onto us as teachers, and how we model our own internet behaviour. We need to be that resource for students, because the reality is that they will not learn anywhere else about the problems with piracy, stealing images, etc. It has become so blatant that there is no one to educate on the flip side of the argument; we need to be able to make that argument.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Along the lines of unnecessary censorship, I found this video from a favourite television show of mine, that shows how censoring the wrong thing can change the impact of the message:

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