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Grade 4 : Language Arts: Castles and Kings

Instructional Design: Eugénie Dubé and Monque Noël-Palkun

Stage 1 - Desired Results

Established Goals:
Students will identify other perspectives by exploring a variety of ideas, opinions, resposes in oral, print and other media texts.

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
Students will discover, understand, and integrate their own perspectives into  the lives of people by exploring a variety of print and media texts.

Essential Questions:
Who were the people who lived in Medieval Times?
How did they influence their environment/ How did their environment influence them?
What hardships did they endure?

Students will know and be able to:
Key knowledge and skills for reading, inferring and writing.
Explain how the organizational structure of oral, print, and other media texts can assist in constructing and confirming meaning.
Collaborate with classroom partners to achieve an acceptable final product.

Stage 2 - Assessment Evidence

Performance Task(s)

You are a character living in medievial time (king, queen, knight, nobleman, peasant, or merchant in the 11th century). You have been transported to the 21st century and must present your way of life through a slideshow to grade 4 students and their parents. You must answer the following questions and be historically accurate. You will be evaluated using the rubric provided.
Questions: Who was I?
When and where did I live?
My responsibilities (jobs) in life were...
What hardships did I endure?
Did I have a positive or negative impact on people? How and on who?

G: Goal   The children will  present a medieval character using slideshow as their medium.
R:  Role  The children will place themselves in the position of a king, queen, knight, royalty, peasant, or merchant in the 11th century.  The children who are gifted can research the fictitious figure of King Arthur.
A: Audience The class and parents
S: Situation The children have been transported to the 21st century, to explain their lives and times.
P: Product/Performance and Purpose multimedia slideshow presentations
S: Standards & Criteria for Success See rubric

Other Evidence (Quizzes, test, etc)
Student oral presentation
Teacher observation , written presentation

Self Assessment
Student work / effort rubric

Stage 3 - Learning Plan

Teaching and Learning Activities
***Start at least a whole week before it is time to go in the lab.
In class, before and during project
The children will do a series of reading, comprehension, research, drama, and art activities to give them a foundation for the development of the medieval character study in the multi-media presentation.
1. Discussions about what a timeline is and what it does. Situate the 11th century. Use a timeline to show major events that have occurred between then and now.
2. What was the lifestyle in the 11th century? What may have been some of the hardships?
3. Review some reading strategies for finding information in text. Review how to show voice in writing. What kind of "voice" might they have when they complete their writing for this assignment? Talk about perspectives. How and why do people have different perspectives?
4. Let students choose or assign the character they will research. Make sure students know the questions they are trying to answer:
(Who was I?
When and where did I live?
My responsibilities (jobs) in life were...
What hardships did I endure?
Did I have a positive or negative impact on people? How and on who?)
5. Start researching in class. Use the Inspiration web as a starting point, but have the children use books in the class to do the basic research.  When they have found the needed material in class, then go to the lab and use the internet sites to supplement. KEEP TRACK OF BOOKS AND SITES.
6. Lab period 1:
Introductions. Review proper Internet use. Searching tips. Talk about how to recognize a useful site. Show how to bookmark sites. Students start searching and taking notes.
7. Continue researching in class. KEEP TRACK OF BOOKS AND SITES.
8. Lab period 2:
Continue researching and note taking. KEEP TRACK OF BOOKS AND SITES.
9. Lab period 3:
Show a presentation sample with do's and don't.
10. Lab period 4:
Students log in.
Slide show exploration:
A. Open a presentation document in Appleworks
B. Go to Slide Master, format your background for your slideshow using your tools, try different things, this is practice.
C. When you are satisfied with your background, go back to slide tab and add new slides.
D. Name your slides. Save your work.
9. Continue researching in class.
10. Lab period 5:
Students log in.
A. Students get together in their groups and choose the best background. They choose title and subtopic font, size, colors, etc.
B. They start planning their slide show and writing slide titles and subtopics. Search pictures using Google or scan images. Save pictures to personal folder. KEEP TRACK OF BOOKS AND SITES.
11. In class, students finish researching and planning their slide show. During regular periods, go search for pictures and extra info. KEEP TRACK OF BOOKS AND SITES.
12. Lab period 6:
A. Students finish writing their point form content.
B. Show how to draw objects, add clipart, insert picture.
C. Continue searching for pictures.
*Remember to add Internet addresses under for reference and copyright.
13. Lab period 7:
A. Finish presentations and start preparing for oral presentation. Show how to add notes. Print. Look at rubric.
14. Lab period 8:
A. Rehearse and present. Use rubric for evaluation.
B. Students fill out the Student self-reflection

For gifted students
Task is more challenging:
Compare your medieval character with the same type character today.
Given basic search engines, find the sites ( with limited help) needed to complete the research needed to complete the project.

For students with learning difficulties
Task is more basic:
Basic search engines are provided , along with the links needed to find the research information.

Variation in content, length, ressources, reading  / comprehension level

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)


Click to download Rubric CastlesRubric.pdf

Student Exemplars

The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need Appleworks 6 installed on your computer to view.


 Last Modified: 14 March,2005