Our 5/6 Engage Map


1st Card Marking

5/6: Invent Ourselves

  • Launch first quarter as Engage unit then visit/grow 1 lesson (week/month?) for duration of the year (to be rotated - classroom meeting time, character time, science time, etc.)
    • Creating Digital Backpacks
    • Essential Question:

    Who am I and who do I want to be?
  • Overview

Are you equipped for the journey through this year?
Do you have the tools you need to succeed? As with any expedition or journey, careful thought needs to go into the tools and resources you place in your backpack. We challenge you to identify your inspirations, examine your challenges, explore passions and goals, and create a virtual backpack of resources that will help you become successful.
  • The Challenge

Create a virtual backpack (portfolio) for success.
Begin with wiki portfolio - students may move to another digital environment, if they choose.
  • Guiding Questions

Guiding questions direct the self-reflection of each learner.

        • Who am I?
        • What is my passion?
        • What are my challenges?
        • What are my goals?
        • How do I solve problems?
        • How do I learn?
        • What resources do I have?
        • What resources do I need?
        • What talents/skills do I have/need to develop?
        • How do I want others to see me?
        • What character traits are important to me?
        • What actions speak to my personal character?

  • Activities

    • Classes view the movie Blindsight and discuss the individual characters and how they interacted. What are the characters’ individual passions and goals? What are their team aspirations and how did they come to rely on one another (interdependence)?
    • Students use Inspiration to mind map themselves. They can start with their name in the middle and brainstorm everything they are interested in. Students can export map as PNG or GIF to post on wiki, but they should also include their actual inspiration file (isf) so they can return and edit/build it.
    • Students identify the character traits most important to them and specific ways their actions speak to their personal character. Students creates Glogs (edu.glogster.com) to share these traits and their actions that speak to their personal character. things they are passionate about and how it relates to their character - take a photograph, record a song, write a poem, etc. of them, and create a Glog .
    • Students identify the things they are passionate about, take a photograph of them, and create a photo essay
    • Students identify their goals for this year, three years, and five years.
    • Each student does an inventory of what they are carrying around in their physical backpacks. They rank the importance of the items as “essential”, “trivial”, or “unnecessary.” The students discuss what each essential item says about them.
    • Students research, interview, and create a short film about a person who inspires them, or their learning heroes (http://www.angelamaiers.com/2009/11/who-are-their-learning-heroes-and-why.html)
    • Students identify living inspirational and passionate individuals in our community and invite them into class to speak. They can be recorded and archived (podcasts, video interviews,etc.), and posted to Engage wiki.
    • Students create an avatar, or image as an icon for their learning profile (wiki) - small group & class discussions around the "bigger picture" of exploring their identities and the impression they are offering others through their avatars, posts, attitudes, choices (of actions, heroes, friends...), etc :

      • Why do people have avatars?
      • What do they represent?
      • Why is this important, or significant?
      • What are some popular avatars?
      • What are some common characteristics of these?
      • Why are some of these elements more common/popular than others?
      • What does it mean to be ‘beautiful’ in the media?
      • What does it mean to be 'smart'?
      • What does it mean to be 'tough'?
      • How do these things impact the way we live? The choices we make?
      • more...?

2nd Card Marking

  • 5/6: Bridges

3rd Card Marking

  • 5/6: Animated Short Films

    • Theme: "Kids Can Make A Difference"

    • Examples

      • Legos
        • Wooden Figures
        • Drawing

From JoBerts kids working at lunch:

  • Tutorials


Engage 5/6 ……… Stop – Go Animation

Theme: “Kids can make a difference”

Engage Focus:
· Digital Literacy
· Productivity
· Creativity
· Communication

· Time range (2-5 min)
· Fit theme “kids can make a difference”
· Title Page
· Credits
· Music or voice (Audio)
· Final thought they will leave the viewers with
· School appropriate
· Clear pictures

· Pre-view samples – Identify good/bad qualities
· Jobs – Stage manager, Videographer, Photographer, Director

· How to reach consensus
· Being Politely critical
· Script & Storyboard
How to make a storyboard
· Create – pictures
· Create – Movie (monkeyjam, imovie, movie maker, picaso, storybook)
Animation Rubric

Upload to You-tube through a teacher account
End with Opening Night – Red carpet, Popcorn & Awards

· Most powerful message
· Best Soundtrack
· Best Animation
· Most Creative use of materials
· Most Entertaining
· Best Leading Actor
· Best Leading Actress
  • Most Original
Lesson Plans

Day 1 – Introduction to Stop Go Animation
· Watch at least 6 Stop Go Animations
· Identify characteristics of good animations
· Identify characteristics of bad animations
· As a class create a rubric for designing a quality Stop Go animation

Day 2 – (Computers)
· Set-up teams
· Identify Jobs
· Reaching Consensus & Being Politely Critical
· Brainstorm ideas – Create and Inspiration Map
· Bring top 2 ideas back to share with the class. As a class, share ideas, have classmates provide input for making their ideas better.

Day 3 - Introduce Storyboard
· Start designing storyboard
· What materials do you need?

Day 4 – Continue with storyboard
· Continue with Storyboard

Day 5 – Peer edit storyboard
· Meet with other teams & peer edit storyboard using class rubric

Days 6 – 10
· Create Animation

Day 11
· Opening Night


In order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment.


  • Brainstorming.doc

  • Rules for Brainstorming
    • No Criticism
      Allowed People tend to automatically evaluate each suggested idea--their own as well as others. Both internal and external criticism are to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.
    • Work for Quantity
      Alex Osborn stated that "Quantity breeds quality." People must experience a "brain drain" (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.
    • Hitchhiking Welcome
      Hitchhiking occurs when one member's idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.
    • Freewheeling Encouraged
      Outrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall ideas to yield significant inventions
  • Finding Ideas Finding Ideas Lesson Plan using SCAMMPERR.doc Finding Ideas Interview.doc

Thinking Flexibly
  • Bring in any object or use objects around the classroom to engage students in this activity. Ask the students to list many new uses for a familiar object. Consider using prompts below to help generate and enrich ideas (adapted from Bob Eberle, Scamperr technique). You could use a paper plate to begin with, and see how many new things the students will discover. See rules for brainstorming above.

    • Substitute - What else instead? Who else instead? Other ingredients? Other material? Other power? Other place?
    • Combine - How about a blend, an ensemble? Combine purposes? Combine appeals?
    • Adapt - What else is like this? What other idea does this suggest? Is there something you're familiar with that is similar to this? How could this be adapted?
    • Minify - Order, form, shape? What to add?
    • Magnify - Greater frequency? Higher? Longer? Thicker?
    • Put to other uses - New ways to use as is? Other uses I modified? Other places to use? Other people to reach?
    • Eliminate - What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline?
    • Reverse - Interchange components? Other pattern?
    • Rearrange - Other layout? Other sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles?
  • Reaching Consensus:


Check the camera settings. There were a few that were set at the highest quality and they were too large when uploaded.
We liked it much better on Imovie.
If we can't do this in Imovie next time we need to find a new/updated movie making program.
Importing audio files into movie maker was difficult.
The only difficulty was with the movie making software!!
Comment: There is a district copy of Adobe Premier Elements & Photoshop Elements for XP. I don't see a reason that it can't be installed by the district tech. dept. on your machines.

4th Card Marking

  • 5/6: Flight

Students can partner with the following: Bishop/Mali, Fitz/Cook, Roberts/Brown & Joseph/Burdick
13 or 14 teams per activity
Sign-ups in Cafeteria Wednesday, May 18th (Kids should already have their partner and Choices. 1 team member can get in line)
Flight Sign-ups.doc

To Do:

  1. explore global education communities to find those students can use to begin networking with others around the world