Você está na página 1de 44

Unit Plan

Haley Reynolds
March 2, 2018
-2-

Table of Contents
Unit Rationale ............................................................................................. 3
Unit Organizer............................................................................................. 4
Lesson Overview ........................................................................................ 8
Resources ................................................................................................ 23
Summative Assessment ........................................................................... 26
Lesson Plan .............................................................................................. 39
Cross-curricular Connections .................................................................... 42
-3-

Unit Rationale
Summary

Grade Level: 4
Class Size: 24
Unit: The Histories and Stories of People in Alberta
Length of Time (days): 25

Rationale
This unit is based on the topic of “The Histories and Stories of People in Alberta. This topic is
what I have focused my essential questions around, I have provided two instead of one, so
that my students can have a better idea of the unit and what it will consist of. My essential
questions are “Why is the history of Alberta important?” and “Why are the cultures within
Alberta important?” I picked these questions, because I want to structure my unit around
experiencing and understanding the journeys of immigrants that have settled in Canada, and
their challenges and joys that were associated with their journeys. I also want to highlight for
the students how all of these various immigrants contributed to Alberta’s culture, and how
their presence in this country has made an impact to the urban and rural communities of
Alberta.
During my unit, I have planned for the students to participate in many discussions, such as in
class, and with partners. I did this in order to promote understanding, and to also provide the
students with more opportunities to work with their peers. I incorporated readers theatre
because I want the students to be able to act out some of the stories, so they are able to not
only read how those people may have felt, but to also be able to act out their feelings;
therefore, the students are able to come into the text from a different perspective.
After we went over where our families were from, and how they came to Canada, the
students would then work on creating a very short story on their family’s experiences traveling
to Canada. I chose to include this short story because I wanted them to relate what they had
learned in class to something personal.
As we go through the unit, I will introduce them to a website (Letters from the Trunk) that
features a trunk filled with artifacts from a few peoples’ journey to Canada. After viewing this
trunk, the students will take what they have learned throughout the unit and put themselves in
the immigrant’s shoes who had come to Canada. They will be required to write a letter and
provide a visual representation that they will share to the class once they are finished. This
activity is meant for the students to present their understanding of the unit and what they have
learned in three various ways of representation.
My rationale behind this unit is to be able to provide a chance for the students to walk in
someone else’s shoes and be able to experience each individuals journey when coming to
Canada. I also want to teach the students how the histories and stories of these individuals in
Alberta contribute to some of our own identities and created a sense of belonging. This way,
the students can relate this information to their own identity and sense of belonging in the
classroom and in their life outside of the classroom. I want to instill confidence within the
students that they too will contribute to this history in their own way throughout their lifetime,
and one day will influence someone else’s identity and sense of belonging, wherever they
may be.
-4-

Unit Organizer
Critical Questions
Why is the history of Alberta important?
Why are the cultures within Alberta important?
What role do history and culture take in strengthening communities and contributing to our
identity and sense of belonging?
Why do we need to know about various cultures other than our own?
How did the French and British contribute to Alberta’s Urban and Rural communities/areas?
Why is it important to explore other people’s journeys to a new country?

General Learning Outcomes Specific Learning Outcomes

ELA 1. Students will listen, speak, read, 1.1 Discover and Explore
write, view and represent to explore 1.1.2 Express ideas and develop
thoughts, ideas, feelings and experiences. understanding
Compare new ideas, information and
experiences to prior knowledge and
Students will participate in assignments and experiences
activities to represent their ideas and
perspectives shared in class discussions. 1.2 Clarify and Extend
Through the activities, students will gain a 1.2.1 Consider the ideas of others
greater understanding of the histories and Identify other perspectives by exploring a
stories of people and Alberta, and how that variety of ideas, opinions, responses and
contributes to our urban and rural communities oral, print and other media texts
today.
1.2.2 Combine Ideas

Use talk, notes, personal writing and


representing to record and reflect on ideas,
information and experiences.

2.1 Use Strategies and Cues


2.1.1 Use prior knowledge
Use ideas and concepts, developed through
personal interests, experiences and
discussion, to understand new ideas and
information

2.1.2 Use comprehension strategies


Comprehend new ideas and information by
responding personally, taking notes and
discussing ideas with others

 Respond to Texts
2.2.1 Experience various texts
experience oral, print and other media texts
from a variety of cultural traditions and
-5-

genres, such as personal narratives, plays,


novels, video programs, adventure stories,
folk tales, informational texts, mysteries,
poetry and CDROM programs

2.2.2 Construct meaning from texts


Connect the thoughts and actions of
characters portrayed in oral, print and other
media texts to personal and classroom
experience

Compare similar oral, print and other media


texts and express preferences, using
evidence from personal experiences and the
texts

Develop own opinions based on ideas


encountered in oral, print and other media
texts

5.1 Respect Others and Strengthen


Community
5.1.1 Appreciate diversity
Describe similarities and differences
between personal experiences and the
experiences of people or characters from
various cultures portrayed in oral, print
and other media texts

 Work within a Group


5.2.1 Cooperate with others
take responsibility for collaborating with
others to achieve group goals

4.2.1 Appreciate how an understanding


of Alberta’s history, peoples and
stories contributes to their own
sense of belonging and identity
recognize how the diversity of immigrants
from Europe and other continents has
enriched Alberta’s rural and urban
communities (CC, I, TCC)
recognize British institutions and peoples as
integral parts of Alberta’s heritage (CC, I,
TCC) recognize the history of the French
language and the vitality of Francophone
communities as integral parts of Alberta’s
heritage (CC, I, TCC)

4.2.2 Assess, critically, how the cultural


and linguistic heritage and diversity of
-6-

Alberta has evolved over time by


exploring and reflecting upon the
following questions and issues

 In what ways did Francophones


establish their roots in urban and
rural Alberta
(i.e., voyageurs, missionary work,
founding institutions, media, politics,
commerce)? (CC, I, LPP, TCC)
 How did French and English become
the two languages most used in
business and politics in Alberta
during the 19th and early 20th
centuries? (CC, I, PADM)
 How did British institutions provide
the structure for the settlement of
newcomers in Alberta (i.e., North
West Mounted Police, schools,
lieutenant-governor, Assembly of the
Northwest Territories)? (GC, I,
PADM, TCC)

ELA 2. Students will listen, speak, read,


write, view and represent to comprehend
and respond personally and critically to
oral, print and other media texts.

Students will be expected to participate in


discussions, activities, and assignments based
on the current texts being read, and on the
topic of the histories and stories of people in
Alberta.
-7-

ELA 5. Students will listen, speak, read,


write, view and represent to respect,
support and collaborate with others.

Through group and classroom discussion


students will learn to appreciate other
perspectives and work together with others.
(4.2) Social Studies:

Students will demonstrate an


understanding and appreciation of the role
of stories, history and culture in
strengthening communities and
contributing to identity and sense of
belonging.

Through discussions, activities, and


assignments students will learn the stories,
history and culture of Alberta and how that
contributes to its communities, identities and
sense of belonging.
-8-

Lesson Overview
March

Monday Tuesday Wednesday Thursday Friday


Monday
5 6 7 8 9
Introduction to Unit Introducing who I am (family Family history/heritage Story Extended Final Thoughts, and
history), introduce extended reminders for next week
SLO 1.1 Express ideas and themselves where they’re 1.2.2 Combine Ideas
develop understanding from 1.2.2 Combine Ideas 1.2.2 Combine Ideas
o Use talk, notes,
o Compare new SLO 2.2 Experience Various o Use talk, notes, personal o Use talk, notes,
ideas, Texts personal writing and personal
information and writing and representing to writing and
experiences to o experience oral, representing to record and representing to
prior knowledge print and other record and reflect on record and
and experiences media texts reflect on ideas, reflect on
from a variety of ideas, information ideas,
SLO 4.2.1 Appreciate how an cultural information and information
understanding of Alberta’s traditions and and experiences and
history, peoples and stories genres, such as experiences o Develop own experiences
contributes to their own personal opinions based
sense of belonging and narratives, on ideas 2.2.2 Construct meaning
identity plays, novels, encountered in from texts
video programs, oral, print and o Connect the
SLO 4.2.1 Appreciate how
adventure other media thoughts and
o recognize how an understanding of
stories, folk texts actions of
the diversity of Alberta’s history, peoples
tales, characters
immigrants from and stories contributes to
informational portrayed in
Europe and other their own sense of
texts, mysteries, oral, print and
continents has belonging and identity
poetry and other media
enriched SLO 4.2.1 Appreciate how
CDROM texts to
Alberta’s rural programs o recognize how an understanding of
and urban Alberta’s history, peoples personal and
the diversity of
communities and stories contributes to classroom
immigrants
(CC, I, TCC) SLO 5.2.1 Cooperate with their own sense of experience
from Europe
others belonging and identity
and other
o take
SLO 2.2 Experience Various continents has
responsibility
Texts enriched o recognize how
for collaborating
Alberta’s rural the diversity of SLO 4.2.1 Appreciate how
with others to
and urban immigrants an understanding of
from Europe Alberta’s history, peoples
-9-
o experience oral, achieve group communities and other and stories contributes to
print and other goals (CC, I, TCC) continents has their own sense of
media texts from enriched belonging and identity
a variety of Text: Voices of Alberta Alberta’s rural
cultural traditions (People, Places and and urban o recognize how
and genres, such Possibilities) by Pearson communities the diversity of
as personal Education Canada, and (CC, I, TCC) immigrants
5.1.1 Appreciate diversity
narratives, plays, Published by Susan Cox. from Europe
o Describe
novels, video and other
similarities and
programs, continents has
differences Activities: Go over the
adventure enriched
stories, folk between stories and information
personal provided in the textbook, Text: Voices of Alberta Alberta’s rural
tales, and urban
informational experiences and and discuss with the (People, Places and
the experiences students on how the Possibilities) by Pearson communities
texts, mysteries, (CC, I, TCC)
poetry and of people or immigrants enriched Education Canada, and
characters from Alberta rural and Urban Published by Susan Cox.
CDROM
various cultures communities
programs
portrayed in Activites: Continue
oral, print and Get the students thinking working on their story. Text: The Matchbox Diary
other media about about their own by Paul Fleischman
texts family and how they came Pair up with partners and
to canada share or work on their Activites: Read the book to
SLO 4.2.1 Appreciate how stories together. the class and go over all of
Text: The Matchbox Diary by an understanding of
Paul Fleischman Ask the students to the artifacts Paul
Alberta’s history, peoples imagine themselves as Fleischman priovided in his
Formative Assessment:
and stories contributes to their grand parents and book
Short Story
Activities: Going to connect their own sense of great grand parents and
the book to experiences belonging and identity create a short story based Ask the students to ask
many immigrants went on their trip to canada
through. their parents/ grandparents
o recognize how if they have any artifacts
the diversity of Mini Lesson: On Short that reflect their families
Have a discussion with the immigrants from Stories. history and bring them in
students on how the book Europe and on Monday to discuss
made them feel. other continents
Formative Assessments:
has enriched
Group discussions, Story Finish working on stories
Write a sad face- Write down Alberta’s rural
the reasons why it made it and urban
made them sad communities Formative Assessment:
(CC, I, TCC) Short Story
- 10 -
Happy face- Write down the Text: The Matchbox Diary
reasons why it made them by Paul Fleischman
happy
Activities:
Formative Assessment:
Group Discussion Give students example of
where my grandparents/
great grandparents came
from and how that
contributes to me

Start partner discussions


where they will each talk
about where they’re family
is from

Each student will have to


introduce their partner and
explain where their family is
from

Have a map to put the


student’s names on the
country that their
grandparents/great
grandparents came from

Formative assessment:
Partner Discussions

12 13 14 15 16
Going over our Artifacts and Share our stories/ Francophone communities More discussion on Reflection and Discussion
how this relates to the Introduction to Francophone communities Day/ Introduction into
immigrants and their stories Francophone communities SLO 2.1.1 Use prior readers theatre
SLO 2.1.1 Use prior knowledge SLO 2.2.2 Construct SLO 2.1.1 Use prior
SLO 4.2.1 Appreciate how an knowledge o Use ideas and meaning from texts knowledge
understanding of Alberta’s 5 Use ideas and concepts, o Connect the o Use ideas and
history, peoples and stories concepts, developed developed thoughts and concepts,
contributes to their own through personal through actions of developed through
interests, experiences personal characters personal interests,
- 11 -
sense of belonging and and discussion, to interests, portrayed in oral, experiences and
identity understand new ideas experiences print and other discussion, to
and information and media texts to understand new
o recognize how 2.2.2 Construct meaning discussion, to personal and ideas and
the diversity of from texts understand classroom information
immigrants from 6 Develop own opinions new ideas and experience 2.2.2 Construct meaning
Europe and other based on ideas information from texts
continents has encountered in oral, 2.2.2 Construct meaning o Compare similar o Connect the
enriched print and other media from texts oral, print and thoughts and
Alberta’s rural texts other media texts actions of
and urban 4.2.1 Appreciate how an and express characters
communities understanding of Alberta’s o Develop own preferences, using portrayed in
(CC, I, TCC) history, peoples and stories opinions based evidence from oral, print and
SLO 2.1.1 Use prior contributes to their own on ideas personal other media
knowledge sense of belonging and encountered in experiences and texts to
o Use ideas and identity oral, print and the texts personal and
concepts, o Recognize the other media classroom
developed history of the texts o Develop own experience
through personal French SLO 5.2.1 Cooperate with opinions based on
interests, language and others ideas encountered
experiences and vitality of o take in oral, print and 4.2.1 Appreciate how an
discussion, to Francophone responsibility other media texts understanding of Alberta’s
understand new communities as for history, peoples and
ideas and integral parts of collaborating SLO 5.2.1 Cooperate with stories contributes to their
information Alberta’s with others to others own sense of belonging
heritage (CC, I, achieve group o take and identity
TCC) goals responsibility o Recognize the
4.2.2 Assess, critically how 4.2.1 Appreciate how an for history of the
the cultural and linguistic understanding of Alberta’s collaborating French language
Text: Pettranella by Betty heritage and diversity of history, peoples and with others to and vitality of
Waterton Alberta has evolved over stories contributes to their achieve group Francophone
time by exploring and own sense of belonging goals communities as
Activites: Go over the reflecting upon the and identity integral parts of
artifacts that everyone following questions and o Recognize the 4.2.1 Appreciate how an Alberta’s heritage
brought to class issues history of the understanding of Alberta’s (CC, I, TCC)
o In what ways French history, peoples and 4.2.2 Assess, critically how
Discuss why these artifacts did language and stories contributes to their the cultural and linguistic
are important and how they Francophones vitality of own sense of belonging heritage and diversity of
contribute to ones identity, establish their Francophone and identity Alberta has evolved over
and sense of belonging roots in urban communities Recognize the history of time by exploring and
and rural as integral the French language and reflecting upon the
Alberta parts of vitality of Francophone following questions and
Finish Short Stories (i.e., voyageurs, Alberta’s communities as integral issues
missionary
- 12 -
work, founding heritage (CC, I, parts of Alberta’s heritage o In what ways did
institutions, TCC) (CC, I, TCC) Francophones
media, politics, 4.2.2 Assess, critically how 4.2.2 Assess, critically how establish their
commerce)? the cultural and linguistic the cultural and linguistic roots in urban and
(CC, I, LPP, heritage and diversity of heritage and diversity of rural Alberta
Formative Assessment:
TCC) Alberta has evolved over Alberta has evolved over (i.e., voyageurs,
Group Discussion
time by exploring and time by exploring and missionary work,
reflecting upon the reflecting upon the founding
following questions and following questions and institutions, media,
Text: Voices of Alberta issues issues politics,
(People, Places and o In what ways o In what ways commerce)? (CC, I,
Possibilities) by Pearson did did LPP, TCC)
Education Canada, and Francophones Francophones
Published by Susan Cox. establish their establish their
roots in urban roots in urban Text: Voices of Alberta
Activities: and rural and rural (People, Places and
Students will share their Alberta Alberta Possibilities) by Pearson
stories that they have been (i.e., (i.e., Education Canada, and
working on from the last voyageurs, voyageurs, Published by Susan Cox.
week with partners missionary missionary
work, founding work, founding
Go on to talk about institutions, institutions, Activities:
Francophones and their media, politics, media, politics, Class Discussion
roots in Alberta commerce)? commerce)? Introduction into readers
Use short stories (in the (CC, I, LPP, (CC, I, LPP, theatre
textbook) and information in TCC) TCC)
the textbook to promote
discussion
Text: The Arrival by Shaun Formative Assessment:
Formative: Tan Readers Theatre,
Group Discussions Activities: Text: Voices of Alberta Discussion
Use the wordless book to (People, Places and
demonstrate to the Possibilities) by Pearson
students how arriving to Education Canada, and
another country speaking a Published by Susan Cox.
different language is very
hard
Activities:
Ask the students to work Discuss the ways in which
with a partner and create a the Francophones
wordless comic describing established their roots in
the Francophones in Urban and rural Alberta
Alberta
- 13 -
No Assessment
- 14 -

19 20 21 22 23
Continue Readers Theatre Continue Readers Theatre Continue Readers Theatre Spring Break Spring Break

SLO 1.2.1 Consider the SLO 1.2.1 Consider the SLO 1.2.1 Consider the
ideas of others ideas of others ideas of others
o Identify other o Identify other o Identify other
perspectives by perspectives by perspectives by
exploring a variety of exploring a variety exploring a variety
ideas, opinions, of ideas, opinions, of ideas, opinions,
responses and oral, responses and oral, responses and
print and other media print and other oral, print and
texts. media texts. other media texts.
2.2.2 Construct meaning from 2.2.2 Construct meaning 2.2.2 Construct meaning
texts from texts from texts
o Connect the o Connect the o Connect the
thoughts and thoughts and thoughts and
actions of actions of actions of
characters characters characters
portrayed in oral, portrayed in portrayed in
print and other oral, print and oral, print and
media texts to other media other media
personal and texts to texts to
classroom personal and personal and
experience classroom classroom
SLO 2.1.1 Use prior experience experience
knowledge SLO 2.1.1 Use prior SLO 2.1.1 Use prior
o Use ideas and knowledge knowledge
concepts, o Use ideas and o Use ideas and
developed concepts, concepts,
through personal developed developed
interests, through through
experiences and personal personal
discussion, to interests, interests,
understand new experiences and experiences
ideas and discussion, to and
information understand new discussion, to
ideas and understand
4.2.1 Appreciate how an information new ideas and
understanding of Alberta’s information
history, peoples and stories 4.2.1 Appreciate how an
contributes to their own understanding of Alberta’s 4.2.1 Appreciate how an
history, peoples and stories understanding of Alberta’s
- 15 -
sense of belonging and contributes to their own history, peoples and
identity sense of belonging and stories contributes to their
o Recognize the identity own sense of belonging
history of the French o Recognize the and identity
language and vitality history of the o Recognize the
of Francophone French language history of the
communities as and vitality of French language
integral parts of Francophone and vitality of
Alberta’s heritage communities as Francophone
(CC, I, TCC) integral parts of communities as
4.2.2 Assess, critically how Alberta’s heritage integral parts of
the cultural and linguistic (CC, I, TCC) Alberta’s heritage
heritage and diversity of 4.2.2 Assess, critically how (CC, I, TCC)
Alberta has evolved over the cultural and linguistic 4.2.2 Assess, critically how
time by exploring and heritage and diversity of the cultural and linguistic
reflecting upon the following Alberta has evolved over heritage and diversity of
questions and issues time by exploring and Alberta has evolved over
o In what ways did reflecting upon the time by exploring and
Francophones following questions and reflecting upon the
establish their roots issues following questions and
in urban and rural o In what ways did issues
Alberta Francophones o In what ways did
(i.e., voyageurs, establish their roots Francophones
missionary work, in urban and rural establish their
founding institutions, Alberta roots in urban and
media, politics, (i.e., voyageurs, rural Alberta
commerce)? (CC, I, missionary work, (i.e., voyageurs,
LPP, TCC) founding missionary work,
institutions, media, founding
Text: Voices of Alberta politics, institutions, media,
(People, Places and commerce)? (CC, I, politics,
Possibilities) by Pearson LPP, TCC) commerce)? (CC, I,
Education Canada, and LPP, TCC)
Published by Susan Cox. Text: Voices of Alberta
(People, Places and Text: Voices of Alberta
Activities: Possibilities) by Pearson (People, Places and
Continue with Readers Education Canada, and Possibilities) by Pearson
Theatre Published by Susan Cox. Education Canada, and
Formative: Readers Theatre Published by Susan Cox.
Activities:
Continue with Readers Activities:
Theatre Continue with Readers
Formative: Readers Theatre, Theatre
- 16 -
Formative: Readers
Theatre

26 27 28 29 30
Spring Break Spring Break Spring Break Spring Break Spring Break
- 17 -

Lesson Overview
April
Monday Tuesday Wednesday Thursday Friday
Monday
2 3 4 5 6
Spring Break Review/ Diversity and Lesson on French and Introducing British Finishing up British
Francophones in Alberta English and how they Institutions Institutions
became the two most
SLO 2.1.1 Use prior important languages SLO 2.2.2 Construct SLO 2.1.1 Use prior
knowledge meaning from texts knowledge
o Use ideas and SLO 1.2.1 Consider the o Connect the o Use ideas and
concepts, ideas of others thoughts and concepts,
developed o Identify other actions of developed through
through perspectives by characters personal interests,
personal exploring a variety portrayed in oral, experiences and
interests, of ideas, opinions, print and other discussion, to
experiences and responses and media texts to understand new
discussion, to oral, print and personal and ideas and
understand new other media texts. classroom information
ideas and SLO 2.1.1 Use prior experience 4.2.1 Appreciate how an
information knowledge o Develop own understanding of Alberta’s
SLO 5.2.1 Cooperate with o Use ideas and opinions based on history, peoples and
others concepts, ideas encountered stories contributes to their
o take developed in oral, print and own sense of belonging
responsibility through other media texts and identity
for collaborating personal SLO 2.1.1 Use prior o recognize British
with others to interests, knowledge institutions and
achieve group experiences o Use ideas and peoples as integral
goals and concepts, parts of Alberta’s
4.2.1 Appreciate how an discussion, to developed through heritage (CC, I,
understanding of Alberta’s understand personal interests, TCC)
history, peoples and stories new ideas and experiences and
contributes to their own information discussion, to 4.2.2 Assess, critically how
sense of belonging and understand new the cultural and linguistic
identity ideas and heritage and diversity of
o Recognize the Text: Voices of Alberta information Alberta has evolved over
history of the (People, Places and 4.2.1 Appreciate how an time by exploring and
French language Possibilities) by Pearson understanding of Alberta’s reflecting upon the
and vitality of Education Canada, and history, peoples and following questions and
Francophone Published by Susan Cox. stories contributes to their issues
communities as
- 18 -
integral parts of Activities: own sense of belonging
Alberta’s heritageThink-Pair-Share- Get and identity o How did British
(CC, I, TCC) students into pairs and get o recognize British institutions provide
4.2.2 Assess, critically how
them to brainstorm on why institutions and the structure for
the cultural and linguisticEnglish and French are peoples as integral the settlement of
heritage and diversity of important languages. Share parts of Alberta’s newcomers in
Alberta has evolved over with the class heritage (CC, I, Alberta (i.e., North
time by exploring and Discuss the ideas the TCC) West Mounted
reflecting upon the students have come up Police, schools,
following questions and with 4.2.2 Assess, critically how lieutenant-
issues the cultural and linguistic governor,
o In what ways did Then continue to discuss heritage and diversity of Assembly of the
Francophones how they became the two Alberta has evolved over Northwest
establish their roots
languages time by exploring and Territories)? (GC, I,
in urban and rural reflecting upon the PADM, TCC)
Alberta Formative Assessment: following questions and
(i.e., voyageurs, Partner Discussion, Class issues
missionary work, Discussion
Text: Voices of Alberta
founding o How did British (People, Places and
institutions, media, institutions provide Possibilities) by Pearson
politics, the structure for Education Canada, and
commerce)? (CC, I, the settlement of Published by Susan Cox.
LPP, TCC) newcomers in
Alberta (i.e., North Activities:
Text: Voices of Alberta West Mounted Class Discussion
(People, Places and Police, schools, Brain Break: Get the
Possibilities) by Pearson lieutenant- students to jump up and
Education Canada, and governor, follow along to a few quick
Published by Susan Cox. Assembly of the exercises
Northwest Formative: Class
Activities: Territories)? (GC, I, Discussion
Review what we had done in PADM, TCC)
the previous weeks
Have a discussion on what
the students remember on
what they have learned
Think-Pair-Share
Text: Voices of Alberta
Formative Assessment:
(People, Places and
Partner Discussion
Possibilities) by Pearson
Education Canada, and
Published by Susan Cox.

Activities:
- 19 -
Introduce students to the
British Institutions and how
they contribute to Alberta’s
communities
Discuss all of the concepts,
open up discussion to the
students
Brain Break: One legged
Interview (partners) What
have you learned so far?
Formative Assessment:
Class Discussion

9 10 11 12 13
Starting our own Trunks/ Writing Our Letters Writing our letters/ Going Finishing our letters/ Working on Visual
Learning how to write a letter 2.2.2 Construct meaning over what else we can working on adding a visual Representation
from texts include in our trunk (visual representation to our trunk
2.2.2 Construct meaning from o Connect the representations) SLO 2.1.1 Use prior
texts thoughts and 2.2.2 Construct meaning knowledge
o Connect the actions of 2.2.2 Construct meaning from texts o Use ideas and
thoughts and characters from texts o Connect the concepts,
actions of portrayed in o Connect the thoughts and developed through
characters oral, print and thoughts and actions of personal interests,
portrayed in oral, other media actions of characters experiences and
print and other texts to characters portrayed in discussion, to
media texts to personal and portrayed in oral, print and understand new
personal and classroom oral, print and other media ideas and
classroom experience other media texts to information
experience SLO 2.1.1 Use prior texts to personal and Text:
SLO 2.1.1 Use prior knowledge personal and classroom Website: Letters From the
knowledge o Use ideas and classroom experience Trunk
o Use ideas and concepts, experience SLO 2.1.1 Use prior The Memory Coat by Elvira
concepts, developed SLO 2.1.1 Use prior knowledge Woodruff
developed through knowledge o Use ideas and
through personal personal o Use ideas and concepts, Activities:
interests, interests, concepts, developed Using the text to give
experiences and experiences and developed through another example to how an
discussion, to discussion, to through personal artifact provides meaning
understand new understand new personal interests, to a person traveling from
ideas and ideas and interests, experiences another country
information information experiences and Gives students ideas when
and discussion, to making their visual
discussion, to understand representation.
- 20 -
understand new ideas and
SLO1.2.2 Combine Ideas new ideas and information
information Summative: Visual
Website: Letters From the Representation
Website: Letters From the o Use talk, notes,
Trunk
Trunk personal writing
1.2.2 Combine Ideas Text: The Matchbox Diary
and
by Paul Fleischman
Activities: representing to
record and o Use talk, notes,
Activities:
reflect on ideas, personal
Have the students explore Students work on their
information and writing and
the website. letter if they are not
experiences representing to finished
record and Students that have finished
Transition to saying they will reflect on
Website: Letters From the can start on a visual
be writing letters (as an ideas,
Trunk representation they can
immigrant arriving to information
Canada) provide in the trunk
Activities: and
Keep working on their letter experiences
Summative Assessment:
Use the information they or start if they have no Letter, Visual
have learned throughout the already Website: Letters From the representation
unit to write their letters Summative Assessment: Trunk
Letter Activities: Continue
Use the letters on the website working on letters
as references
Brainstorm about other
Mini Lesson on letters things to include in our
trunk
Group Discussion
Students have the rest of the Start on visual
time to start on their letters representations when done
your letter
No Assessment

Formative Assessment:
Discussion
Summative: Letter

16 17 18 19 20
Sharing whats in our trunks Sharing whats in our trunks Share whats in our trunks Reflection on what we’ve Last Day
learned
- 21 -
1.2.2 Combine Ideas Activities:
1.2.2 Combine Ideas 1.2.2 Combine Ideas 1.2.2 Combine Ideas Have a Party
o Use talk, notes, Goodbye messages
personal writing Have the students write
o Use talk, notes, o Use talk, notes, o Use talk, notes,
and representing reflective few sentences on
personal writing personal personal
to record and how they liked the unit (two
and writing and writing and
reflect on ideas, stars one wish)
representing to representing to representing to
information and record and record and record and
experiences reflect on ideas, reflect on reflect on
information and ideas, ideas,
No Text experiences information information
and and
Activities: SLO 4.2.1 Appreciate how experiences experiences
an understanding of
Present what was in my own Alberta’s history, peoples SLO 4.2.1 Appreciate how SLO 4.2.1 Appreciate how
trunk and the letter I made and stories contributes to an understanding of an understanding of
their own sense of Alberta’s history, peoples Alberta’s history, peoples
belonging and identity and stories contributes to and stories contributes to
Students come and share their own sense of their own sense of
their trunks belonging and identity belonging and identity
o recognize how
the diversity of
Finishing up for students that
immigrants from o recognize how o recognize how
aren’t done
Europe and the diversity of the diversity of
other continents immigrants immigrants
Summative/Formative: has enriched from Europe from Europe
Sharing their trunk Alberta’s rural and other and other
and urban continents has continents has
communities enriched enriched
(CC, I, TCC) Alberta’s rural Alberta’s rural
and urban and urban
communities communities
(CC, I, TCC) (CC, I, TCC)
No Text
Text:
Activities: Activities:
Share our trunk Class Discussion
Questions Create poster as a class on
Students that are done their No Text what we’ve learned
presentations hand in your Hand back work
work Activities: Formative: Class
Hand Back Work Share our trunk discussion
Questions
- 22 -
Summative/Formative: Hand in your work once
Sharing the trunk you are done
Hand Back work
Summative/Formative:
Sharing the trunk
- 23 -

Resources
1) Picture Book: The Arrival by Shaun Tan
Through this wordless graphic novel, Tan explores
the journey of a man, and his feelings of alienation
when immigrating into a new place and learning a
new language. The book plays with the sense of
caring for others, regardless of a person’s race,
age or background. It brings attention to
experience of immigrating to a new country and the
positive and negative aspects of these journeys.

(https://www.amazon.ca/Arrival-Shaun-
Tan/dp/0439895294)

2) Picture Book: The Matchbox Diary by Paul Fleischman


This book shares a story that characterizes the challenges and joys
of early immigrants. It provides students with an introduction into the
journey that reflects the hardships, strength, independence, and
fears of moving to a new country. Based on a little girl who visits her
great- grandfather and discovers an old cigar box. The cigar box
holds artifacts that tell his journey from Italy to a new Country.
(https://www.amazon.ca/Matchbox-Diary-Paul-
Fleischman/dp/0763676381)
- 24 -

2) Picture Book: The Memory Coat by Elvira Woodruff


When journeying to a new country, Rachel and her family are excited for their new life
in America. That is until their cousin Grisha falls into trouble by a random inspection.
The magic and loving nature of an old coat helps to bring the family together, with
Rachels help of course.
(https://www.amazon.ca/Memory-Coat-Elvira-Woodruff/dp/0590677179)

4)Picture Book: Pettranella by Betty Waterton


This book is based on a little girl named Pettranella. She is excited to help her parents
in homesteading when they arrive at their new home in Canada. To her dismay, she
loses a small bag of seeds that her grandmother had given to her for her new home in
Canada. When she arrives in Canada, and finally experiences Spring she realizes
that her grandmothers gift was never lost, and that this new land has many more gifts
to offer her.
(https://www.amazon.ca/Pettranella-Betty-Waterton/dp/0888995601)
5) Textbook: Voices of Alberta (People, Places and Possibilities) by Pearson
Education Canada, and Published by Susan Cox.
This textbook is used throughout the year for grade four Social Studies. It highlights
all the important aspects that teachers and students need to know when discussing
- 25 -

and learning the content. It also contains many stories and small accounts from
individuals who may have traveled to Canada or have always called Canada home.
6) Letters from the Trunk Letters From the Trunk
Letters from the trunk is an interactive website, that guides students through a train
station located in Western Canada. The station holds a lot of history and contains
many trunks that hold artifacts special to individuals of that certain time period. These
artifacts include historical letters, maps, posters, and images.
(http://www.ataoc.ca/)

7) Website: Seven Stories: In exploring the website, students will meet Seven
Calgarians, originally from Southeast Asia. This will help in the students
understanding of the diverse number of immigrants living within Canada and how they
contribute to our communities. The students will be able to explore the stories and
gain an understanding of the indviduals, and their stoires on how they came to
Alberta.
(http://www.glenbow.org/sevenstories/index.htm)
8) Website: McCord Museum: Go West! Settling Canada’s Praries
This website is run through the McCord Museum, based on Canada’s Prairies and the
settlers within them. While exploring this site the students have a chance to gain an
understanding of the settlers and the prairies within Alberta and how these contribute
to the growing economy in current and past years.
This interactive site describes the history of Prairie settlement in Canada.
(http://www.mccord-museum.qc.ca/scripts/projects/CH/animCH.php?tourI
D=VQ_P3_1_EN&Lang=1&type=flash)
9)The Mavericks: Through this website students explore Alberta’s history through its
Artifacts. The site contains over seven hundred artifacts, photographs, documents
and maps that help tell Alberta’s story. By exploring these artifacts, students can get a
sense of Alberta’s past and how it shaped its future. Students learn how artifacts also
contain meaning and symbolize a lot for the immigrants of that day.
(http://www.glenbow.org/mavericks/)
- 26 -
Subject Area English Language Arts
Grade Level 4
ED 3604 – Evaluation of Student Learning
Topic The histories and stories of people in
Unit Assessment Plan Alberta
Length of Unit (days) 25
Summative Assessment
Desired Results
Established Goals – GLO(s):

1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.

2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.

5. Students will listen, speak, read, write, view and represent to respect, support and collaborate
with others.

(4.2) Social Studies:

Students will demonstrate an understanding and appreciation of the role of stories, history and
culture in strengthening communities and contributing to identity and sense of belonging.

Understandings: Essential Questions:


Students will understand that… Why is the history of Alberta important?
Why are the cultures within Alberta important?
Students will understand how to represent their
ideas and perspectives discussed and shared What role do history and culture take in strengthening
in class through listening, speaking, reading, communities and contributing to our identity and sense
writing, viewing, and representing their of belonging?
understanding throughout the learning process Why do we need to know about various cultures other
than our own?
Students will understand how to participate How did the French and British contribute to Alberta
respectively and effectively in group activities to Urban and Rural communities/areas?
discuss prompts about the text and learn Why is it important to explore other people’s journeys to
different perspectives on identity and what it a new country?
means to others.

Students will understand how to personally and


critically reflect on various character’s
experiences, while being able to compare their
own experiences and feelings to those
characters.

Students will understand and appreciate the


importance behind the history and culture in
Alberta and how they contribute to identity and
a sense of belonging

EDUC 3604 – Unit Assessment Plan Template


Adapted from Understanding by Design (2005) by Wiggins and McTighe
- 27 -
Prior understandings… Students will be able to…

1.1 Discover and Explore


connect prior knowledge and personal experiences 1.1.2 Express ideas and develop understanding
with new ideas and information in oral, print and Compare new ideas, information and experiences to
other media texts prior knowledge and experiences

ask for the ideas and observations of others to 1.2 Clarify and Extend
explore and clarify personal understanding 1.2.1 Consider the ideas of others
Identify other perspectives by exploring a variety of
experiment with arranging and recording ideas and ideas, opinions, responses and oral, print and other
information in a variety of ways media texts

share ideas developed through interests, experiences 1.2.2 Combine Ideas


and discussion that are related to
new ideas and information Use talk, notes, personal writing and representing to
record and reflect on ideas, information and
apply a variety of strategies, such as setting a experiences.
purpose, confirming predictions, making
inferences and drawing conclusions 2.1 Use Strategies and Cues
2.1.1 Use prior knowledge
choose a variety of oral, print and other media texts Use ideas and concepts, developed through personal
for shared and independent listening, reading and interests, experiences and discussion, to understand
viewing experiences, using texts from a variety of new ideas and information
cultural traditions and genres, such as nonfiction,
chapter books, illustrated storybooks, drum dances,
fables, CDROM programs and plays 2.1.2 Use comprehension strategies
Comprehend new ideas and information by responding
connect portrayals of characters or situations in oral, personally, taking notes and discussing ideas with
print and other media texts to personal and others
classroom experiences
2.2 Respond to Texts
discuss, represent or write about ideas in oral, print 2.2.1 Experience various texts
and other media texts, and relate them to own ideas experience oral, print and other media texts from a
and experiences and to other texts variety of cultural traditions and genres, such as
personal narratives, plays, novels, video programs,
adventure stories, folk tales, informational texts,
make inferences about a character’s actions or
mysteries, poetry and CDROM programs
feelings
2.2.2 Construct meaning from texts
recognize examples of repeated humour, sound and Connect the thoughts and actions of characters
poetic effects that contribute to audience enjoyment portrayed in oral, print and other media texts to personal
and classroom experience
describe similarities between experiences and
traditions encountered in daily life and those Compare similar oral, print and other media texts and
portrayed in oral, print and other media texts express preferences, using evidence from personal
experiences and the texts
work cooperatively with others in small groups on
structured tasks

EDUC 3604 – Unit Assessment Plan Template


Adapted from Understanding by Design (2005) by Wiggins and McTighe
- 28 -
How are the rights, responsibilities and roles of Develop own opinions based on ideas encountered in
citizens in communities around the world the same oral, print and other media texts
or different than those of Canadian citizens? (C, GC) 
5.1 Respect Others and Strengthen Community
What are some environmental concerns that Canada 5.1.1 Appreciate diversity
and communities around the world share? (ER, GC)  Describe similarities and differences between personal
experiences and the experiences of people or
In what ways can individuals and groups contribute characters from various cultures portrayed in oral,
to positive change in the world? (C, GC, PADM) print and other media texts

5.2 Work within a Group


In what ways do the people in the communities
5.2.1 Cooperate with others
depend on, adapt to and change the environment in
take responsibility for collaborating with others to
which they live and work? (ER, LPP) 
achieve group goals
In what ways do the communities show concern for
their natural environment? (GC, LPP) 

EDUC 3604 – Unit Assessment Plan Template


Adapted from Understanding by Design (2005) by Wiggins and McTighe
- 29 -
Where does this lead?

use appropriate prior knowledge and experiences to


make sense of new ideas and information

seek the viewpoints of others to build on personal


responses and understanding

use talk, notes, personal writing and representing to


explore relationships among own ideas and
experiences, those of others and those encountered
in oral, print and other media texts

describe ways that personal experiences and prior


knowledge contribute to understanding new ideas
and information

comprehend new ideas and information by


responding personally, taking notes and discussing
ideas with others

experience oral, print and other media texts from a


variety of cultural traditions and genres, such as
historical fiction, myths, biographies, poetry, news
reports and guest speakers

compare characters and situations portrayed in oral,


print and other media texts to those encountered in
the classroom and community

support own interpretations of oral, print and other


media texts, using evidence from personal
experiences and the texts

retell or represent stories from the points of view of


different characters

experiment with words and sentence patterns to


create word pictures; identify how imagery and
figurative language, such as simile and
exaggeration, convey meaning

discuss personal understanding of the lives of people


or characters in various communities, cultural
traditions, places and times portrayed in oral, print
and other media texts

formulate questions to guide research or


investigations, with attention to specific audiences
and purposes

EDUC 3604 – Unit Assessment Plan Template


Adapted from Understanding by Design (2005) by Wiggins and McTighe
- 30 -
recognize how an understanding of Canadian history
and the stories of its peoples contributes to their
sense of identity (I, TCC) 

acknowledge the roots of Francophone identity and


presence in Canada (CC, I, TCC) 

acknowledge British influence and presence in


Canada (CC, I, TCC) 

acknowledge the contributions made by diverse


cultural groups to the evolution of Canada (CC, I,
TCC) 

recognize how changes in society can affect identity


(CC, I) 

How were the natural environment and geography of


each region of Canada determining factors of the
diversity among Aboriginal groups (e.g., languages,
symbolism)? (LPP, TCC) 

EDUC 3604 – Unit Assessment Plan Template


Adapted from Understanding by Design (2005) by Wiggins and McTighe
- 31 -

Assessments
Visual
Partner Class Readers
Title Short Story Letter Representatio Sharing Trunks
discussions Discussions Theatre
n
Learning Outcomes Type Summative/Forma
(Formative/Summative Formative formative Formative formative Summative Summative
tive
)

Weighting 0 0 0 40 40 20
0
1.1 Express ideas and develop
understanding
Compare new ideas, information and X X X X X X X
experiences to prior knowledge and
experiences
1.2 Consider the ideas of others
Identify other perspectives by
exploring a variety of ideas, opinions,
responses and oral, print and other X X X X X
media texts

1.2 Combine Ideas


Use talk, notes, personal writing and
representing to record and reflect on
X X X X X X X
ideas, information and experiences.

2.1 Use Prior Knowledge

Use ideas and concepts, developed X X X X X X X


through personal interests,
experiences and discussion, to
- 32 -
understand new ideas and
information

2.1 Use Comprehension Strategies

Comprehend new ideas and


information by responding
X X X X X X X
personally, taking notes and
discussing ideas with others

2.2 Experience Various Texts


experience oral, print and other
media texts from a variety of cultural
traditions and genres, such as
personal narratives, plays, novels,
video programs, adventure stories, X X X
folk tales, informational texts,
mysteries, poetry and CDROM
programs

4.2.1 Appreciate how an


understanding of Alberta’s history,
peoples and stories contributes to
their own sense of belonging and
identity X X X X X X X
recognize how the diversity of
immigrants from Europe and other
continents has enriched Alberta’s rural
and urban communities (CC, I, TCC)

4.2.1 Appreciate how an


understanding of Alberta’s history, X X X
peoples and stories contributes to
- 33 -
their own sense of belonging and
identity
recognize British institutions and peoples
as integral parts of Alberta’s heritage
(CC, I, TCC)

4.2.1 Appreciate how an


understanding of Alberta’s history,
peoples and stories contributes to
their own sense of belonging and
identity X X X X X X
recognize the history of the French
language and the vitality of Francophone
communities as integral parts of
Alberta’s heritage (CC, I, TCC)

Subject Area English Language Arts


ED 3604 – Evaluation of Student Learning Grade Level 4
Unit Assessment Plan Topic
Length of Unit (days) 25
- 34 -

2.2 Construct meaning from texts

Connect the thoughts and actions of


characters portrayed in oral, print and
other media texts to personal and X X X X X X X
classroom experience

2.2 Construct meaning from texts


Compare similar oral, print and other
media texts and express
X X X X X X X
preferences, using evidence from
personal experiences and the texts

2.2 Construct meaning from texts


Develop own opinions based on
ideas encountered in oral, print and X X X X X X X
other media texts

5.1 Appreciate Diversity


Describe similarities and differences
between personal experiences and
the experiences of people or X X X X X
characters from various cultures
portrayed in oral, print and other
media texts
- 35 -

5.2 Cooperate with others


Take responsibility for collaborating X X X X X X
with others to achieve group goals

4.2.2 Assess, critically, how the


cultural and linguistic heritage and
diversity of Alberta has evolved over
time by exploring and reflecting
upon the following questions and
issues
X X X X X X X
In what ways did Francophones
establish their roots in urban and rural
Alberta
(i.e., voyageurs, missionary work,
founding institutions, media, politics,
commerce)? (CC, I, LPP, TCC)

4.2.2 Assess, critically, how the


cultural and linguistic heritage and
diversity of Alberta has evolved over
time by exploring and reflecting
upon the following questions and
issues
X X X X X X
How did French and English become the
two languages most used in business
and politics in Alberta during the 19th
and early 20th centuries? (CC, I, PADM)
- 36 -
4.2.2 Assess, critically, how the
cultural and linguistic heritage and
diversity of Alberta has evolved over
time by exploring and reflecting
upon the following questions and
issues
X X X X X X
How did British institutions provide the
structure for the settlement of
newcomers in Alberta (i.e., North West
Mounted Police, schools, lieutenant-
governor, Assembly of the Northwest
Territories)? (GC, I, PADM, TCC)
- 37 -

Assessment Tool Overview


Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Partner discussions guide students to become in charge
of their own assessment practice. This is done, by
discussing the topic already as a class, and then as
partners participating in a think-pair- share activity. By
Partner
doing this the teacher is able to give extensive feedback X X
Discussions towards the group, pairs and individuals on the findings
they came up with. By working together as partners, the
students are able to learn how to work with others
respectively and effectively.
Discussions will guide student’s in their understanding of
the reading, and concepts that they will be learning
throughout the unit. The discussions will help students to
Class Discussions not only give their own input into the discussion, but to X X
also provide them with the chance to see the various
perspectives many of their peers may hold.

Readers Theatre gives a chance for students to


demonstrate their learning of the text through acting.
This way the students can have more fun with the text
and are able to move around and be creative. I will start
Readers Theatre readers theatre with giving the students example on how X
to go about understanding and doing readers theatre. I
will pick three kids that are good speakers in the class to
help me demonstrate to the students a part of readers
theatre.
The stories the students write are based on their own
family history. By having the students write these stories
they are thus engaging with the content of the course
Short Story and relating it also to personal experiences some of their X X X
family members may have had. I will be formatively
assessing whether the students can connect what we
have been learning to their own personal experiences.
The letter will showcase the students understanding of
what we have been talking about in class, pertaining to
the diversity of immigrants in Alberta currently, and in
the past, and how they contribute to the urban and rural
communities today. This assignment will be used to spark
Letter creativity, where the students are given an idea and able X X X
to run with it. When assessing it, I am able to see where
the student is at in their writing and understanding of the
content. The assignment will also be done at the end of
the unit, so I can see whether the students were able to
connect with the material in the class.
- 38 -

The visual representation is going to be used as another


way to assess whether the students have understood the
Visual material and are able to visually represent their
understanding. For students that may have trouble X X X
Representation
writing their letter this is another way for them to
represent their knowledge of the content.
This last assignment combines what the student has
learned throughout the class, writing their letter, along
with creating their visual representation. This assignment
demonstrates their understanding of what they have
been learning throughout the unit. This will give the
students a chance to be able to share their parts of their
trunk and why they are important to them and what they
symbolize. The class will see how everyone’s artifacts are
different and their stories, so they have the chance to
Sharing our
appreciate other beliefs and values, as well as their X X X
Trunks journey.
I made this assessment both formative and summative as
I believe I can mark the student summatively on their
understanding. But I am also able to formatively assess
what the student may understand and what they have
trouble understanding and explaining. This way I can take
this formative assessment and see where I also which
areas I need to put more work in when working with the
student or whole class.
During class time visit interactive sites such as
Seven Stories
(http://www.glenbow.org/sevenstories/index.htm)
The Mavericks
(http://www.glenbow.org/mavericks/)
And Go West! Settling Canada’s Prairies
(http://www.mccord-
museum.qc.ca/scripts/projects/CH/animCH.php?tourI
D=VQ_P3_1_EN&Lang=1&type=flash)
After each site we will discuss the meaning behind
them and the importance of each story that is
shared.
Pre- Assessment X
We will then get into groups and discuss how these
stories contribute to Alberta’s culture and history and
why they are important.

This would be more of a formative assessment, so I


can see where the students are at in our
conversations, their understanding, and what we
need to work on.

Subject Area English Language Arts


Grade Level 4
ED 3604 – Evaluation of Student Learning
Topic The histories and stories of people
Unit Assessment Plan in Alberta
Length of Unit (days) 25
- 39 -
- 40 -

Haley Reynolds
Lesson Grade 4: Introduction to Unit/ Get to know Teacher:
February 13th,
Title/Focus our backgrounds Date:
2018

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General ELA 2. Students will listen, speak, read, write, view and represent to
Learning comprehend and respond personally and critically to oral, print and
Outcomes: other media texts.
ELA 5. Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
(4.2) SS: Students will demonstrate an understanding and
appreciation of the role of stories, history and culture in
strengthening communities and contributing to identity and sense of
belonging.

Specific 2.1.1 Use prior knowledge


Learning 5.1.1 Appreciate Diversity
Outcomes: 4.2.1 Recognize how the diversity of immigrants from Europe and other
continents has enriched Alberta’s rural and urban communities (CC, I,
TCC)

LEARNING OBJECTIVES
1. At the end of the lesson, students will be able to use ideas and concepts, developed
through personal interests, experiences and discussion, to understand new ideas and
information.
2. Students will be able to recognize similarities and differences between personal
experiences and the experiences of people from various cultures

MATERIALS & EQUIPMENT


 Alberta Program of Studies – English Language Arts Grade 4
 Alberta Program of Studies- Social Studies Grade Four
 Map
 Book: The Matchbox Diary by Paul Fleischman
 Paper (Sticky Notes)
PREPARATION & LOGISTICAL CONSIDERATION
 Have Map set up
 Have book (The Matchbox Diary) ready to read
ASSESSMENTS
Observations:  The students effort and participation in the discussions
- 41 -

 How the students express their knowledge of the story we


are reading
 If the students are engaged in the activity
(Remembering where their partner is from, putting their name
on the map)
 If the students are following directions, and who may
need more support
Essential Question:  Why is the history of Alberta important?
 Why are the cultures within Alberta important?

Products/Performances:  Students will work towards representing their


understanding of the current information presented
(through picture book, and teachers example), by
participating in discussions and the activity.

PROCEDURE
Introduction Time
Attention Grabber:  Have all the students sitting in their desks or on
Introducing the book the carpet quietly
 Explain that we will be reading a new book called
The Matchbox Diary by Paul Fleischman
 Remind them that it has to do with the stories we 5mins
went over in class previously
 Ask students if they remember anything about
those stories that might be important before we
start the book
Transition to Body 2
 Transition into reading the book
mins
Body Time
Book: Matchbox Diary  While reading the book, remember to touch on
aspects that captures the hardships and joys that 8
characterize early immigrants mins
 Ask students questions
Reflection  Discuss with students on where the person was
2
from and how that contributed to who they are
mins
 Discuss their journey and why this was important
Transition to Activity:  Tell the students how your family at one time
Get to know my family were immigrants to Canada too 2
 Where they came from (show them on the map) mins
 And how they came to Canada
Activity:
 Have the class get into partners 5
Partner Discussions
 Have a discussion on where their partner is from mins
- 42 -

Sharing our findings  Have each student introduce their partner and
where they are from 10
 Show the students on the map where that is min

Putting our places on the  Hand out a sticky note to each student and get
map them to write their name on it
5
 After they are done writing their name on it they mins
are to put where their family immigrated from on
the map
Reflection on the Activity
 Discuss with students how this map shows
how diverse our class is and how our families
5
came from a lot of different places
mins
 Relate it back to the book we read at the
beginning of class

End of Lesson  Once the discussion is finished, ask the students


to have conversation with their parents about
5
where they are from and see if their parents or
mins
grandparents have any stories to share or tell of
their family’s journey to Canada
Assessment  Students will be formatively assessed during the
class discussion. Students will explain where
their partners are from, while the rest of the class
is able to gain insight into their peers lives, and
where their families may have originated.
Adaptation While I am doing my presentation of where I am from, I
will explain how some people originate from many
countries, or some have always lived in Canada.
This will help the children that are confused as they may
have grandparents from two different countries. Also for
students that may not remember where their family is
from, they can always say Canada, and don’t have to feel
singled out of the activity.

Rationale
- 43 -

 How does this By giving students the chance to personally connect with the
individual lesson material by seeing how some of their family members were also
scaffold learning immigrants at one time, it helps the student be able to understand
opportunities for the content better because it is personalized. I chose partner
students? discussions for this activity, because I wanted each student to be
able to recognize and appreciate all the various places their peers
families originated from. This way the students are able to see and
hear different stories and learn on how to respect and celebrate the
diverse nature of the classroom.

This lesson assumes that students should have a basic knowledge


behind
 Basic knowledge about group discussions and how to
 What assumptions listen and respond appropriately
does this lesson make  Basic knowledge behind how to respond and reflect on
about what students question
already know?  Basic knowledge on how to listen respectively to their
peers

This lesson is connected to the next lesson, as we are continuing


 In what ways is this on working on the diversity of immigrants in Alberta. The
lesson connected to students in the next lesson will be working on creating a short
the next lesson? story from what they have learned in class, and from their
families about where they are from and how they came to Canada.

Cross-curricular Connections
Social and English
250 words
My unit will be a cross between Social and English. I will be focusing on the topic of
Histories and Stories of People in Alberta and incorporating English, as well as Social
- 44 -

Studies SLO’s into the unit. The students will be participating in a lot of writing
activities in connection to what they have learned throughout the unit. I want the
students to be able to use their creativity in their writing and representing, in order to
show their understanding behind the history and culture of Alberta and its people. I
am hoping to use English within the Social Studies context so that the students are
not only growing in their understanding, but also in their writing abilities. I have also
provided many opportunities for students to share their work, so they are able to orally
explain what they have learned and be able to connect it to their understanding of the
course. I believe this is important in both English and Social Studies as they both
require the students to have a voice when it comes to what they are learning and their
beliefs pertaining to the content.
The students will be participating in readers theatre, this way they will be able to
connect the literature to a voice, which is what I am trying to accomplish throughout
the unit. I want the students to see that the stories and history that we are studying
came from many people, and each of these people had a voice. By combining social
studies and English I am hoping to show each student how to use their own voice in
their work, and how that can contribute to their understanding of the content as well.

Você também pode gostar