Title: Communication

Grade Level: Grade 4

Guiding Question/s

 How can we communicate with others?

Outcomes  Essential Learnings:                  

Communication- Being literate

Standard 3: "Understands how to select and use communication for different audiences, purposes and contexts" (Department of Education, Tasmania, 2003, p.03)

Communication: Being Information Literate

Standard 3: "Uses technology tools to create a product which effectively communicates their understanding" (Department of Edcuation, Tasmania, 2003, p.05)

World Futures: Understanding systems

Standard 3: "Understands casual relationships in systems, including some of their effects on the Tasmanian people and their environment".  (Department of Education, Tasmania, 2003, p.16). 

KITO Mode

Independent Learning:

Level 3 (Grade 4-5): Learns with a computer-based tutorial package on a regular basis

• Communication- Being literate "Interpret and construct texts for personal and social purposes" (Department of Education, Tasmania, 2003, p.03)

• Communication: Being Information Literate  Understands how email can communicate a message

• World Futures: Understanding systems  "Explain what has to be done to operate a sophisticated piece of equipment"  (Department of Education, Tasmania, 2003, p.16). 

 Resources:

• Soft ball

• butchers paper

• textas

• 'The Email Detectives' software

• 6 computers with CD-ROM drives

• Complete letter

• tape recorder

• audio tape

- Praise students doing the right thing

- Acknowledge students demonstrating/ modelling positive behaviour

- Give feedback on students’ behaviour

- Insist on following classroom rules - Refresh students on computer rules, e.g. do not eat or drink near computer, ask for help if the program isn't working correctly, do not press the on/off button, press keys lightly and sit in the correct position. 

 Behaviour management

1)      Pause, hold breath

2)      Glance

3)      Body language

4)      Proximity- NVC

5)      Distract or ignore (ignore when appropriate, if attention seeking)

6)      Look, pause, comment (In a non- violent or dangerous situation) always try using positive behaviour management techniques first)

7)      Move student from disruption\

8)      Clear command

9)      Take student aside

10)  Time out (specific area)

11)  Time out of class

      ( Rogers, 1995)

Tasks /Activities

Teaching Considerations

Pass the Ball: Brainstorm (Murdoch, 1998) Whole class

Students brainstorm what they know about communication. 

     1)      The teacher poses a question

2)      The teacher then states their name and offers an answer.  The teacher then calls a students name and throws the ball underarm towards them.  This student catches the ball, gives an answer and then throws the ball to the next student.  The game continues until all students have given an answer. 

Graffiti Board Brainstorm (Murdoch, 1998) Small group

Each small group is given a topic: email, letters, or telephones.  Groups complete a graffiti board brainstorm on their given topic.

(Group 1)  Students brainstorm what they know about email and how to uses it.  Students record by writing or drawing on a large piece of Butchers paper. 

(Group 2) Students brainstorm what they know about letters and how they are used.  Students record by writing or drawing on a large piece of Butchers paper. 

(Group 3) Students brainstorm what they know about telephones and how they are used.  Students record by writing or drawing on a large piece of Butchers paper. 

Sharing (Whole class)

Students sit in a circle and share their graffiti boards. 

Introduction to small group activities

Modelled use of 'The Email Detectives' :Whole class

The teacher introduces 'The Email Detectives' and explains how to use the program.  Individual students are selected to help demonstrate the program to the class.  Teacher explains that students need to individually complete the first two tutorials, however, they can ask their group for help when needed.  

Modeled letter writing

The teacher introduces a complete and correct letter.  Students participate in a whole class discussion on the layout of the letter.  Teacher demonstrates how to write a letter.  Teacher focuses on language, layout etc.  Teacher explains that individual students need to complete a letter to their grandparents which explains something interesting that has happened lately. 

Telephone- Think, Pair, Share (Murdoch, 1998)

The teacher introduces a complete and accurate taped telephone conversation.  Students divide into groups of two and complete a 'Think, Pair, Share' (Murdoch, 1998).  Individual think about what was said at the begging of the conversation, in the middle and how the conversation was concluded.  Students share their ideas with a partner and then report back to the rest of the class.  Teacher explains that students need to create a role-play telephone conversation that will be recorded on audio tape. 

Small groups activities

Students are broken into small groups according to which graffiti board brainstorm they completed.  Students which brainstormed about emails complete 'The Email Detectives' tutorials 1 and 2.  Students which brainstormed about letters complete the letter activity.  Students which brainstormed about telephones completes the telephone activity and listen to their recordings. 

Graffiti Board Brainstorm (Murdoch, 1998) Small group

Students add to their graffiti boards with a different colour texta.

(Group 1)  Students brainstorm what they know about email and how to uses it.  Students record by writing or drawing on a large piece of Butchers paper. 

(Group 2) Students brainstorm what they know about letters and how they are used.  Students record by writing or drawing on a large piece of Butchers paper. 

(Group 3) Students brainstorm what they know about telephones and how they are used.  Students record by writing or drawing on a large piece of Butchers paper. 

Sharing (Whole class)

Students sit in a circle and share their graffiti boards.  Students describe how their understanding has changed over the lesson. 

The lesson is repeated over a series of time allotments until all students have completed each activity. 

Organisation/Questions

   Focus Questions:

  What is Communication?

  What ways do people communicate?

Focus Questions:

(Group 1)  What is an email?

How do we use email?

What do use them for?

(Group 2)  What are letters?

How do we use them?

What do we use them for?

(Group 3)  What is a telephone?

How do we use them?

What do we use them for?

'The Email Detectives'- Teacher notes:

- Introduce the program

- Demonstrate how to navigate through the program, e.g. How to access the tutorials and clicking on objects

- Demonstrate the on-screen help button

- Demonstrate the on-screen audio button

- Explain that students will need to use the mouse

- Involve students by asking them to suggest what might happen when clicking on certain objects 

Teacher turns off the adventure activity in 'The Email Detectives' program, so that students can only use the tutorial sessions. 

Assessment

Assessment: teacher collects graffiti boards and assesses prior knowledge.  Keep anecdotal record of student answers. 

Checklist: keep a record of which activities students have completed.  'The Email Detectives' group will be automatically recorded by the program.  

Collect letters and recordings.  Assess understanding: keep an anecdotal record of individual students. 

Assessment: teacher collects graffiti boards and assesses prior knowledge.  Keep anecdotal record on student answers.  Compare to previous answers. 

Other Activities

Activity 1)  Students complete tutorials 3 (Introducing the address book), 4 (Adding a name into the address book), 5 (Typing an address into the address book) and 6 (Replying to a message).  These are completed during small group literacy tasks.  Other tutorials and the adventure are completed during the school year. 

Activity 2) Introduction to genuine email.  A a whole class students are introduced to the schools email system.  Students are given time to explore.  Students brainstorm the similarities and differences between genuine email and 'The Email Detectives'. 

Activity 3) The whole class sends an email to a buddy class within the school.  Small groups send and receive emails to other small groups in the buddy class.  The purpose of sending emails to a buddy class is to develop students confidence in using email. 

Activity 4) Once students have developed confidence using email, the teacher creates a link with a school in another country and students individually email pen-pals.  

Evaluation