Unit Introduction

In order for students to gain a true understanding of the events leading up to

Confederation they must gain a thorough understanding of the origins, histories and movements
of the diverse Aboriginal, French and British peoples who helped to forge the foundations of
Canadian Confederation. This unit is designed to give students the opportunity to
comprehensively examine the various groups which existed in pre-Confederation Canada. A
detailed analysis of the political and economic structures of the various diverse societies will aid
in developing an in depth understanding of the ways in which they each influenced the events
leading up to Confederation. The foundational knowledge which will be constructed throughout
this unit will give the students the ability to make a fair and reasoned judgment concerning the
overarching critical inquiry question of: how did the origins, histories and movement of peoples
forge the foundations of Canadian Confederation? The connections made to the program of
studies are clear. The specific outcomes are addressed throughout the unit and help to form the
guidance needed to direct students to developing the knowledge, skills and abilities necessary to
answer the critical inquiry question.
The skills outcomes associated with the unit address the need for students to develop the
ability to participate in society in an appropriate and socially acceptable manner making them
contributory members of their community. To achieve this the unit provides the students multiple
opportunities to develop skills of inquiry, research, written and oral literacy, creative and critical
thought, historical examination, conflict resolution and consensus building, and media literacy
skills. By doing so, students will continue to develop the skills necessary to become active and
contributory citizens to their community and nation. It will also help to further establish their
identity, and give them the opportunity to examine Canadian identity from multiple perspectives,

as the unit is very pluralistic in nature. It offers the examination of the construction of Canadian
Confederation during times of historic conflict and development, and presents the multiple ways
in which the diverse groups were affected and influenced the events leading up to Confederation.
The way in which I have approached teaching the unit is to offer the students
differentiated ways of experiencing the influence which the diverse Aboriginal, French and
British peoples had on the events leading to Confederation. Through the critical examination of
primary documents, secondary sources, and visuals, I will provide students with the opportunity
to see the impact which the various societies had.
Meaningful: through the use of visuals, and group activities I will entice engagement amongst
the students. By making the students more engaged and passively-forcing them to develop and
defend positions, and then negotiate with others towards peaceful resolutions the students will
experience the material presented in the unit in a more meaningful way. The creation of a
meaningful experience will serve to solidify and consolidate learning.
Integrative: As this unit is the second of four units I will build on the knowledge previously
established in the previous unit and grades. By referring back to certain elements established,
and scaffolding related new terms and concepts I will be able to construct higher levels of
thinking and inquiry based on the integration of existing and new knowledge.
Value-based: The material presented in this unit provide students with the opportunity to not
only explore their own values, and judgments, but also those of the various pre-Confederation
groups that existed in Canada. The examination of the origins, histories and movements of
peoples that influenced the foundations of Canadian Confederation will provide students the
opportunity to develop their own values while considering the historic values of others.

Challenging: The unit plan which I have established challenges the students on many levels. I
have structured the entirety of the unit to offer a balanced approach to learning and challenging
ways to get there. Throughout the unit I have organized several activities which have the
students take on a role/position and have them develop and defend it based on the material which
was the most meaningful to them. I challenge them to critically analyze primary and secondary
sources, and to question historical opinion to arrive at their individual and collective
understandings. The goal of establishing the unit in this manner is to offer the students
challenging ways of interpreting material to develop a conclusion.
Active: By organizing the material and lessons the way that I have, my goal is to encourage
active learning. The balance of lecture, group work, individual work, and discussion has been
carefully crafted to ensure the active participation of students. The learning activities devised
will also help to encourage active learning through the use of graphic organizers and guided
notes, students will be able to contribute informed and reasoned comments/opinions. Also, the
creation of action promotes investment in the material being presented which in turn helps to
solidify concept building and mastery.
The knowledge and skills which I am assuming are in place are that the students are able to
navigate certain technology, have developed some background on source analysis, and possess
skills in written and oral literacy. I also assume that the students have already developed a sense
of respect for each other as most of them have been in the school for a number of years together.
Although I have become familiar with the ethnic dynamic of the class, I will continue to
further explore that and keep the diversity of the students backgrounds in mind so that the
historical examination of certain events do not upset or offend any of them. Naturally all issues
of that type would be handled with extreme care, caution, and sensitivity, but in order to protect

the psychological safety of the students, ethnicity will certainly be taken into to specific
consideration during the exploration of certain topics.
In order to address any specific issues which may arise concerning family and
community, I will offer a balanced and contextual approach. Specific discussion surrounding the
issues will occur prior to the exploration of the topic, with an opportunity to ask questions
directly or anonymously to clear up any confusion and establish a fair and just knowledge base.
I will also consult with my TM and UC on advice on how to address a certain issue should it
arise.
Relevant ICT outcomes will be addressed through the completion of research and inquiry
using technology. In one particular activity the students will have the option of presenting their
point-of-view or portion of presentation using technology. They will also have the option of
using technology to craft and type their position paper.
The integration of other subject areas will be through the use of research and written
literacy. English will be incorporated as students must complete various written products
throughout the unit, and communications technology will also be integrated for the use of
research and product demonstration.
Individual differences will be accommodated for through the use of differentiated lessons
and activities. There will be opportunities for students to participate in group and individual
work, participate in presentations, either the development or speaking portion or both, and
various methods of formative assessment. For students who would rather write than speak, they
work with their group/partner to decide who does what in a fair and balanced manner. For
students who like to write or illustrate, options to do so will be provided. Also, those who prefer

group work as opposed to individual, or vice versa, will have opportunities to partake in both.
Those are the methods in which I plan to accommodate for individual differences.
I have constructed a unit plan which intends to construct meaningful learning experiences
for the students while addressing the learning outcomes stated in the program of studies. It will
challenge the conventions of learning and means to demonstrate learning by actively engaging
students and encouraging the reflection and development of values.

Unit Planning Organizer

Subject: Social Studies 7______________________ Grade: Seven_________
Unit/Topic: The Early European Colonies_______________________________
Date and Unit Duration: October 27, 2014 November 28, 2014, 25 days, 47mins.
1. Unit Overview Critical Inquiry Question
How did the origins, histories and movement of peoples forge the foundations of
Canadian Confederation?
2. General Learning Outcomes for Unit

Students will demonstrate an understanding and appreciation of the distinct roles

of, and the relationships among, the Aboriginal, French and British peoples in
forging the foundations of Canadian Confederation.

3. Focusing Questions for Unit (Related Questions)

1. How have diverse Aboriginal, French and British peoples influenced events
leading to Confederation?
2. What were the challenges of co-existence among peoples?
3. How was European imperialism responsible for the development of Acadia, New
France and British settlements?
4. What roles did the Royal Government and the Catholic Church play in the social
structure of New France (i.e., governor, intendant, Jesuits, religious
congregations)?
5. What role did the British government play in the settlement of North America?
6. What was the role of the fur trade in how various groups interacted with each
other?
7. What was the role of the fur trade in the development of North America?

8. What was mercantilism?

9. What is the Treaty of Paris?

4. Key Concepts for Unit

Colony.
Mercantilism.
Monopoly.
Charter.
Coexistence.
Story.
Mikmaki.
Immunity.
Epidemic.
Governor.

Intendent.
Jesuit.
Dowry.
Habitant.
Seigneury.
Paysan.
Corvee.
Coureur de bois.
Voyageur.

5. Specific Learning Outcomes for Unit

Knowledge:
Students will:

7.1.3 compare and contrast diverse social and economic structures within the
societies of Aboriginal, French and British peoples in pre-Confederation Canada by
exploring and reflecting upon the following questions and issues:

What were the social and economic factors of European imperialism? (CC, I,
TCC)
In what ways did European imperialism impact the social and economic structures
of Aboriginal societies? (ER, GC, PADM, TCC)
How was European imperialism responsible for the development of Acadia, New
France and British settlements? (I, GC, PADM)
What roles did the Royal Government and the Catholic Church play in the social
structure of New France (i.e., governor, intendant, Jesuits, religious
congregations)?(ER, GC, PADM, LPP)
Who were the key figures in the British exploration and settlement of North
America?(CC, LPP, TCC)
What role did the British government play in the settlement of North
America?(PADM, ER, LPP, GC)
7.1.4 assess, critically, the economic competition related to the control of the North
American fur trade by exploring and reflecting upon the following questions and
issues:
How did the First Nations, French, British and Mtis peoples interact with each
other as participants in the fur trade? (TCC, ER, LPP)
How did the fur trade contribute to the foundations of the economy in North
America? (ER, LPP, TCC)
How was Britains interest in the fur trade different from that of New France?

(TCC, ER, GC)

How was economic development in New France impacted by the changing
policies of the French Royal Government? (PADM, ER, GC, TCC)
What was the role of mercantilism before and after the 1763 Treaty of Paris? (ER,
TCC)

Attitude:

7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples
on events
leading to Confederation (C, I, TCC)
7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)

Skill:
Students will:
S.1 develop skills of critical thinking and creative thinking:
Evaluate ideas and information from multiple sources.
Determine relationships among multiple and varied sources of information.
Assess the validity of information based on context, bias, sources, objectivity, evidence
or reliability.
Predict likely outcomes based on factual information.
Evaluate personal assumptions and opinions to develop an expanded appreciation of a
topic or an issue.
Synthesize information from contemporary and historical issues to develop an informed
position.
Evaluate the logic of assumptions underlying a position.
Assemble seemingly unrelated information to support an idea or to explain an event.
Analyze current affairs from a variety of perspectives.
S.2 develop skills of historical thinking:
Analyze multiple historical and contemporary perspectives within and across cultures.
Analyze connections among patterns of historical change by identifying cause and effect
relationships.
Analyze similarities and differences among historical narratives.
Evaluate the impact of significant historical periods and patterns of change on the
contemporary world.
Discern historical facts from historical interpretations through an examination of multiple
sources.
Identify reasons underlying similarities and differences among historical narratives.
Develop a reasoned position that is informed by historical and contemporary evidence.
Demonstrate an understanding of how changes in technology can benefit or harm
society in the context of the present, the future and various historical time periods.
Use current, reliable information sources from around the world.
S.3 develop skills of geographic thinking:
Analyze the impact of physical and human geography on history.
Make inferences and draw conclusions from maps and other geographical sources.
Locate, gather, interpret and organize information, using historical maps.
Develop and assess geographic representations to demonstrate the impact of factors of
geography on world events.

Assess the impact of human activities on the land and the environment.
Assess how human interaction impacts geopolitical realities.
Use current, reliable information sources from around the world, including online atlases.
S.4 demonstrate skills of decision making and problem solving:
Demonstrate leadership in groups to achieve consensus, solve problems, formulate
positions and take action, if appropriate, on important issues.
Develop inquiry strategies to make decisions and solve problems.
Generate and apply new ideas and strategies to contribute to decision making and
problem solving.
Describe a plan of action to use technology to solve a problem.
Use appropriate tools and materials to accomplish a plan of action.
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
Demonstrate leadership by initiating and employing various strategies to resolve conflicts
peacefully and equitably.
Participate in persuading, compromising and negotiating to resolve conflicts and
differences.
Interpret patterns of behaviour and attitudes that contribute or pose obstacles to crosscultural understanding.
Demonstrate leadership during discussions and group work.
Respect the points of view and perspectives of others.
Collaborate in groups to solve problems.
S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community:
Demonstrate leadership by engaging in actions that enhance personal and community
well-being.
Acknowledge the importance of multiple perspectives in a variety of situations.

Date

Learning Outcomes

Objectives

7.1.3: How was

European
imperialism
responsible for
the development
of Acadia, New
France and
British
settlements?

Tuesday,
October 28, 2014
10:17-11:02a.m.

7.1.3: How was

European
imperialism
responsible for
the development
of Acadia, New
France and
British
settlements?

Wednesday,
October 29, 2014
10:17-11:02a.m.

7.1.3: How was

European
imperialism
responsible for
the development
of Acadia, New
France and

Monday,
October 27, 2014
10:17-11:02a.m.

Procedure

Materials

Assessment

French and British

Colonies in North
America.
What is a Colony?
What is
Mercantilism?
What is a
Monopoly?
How did France and
Britain view North
America, its peoples
and resources?
What factors
affected
imperialism?

1.
2.
3.
4.

Welcome students and attendance.

Free reading period (5minutes).
Introduce the new unit and chapter 3.
Mini-lecture on Colonies,
Mercantilism, and Monopolies.
5. T-chart activity: comparison on how
the different groups viewed North
Americas resources and peoples.
6. Review T-Charts.
7. Closure.

Papers, pens,
T-Charts.
pencils.
Textbooks.
Free reading books.
T-Charts.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Examine the need and importance of
furs.
4. Hat article W5.
5. Review responses.
6. Closure.

Papers, pens,
Student
pencils.
responses in
Textbooks.
W5 handouts.
Free reading books.
W5 handouts.

What were the

structures of French
and British
Colonies?

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture on the structures of
French and British Colonies.
4. Mapping activity.
5. Review responses.
6. Closure.

Papers, pens,
Maps.
pencils.
Textbooks.
Free reading books.
Maps.
Colored Pencils.

Thursday,
October 30, 2014
10:17-11:02a.m.

Friday,
October 31, 2014
9:54-10:30a.m.

Monday,
November 3, 2014
10:17-11:02a.m.

Tuesday,
November 4, 2014
10:17-11:02a.m.

British
settlements?
7.1.3: How was
European
imperialism
responsible for
the development
of Acadia, New
France and
British
settlements?
7.1.3: How was
European
imperialism
responsible for
the development
of Acadia, New
France and
British
settlements?
7.1.3: In what
ways did
European
imperialism
impact the social
and economic
structures of
Aboriginal
societies?
7.1.3: In what
ways did
European
imperialism

What were the

1. Welcome students and attendance.
structures of French and 2. Free reading period (5minutes).
British Colonies?
3. Mini-lecture on the structures of
French and British Colonies.
4. Placemat chart.
5. Review responses.
6. Closure.

Papers, pens,
Completed
pencils.
Charts.
Textbooks.
Free reading books.
Chart Paper.
Markers.
Colored Pencils.

What were the

1. Welcome students and attendance.
structures of French and 2. Free reading period (5minutes).
British Colonies?
3. Continue working on placemat charts.
4. Review responses.
5. Closure.

Papers, pens,
Completed
pencils.
Charts.
Textbooks.
Free reading books.
Chart Paper.
Markers.
Colored Pencils.

The various ways that

First Nations Peoples
were affected by
colonization.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture: examine the impacts of
colonization on First Nations Peoples.
4. Comparison chart on how each society
was affected and in what ways.
5. Closure.

Papers, pens,
Completed
pencils.
Comparison
Textbooks.
Charts.
Free reading books.
Comparison charts.

The various ways that

First Nations Peoples
were affected by
colonization.

1.
2.
3.
4.

Papers, pens,
Completed
pencils.
Comparison
Textbooks.
Charts.
Free reading books.

Welcome students and attendance.

Free reading period (5minutes).
Continue working on charts.
Closure.

Wednesday,
November 5, 2014
10:17-11:02a.m.

Thursday,
November 6, 2014
10:17-11:02a.m.

Friday,
November 7, 2014
9:54-10:30a.m.

impact the social

and economic
structures of
Aboriginal
societies?
7.1.3: In what
ways did
European
imperialism
impact the social
and economic
structures of
Aboriginal
societies?
7.1.3: What roles
did the Royal
Government and
the Catholic
Church play in
the social
structure of New
France (i.e.,
governor,
intendant, Jesuits,
religious
congregations)?
7.1.3: What roles
did the Royal
Government and
the Catholic
Church play in
the social
structure of New

Comparison charts.

Somebody,
wanted, but,
so and
handout.

The various ways that

First Nations Peoples
were affected by
colonization.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Review comparison chart on how each
society was affected and in what ways.
4. Closure.

Papers, pens,
pencils.
Textbooks.
Free reading books.
Comparison charts.

The social structure of

New France.
The role of the Catholic
Church in New France.
Establish who Buade
and Frontenac were and
their role in New
France.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture: the social structure of
New France, the role of the church, and
Buade and Frontenac.
4. Handout.
5. Closure.

Papers, pens,
Completed
pencils.
handouts.
Textbooks.
Free reading books.
Handouts.

The social structure of

New France.
The role of the Catholic
Church in New France.
Establish who Buade
and Frontenac were and
their role in New

1.
2.
3.
4.
5.

Papers, pens,
Completed
pencils.
handouts.
Textbooks.
Free reading books.
Handouts.

Welcome students and attendance.

Free reading period (5minutes).
Finish working on handout.
Handout.
Closure.

Wednesday,
November 12, 2014
10:17-11:02a.m.

Thursday,
November 13, 2014
10:17-11:02a.m.

Friday,
November 14, 2014
9:54-10:30a.m.

France (i.e.,
governor,
intendant, Jesuits,
religious
congregations)?
7.1.3: What roles
did the Royal
Government and
the Catholic
Church play in
the social
structure of New
France (i.e.,
governor,
intendant, Jesuits,
religious
congregations)?
7.1.3: What roles
did the Royal
Government and
the Catholic
Church play in
the social
structure of New
France (i.e.,
governor,
intendant, Jesuits,
religious
congregations)?
7.1.3: What roles
did the Royal
Government and
the Catholic

France.

Define and describe:

Governor.
Intendent.
Sovereign Council.
Examine the life of the
fille du roi.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture: sovereign council,
governor, intendent, and fille du roi.
4. Examine the life of Marie-Claude
Chamois.
5. Whole class discussion.
6. Exit slip.
7. Closure.

Papers, pens,
Exit slips.
pencils.
Textbooks.
Free reading books.
Exit slips.

Establish the meaning

of Habitants and
Seigneurs and their role
in New France.

1.
2.
3.
4.
5.
6.
7.

Welcome students and attendance.

Free reading period (5minutes).
Instructions for handout.
Distribute handouts.
Handouts.
Review/whole class discussion.
Closure.

Papers, pens,
Handouts.
pencils.
Textbooks.
Free reading books.
Handouts.

Examine the role and

rise of merchants in
New France.
Examine the role of the

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture on merchants and
voyageurs.

Papers, pens,
Handouts.
pencils.
Textbooks.
Free reading books.

Monday,
November 17, 2014
10:17-11:02a.m.

Tuesday,
November 18, 2014
10:17-11:02a.m.

Church play in
the social
structure of New
France (i.e.,
governor,
intendant, Jesuits,
religious
congregations)?
7.1.1-7.1.3, 7.1.4:
Examine how fur
trade contributed to
the foundations of
the economy in
North America.

7.1.1-7.1.3, 7.1.4:
Examine how fur
trade contributed to
the foundations of
the economy in
North America.

Wednesday,
November 19, 2014
10:17-11:02a.m.

7.1.1-7.1.3, 7.1.4:
Examine the ways

Thursday,
November 20, 2014
10:17-11:02a.m.

7.1.1-7.1.3, 7.1.4:
Examine the ways

in which First
Nations, French,
British and Mtis
peoples interacted
with each other as
participants in the
fur trade.

in which First

Catholic Church, the

Clergy, and the Jesuits
in New France.

4. Handouts.
5. Review/whole class discussion.
6. Closure.

Handouts.

Introduce and explain

what is meant by
economic competition.
Examine the 5 phases
of the Fur Trade.

1.
2.
3.
4.

Papers, pens,
Graphic
pencils.
Organizer.
Textbooks.
Free reading books.
Handouts.

Continue to examine
the 5 phases of the fur
trade.

5.
1.
2.
3.
4.
5.

Welcome students and attendance.

Free reading period (5minutes).
Mini-lecture and note-taking.
Graphic organizer for the 5 phases of
the Fur Trade.
Closure.
Welcome students and attendance.
Free reading period (5minutes).
Mini-lecture and note-taking.
Handout on the 3rd phase of the Fur
Trade.
Closure.

Papers, pens,
Handout and
pencils.
classified ad.
Textbooks.
Free reading books.

Continue to examine
the 5 phases of the fur
trade.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture on the 4th phase of the Fur
Trade.
4. Exit slips.
5. Closure.

Papers, pens,
Exit slips.
pencils.
Textbooks.
Free reading books.

Continue to examine
the 5 phases of the fur
trade.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture on the 4th phase of the Fur

Papers, pens,
pencils.
Textbooks.

Nations, French,
British and Mtis
peoples interacted
with each other as
participants in the
fur trade.

Friday,
November 21, 2014
9:54-10:30a.m

7.1.1-7.1.3, 7.1.4:
Examine the ways

Monday,
November 24, 2014
10:17-11:02a.m.

7.1.1-7.1.3, 7.1.4:

Tuesday,
November 25, 2014
10:17-11:02a.m.

7.1.1-7.1.3, 7.1.4:

in which First
Nations, French,
British and Mtis
peoples interacted
with each other as
participants in the
fur trade.

How was Britains

interest in the fur
trade different from
that of New
France?
How was economic
development in
New France
impacted by the
changing policies
of the
French Royal
Government?
How was economic
development in
New France
impacted by the

Trade.
4. Work on graphic organizer.
5. Closure.

Free reading books.

Continue to examine
the 5 phases of the fur
trade.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture on the 5th phase of the Fur
Trade.
4. Work on graphic organizer.
5. Closure.

Papers, pens,
Brochure.
pencils.
Textbooks.
Free reading books.

Continue to examine
the 5th phase of the Fur
Trade.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Mini-lecture on the 5th phase of the Fur
Trade.
4. Work on handout.
5. Closure.

Papers, pens,
pencils.
Textbooks.
Free reading books.

Examine the impacts of

the Fur Trade on the
development of North
America.

1. Welcome students and attendance.

2. Free reading period (5minutes).
3. Lecture on the impacts of the Fur
Trade on the development of North

Papers, pens,
Graphic
pencils.
organizer.
Textbooks.
Free reading books.

changing policies
of the
French Royal
Government?
What was the role
of mercantilism
before and after the
1763 Treaty of
Paris?

Wednesday,
November 26, 2014
10:17-11:02a.m.

7.1.1-7.1.3, 7.1.4:

Thursday,
November 27, 2014
10:17-11:02a.m.

7.1.1-7.1.3, 7.1.4:

Friday,
November 28, 2014
9:54-10:30a.m.

7.1.1-7.1.3, 7.1.4:

Tuesday,
December 2, 2014
10:17-11:02a.m.

Critically assess the

economic
competition related
to the control of the
North American
Fur Trade.

America.
4. Finish up graphic organizer.
5. Closure.

Begin work on unit

task.

1. Welcome students and attendance.

2. Free reading period.
3. Distribute unit task handouts and
review procedures and expectations.
4. Closure.

Papers, pens,
Build your
pencils.
own
Textbooks.
colony/fort.
Free reading books.

1. Welcome students and attendance.

2. Continue working on unit task.
3. Closure.

Papers, pens,
Build your
pencils.
own
Textbooks.
colony/fort
Free reading books.

Continue work on unit

task.

1. Welcome students and attendance.

2. Continue working on unit task.
3. Closure.

Papers, pens,
Build your
pencils.
own
Textbooks.
colony/fort
Free reading books.

Review

1.
2.
3.
4.

Papers, pens,
Build your
pencils.
own
Textbooks.
colony/fort
Free reading books.
Study guides.

Continue work on unit

Critically assess the task.
economic
competition related
to the control of the
North American
Fur Trade.
Critically assess the
economic
competition related
to the control of the
North American
Fur Trade.

7.1.1-7.1.4:

Welcome students and attendance.

Free reading period (5minutes).
Begin studying for unit exam.
Closure.

7.1.1-7.1.4

Review

1.
2.
3.
4.

7.1.1-7.1.4

Unit exam.

1. Review procedure and expectations for

unit exam.
2. Administer unit exam.
3. Those finished early may go to library
to exchange books.

Wednesday,
December 3, 2014
10:17-11:02a.m.

Thursday,
December 4, 2014
9:54-10:26a.m.

Welcome students and attendance.

Free reading period (5minutes).
Continue studying.
Closure.

Papers, pens,
Study Guides.
pencils.
Textbooks.
Free reading books.
Study guides.
Papers, pens,
Unit Exam.
pencils.
Free reading books.
Unit Exams.