B r e n n a , K r i s t a , C l a i r e a n d M e g a n P / J S e c t i o n 1 C a r o l D o y l e - J o n e s a n d J o h n B e b b i n g t o n
2 / 2 7 / 2 0 1 3 Integrated Unit Plan for Social Studies and Language This is an integration unit plan for Grade 3 that incorporates Social Studies, Language Arts and Visual Arts. We plan to have our students create a pioneer diorama using the knowledge of the early settlers in Upper Canada.
Integrated Unit Plan Social Studies and Language Arts Grade 3 Early Settlements in Early Canada (6 Weeks???)
INTRODUCTION/RATIONALE
Within the Grade 3 Social Studies curriculum is the ability to describe communities of early settlers and First Nations peoples in Upper Canada around 1800. After covering a mini-unit on First Nations studies in the Fall, students will explore early settlement and pioneer life for 5 weeks in the spring using a variety of resources and in various settings. In this strand, students are introduced to topics that will help them develop an understanding of citizens from the past and interactions between various groups in Canada. Students will begin their studies with an introduction of Early Settlers, examining and making connections to their prior knowledge about First Nations peoples. They will then study early settlements in Upper Canada, exploring the roles that settlers participated in and the daily lives that they led. This unit takes carefully planned steps to engage students in learning about Early Settlers and their Settlements. Students are encouraged to use various skills and intelligences to complete the tasks leading up to and including the culminating task. This unit integrates areas of Language Arts, the Arts and Science, a catalyst to support further learning and understanding. Students will participate in activities starting with those that facilitate basic understanding and connections then move to more complex information synthesis leading to a final presentation of information discovered. This unit covers all areas of information processing in terms of listening, researching, observing and presenting. Students will practice perspective taking when working on this assignment, to help them really comprehend the different tasks that Early Settlers engaged in.Lessons are developed around the Multiple Intelligences theory and the varying learning styles found in the classroom. Therefore lessons and activities involve interactive, auditory, visual and bodily kinesthetic approaches where ever possible. This unit will spark interest because of the various environments and settings within which the learning will take place. Rather than having students listen to a lecture or read a textbook about Early Settlers, this unit encourages students to actively participate and take charge of their learning. By engaging students and gradually releasing the responsibility, students become the leaders and teachers of the content.
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PRIOR CONSIDERATIONS
Social Studies: Students should have prior knowledge about the Native Peoples of Canada. They will understand how to identify ways in which Aboriginal people passed on heritage and traditions from one generation to the next. Students will have learned how to demonstrate an understanding that communities may be made up of people from many cultures. Students will understand how to use illustrations, key words, and simple sentences to sort, classify, and record basic information about family history and traditions. Students will understand how to identify community celebrations that reect their own heritage and/or their Canadian identity. Students will have learned this information in grade two and would have had a review and more in depth analysis of the Aboriginal Peoples of Canada prior to this mini unit. Students skills include: compare and contrast, represent their knowledge in various ways, writing, drawing, media, and oral dialogue. With differentiated instruction and assessment the teacher can address the diversity needs of students by using accommodation (scribing, peer collaboration, extra time, chunking and assistive technology) and modifications.
Language Arts: Oral/Reading/Writing Students will have experience with identifying purposes for listening in a variety of situations, formal and informal, and set personal goals for listening, initially with support and direction. Students understand how to demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations. Students will have had some experience communicating ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns and used a few different visual aids during oral communication. Students will have had experience in reading demonstrating an understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details. Students will have prior knowledge of extending their understanding of texts by connecting ideas to their own knowledge and experience, to other familiar texts, and to the world around them. Students should be able to automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts. Students prior knowledge with writing will include: gathering information to support ideas for writing in a variety of ways and/or from a variety of sources. Students should understand how to identify and order main ideas and supporting details, using graphic organizers determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary use a variety of sentence types, make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies. Finally they will have some prior knowledge of how to publish and present their written work. Some strategies that teachers can use in language include modeled reading and writing, chorus Page | 4
reading and cooperative strategies to ensure that differentiated instruction is used to reach all types of learners. For students who may have a learning disability or are E.L.L, they may be partnered with students who are at a stronger academic level to support their learning and presentation. Another presentation option would be to have students tape their oral presentation and present their diorama with a recording. Media Literacy Students prior knowledge about media literacy will include thinking critically and analyzing information that is presented to them. Students will have practiced using their media literacy skills to interpret information found. Students should know how to collect valid and properly sourced information to be successful. Students will have some knowledge on strategies that are helpful in understanding and creating media texts. Students will have some understanding with support on how their skills in listening, speaking, reading, and writing help them to make sense of media texts. This prior knowledge can vary from student to student and by using various types of media the teacher can assist a diverse group of students to further comprehend media. By providing opportunities to critically analyze and interpret media through pictures, texts, dialogue and video students with varying strengths can learn through differentiated instruction. The teacher can use differentiated assessment to diagnose the level of media literacy in their class, from cutting and pasting pictures to create a poster, to writing small paragraphs or creating short video clips.
Visual Arts: Students prior knowledge will include: applying the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings. Students will have had experience with various types of visual art such as drawing and painting. Students will be able to demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts. To ensure differentiated types of instruction students could be given choice as to what type style or type of visual art they would like to use to represent what they know, for example sculpting, creating videos or taking photographs.
Technology: Students will need to be familiar with computers, how to turn them on and off properly and start and end programs. Students need to be familiar with how to do a basic Google search and should have information documenting skills and know what facts or details are important to write down and present. Students will have an understanding of computer and internet edict before signing onto a computer and be aware of the consequences of breaking that edict. Students should have a general understanding of how to type on a computer. To assist in differentiated instruction programs like the Curzwell system for ELL learners can be used, as it will read out information on a piece of paper. For those students with fine motor skill issues dragon diction can be used, where the program types the words that are said into the microphone. The students can use collaborative strategies to assist one another and use their Page | 5
strengths to enhance the learning experience.
BRAINSTORMING/CONCEPT MAP
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CURRICULUM EXPECTATIONS
Social Studies Expectations
Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations Knowledge and Understanding: 1. Describe the various roles of male and female settlers. (7) 2. Describe the major components of an early settlement. (8)
Inquiry/Research and Communication Skills 1. Use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings.
Application 1. Compare and contrast aspects of daily life in early settler and/or First Nation communities in Upper Canada and in their own community today.
Language Arts Expectations
Oral
Overall Expectations Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. (2)
Specific Expectations Clarity and Coherence 1. Communicate orally in a clear, coherent manner, presenting ideas, opinions and information in a logical sequence. (2.3)
Visual Aids Page | 7
1. Use a variety of appropriate visual aids to support or enhance oral presentations. (2.7)
Reading
Overall Expectations Read and demonstrate an understanding of a variety of literacy, graphic and information texts, using a range of strategies to construct meaning. (1)
Specific Expectations Demonstrating Understanding 1. Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4)
Writing
Overall Expectations Generate, gather, and organize ideas and information to write for an intended purpose and audience. (1)
Specific Expectations Research 1. Gather information to support ideas for writing in a variety of way and/or from a variety of sources. (1.3)
Organizing Ideas 1. Identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns. (1.5)
Visual Arts Expectations
Overall Expectations Creating and Presenting: apply the creative process (see pages 19-22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas and understandings. (D1)
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Specific Expectations 1. Create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject. (D 1.1)
LEARNING ENVIRONMENT SPACE
Introductory Lesson: The introductory lesson will occur in the classroom. The teacher will first present a read aloud that focuses on the roles and relationships in the early settlers community. The teacher and students will have a brief discussion about the important elements of the story and what parts they thought were interesting. The teacher can also make text-to-self inferences asking prompting questions about the lives of their students today versus the students who lived in the early settler years. The physical environment of the lesson will allow the students to be put in groups. During the read aloud students will be at their desks using their attentive listening skills. The students will then perform their group work together in their groups at their desks. The students will then get to share their efforts with the class. There will be no special requirements for this lesson. However the teacher will have to ensure that the students are placed in groups that will produce optimal productivity amongst their classroom. Ie) Students who have a hearing disability should be sitting near the front of the class during the read aloud.
Lesson 2: TIME - This is the second unit in social studies the previous one would have been Native Canadians
Introductory Lesson: This lesson will take approximately forty minutes and it will be the first of a series of lessons. During this lesson Language Arts will be represented with a read aloud and a poem response. The students will comprehend and transfer their ideas into a poem of their choosing. Social Studies will also be represented as the story and poem will be on the topic of early settlers in Upper Canada.
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The second lesson in this mini unit can either take place in the classroom (if there is access to laptops or ipads) or in the computer lab. Students will navigate the early settlers voyage game through this resource: http://sydenhamdiscovery.ca/english/game.asp Students will have a choice to work in pairs or groups (depending on the amount of computers available). Ideally there will be 3 students in a group, the students will record their findings and the voyage their early settler took. The teacher will have to book the computer lab in advance, or request laptops or ipads for their class. The teacher will also have to provide the students with the web url to insert. It would be ideal if the teacher could use the smartboard to demonstrate how to access this webpage.
Pre-Field Trip Activity: This lesson will take place in the classroom; the students will be set up in groups for the jigsaw activity before reading A Pioneer Childs Day from Carving New Frontiers. The teacher will briefly explain the concept of the jigsaw activity where everyone at their group will become an expert on their topic of early settlers. After they have read their section of the story and recorded important notes on the topic one student from each group will join another group (to the left or right), they will now be in groups where each student is an expert on a topic. Each student will present their findings to the group. Then return to their seats, these groups will also be used to divide up the students for their diorama presentations (4-5 students). The students will also create a KWL chart (what they know, what they want to know and what they learned). They will complete the K and W sections before they go on the field trip. This lesson will take approximately forty minutes and it will precede the introductory lesson. Social Studies will be represented in the content of the computer exercise. Students will follow the voyage and life of early settlers in Upper Canada. Language Arts will be represented as the students will record their characters voyage in a few sentences. This lesson will also include the element of technology as the students will be using Microsoft Word and the internet.
Pre-Field Trip Activity: This lesson will be forty minutes long and it will help prepare them for the field trip ahead. The students will get a preview of the roles and duties of early settlers. They will also work together to gather and record information. This lesson will take place before the field trip as it will also put them in groups for their cumulative task which they will do research on during the field trip. Language Arts will be represented as the students will be reading a story and writing information from the story in sentence format. Social studies is represented in the content of the story and the information presented. Students will use their oral presentation and collaboration skills during this activity. Page | 10
The physical environment should be set up so that no chairs or desks are in the way for easy movement from one group to the next. There will be a copy of this book on each table to ensure that students do not have to search for any extra materials. The teacher will be circulating during this time to ensure that students are on task and re-direct them by using prompting questions. Ensure that all desks are in clusters and there is room to move around so that there are no unnecessary accidents during this activity as students will be moving around.
Field Trip: The learning of this activity will take place at Black Creek Pioneer Village. Students can use any form of documentation they would like to assist in their research for their final diorama presentation during the field trip. Black Creek Pioneer Village will provide a hands-on learning experience to expand on student knowledge of early settlers. Students will walk in the shoes of the early settlers and understand how they lived, worked and played many years ago. For supervision reasons there will need to be one adult per five children. There will have to be safety rules established before going on the field trip such as: when going to the washroom go with a buddy etc Classroom volunteers will be needed (parents, grandparents, guardians, etc.) Black Creek Pioneer Village will also provide staff members to supervise students, 2 per activity. There will be costs of transportation and programming (14$ per student plus transportation). Permission slips will also be sent out for each student. Parents will receive a health form indicating name, emergency contact, health card information, allergy information, cost of the trip, and a signature. The bottom of the permission form needs to be filled out and returned (including the cost) to
Field Trip: This is a full day excursion, transportation to and from school will take one hour each way. Each program is half a day therefore one program in the morning and the other in the afternoon. Social studies will be represented in the content of the excursion. Language Arts will also be represented as students and presenters will be using oral communication, reading and writing skills to record, document and photograph information.
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the teacher.
Post Field Trip: This activity can either be done in the classroom (if there is access to laptops or ipads) or in the computer lab. The students will first complete the L section of the KWL chart they started before the field trip. They will also complete a blog post activity which will help consolidate their field trip experience and read about what the experiences all of their classmates had. The blog post activity will engage students to create and respond to their field trip experience using: http://aclasslearningtogether.weebly.com/blogging-guidelines.html
Students will be seated at the computer in pairs and will write a short meaningful paragraph about their experience on the field trip. The teacher will be circulating during this time ensuring that all students are on task and re-direct them by using prompting questions. If there is no access to laptops/computers or ipads in the classroom the teacher will have to book the computer lab for this period.
Diorama Review: For this lesson the learning will best take place in the classroom. The teacher will have the students in their diorama groups and model/provide an example of the diorama that the students will make. The teacher will then explain the expectations and create the rubric for the assignment with the students. The students will then be able to ask questions and start gathering/organizing their information for the diorama. The teacher should have an example diorama before this class to
Post Field Trip: This activity will take a double period, approximately eighty minutes. Students will have to be shown how to cut and paste their paragraph onto the blog and publish it. Students will have to gather the information they recorded during the field trip, possibly do additional research, organize their post and insert it into the blog. Language Arts is represented in this lesson as students will have to read and write about their field trip experience. They will also have to edit their work. Social Studies is represented as it is the content of their reading and writing material. The students will also be using technology in the classroom.
Diorama Review: This lesson will take approximately eighty minutes. The students will first have a lesson and description of the diorama assignment expectations. They will then start to gather and organize their findings. Language Arts is represented in this lesson as students will have to read and write about their field trip experience while gathering and organizing information. Social studies is represented as it is the Page | 12
ensure the students have a concrete example as a guide.
Create Diorama: This lesson will best take place in the classroom. The teacher will have the students start to create their diorama, in their groups at a table or on the floor (whatever they prefer) to enhance their ability to move about and adjust their project at will. The teacher will have to inform the students that they will need to find a box that is two-three times larger than a shoe box to create their diorama in. (The teacher can also look for boxes for those who do not have the supplies). The teacher will also ask the students to bring in any other supplies they may want to use for their project ie) lego men for the people in the diorama.
Diorama presentation: The lesson will best take place in the classroom The classroom should have the desks so that the students can sit and face the front of the class where the presentations will take place (the teacher will also need to be in an opportune position to see the presenters). The teacher will need to inform the students of the date of presentation and have them prepare their presentation before hand.
Gallery Walk/Celebration: This lesson/celebration will take place in the classroom. The dioramas will be set up around the classroom so that the students can read and appreciate the creative nature of their content of the information.
Create Diorama: This lesson will take approximately eighty minutes. The students will create a diagram and a diorama in this time to represent the cumulative activity of the mini-unit. Language Arts will be represented as the students will have a small write up due that will be added/put into their diorama. They will need to write and edit their work before the presentation period. Social studies is represented as it is the content that the students will be covering. Visual Arts will also be represented as they will have to be creative with their diorama representation.
Diorama Presentation: This lesson will take forty minutes with every group presenting for approximately five minutes. Language Arts is represented through the students oral presentation/writing skills. Social studies is represented as the content of their project. Visual Arts is represented as their final creative diorama.
Gallery Walk/Celebration: This will take approximately forty minutes. Language Arts is represented in the written element of this cumulative project. Social studies is Page | 13
classmates work. The students will be able to gather one or two bits of information from each project. The students will mix an early settlers bread recipe and the teacher will bake it before the celebration. Students will also have the option to dress up like early settlers during the gallery walk. The teacher will have to organize and arrange the classroom so that it is optimal for a gallery walk so that students and guardians can view the work. The teacher will have to ensure that the oven in the staff kitchen is available for bread baking.
Extra Period: This extra period is given to ensure that students who need extra time to research, create, or discuss their diorama have the means to do so. This period can be used wherever the teacher sees fit so that all students are set up for success and can perform to the best of their ability. represented in the content of the work. Visual Arts is represented in the visual representation of the diorama.
Extra Period: This will take approximately forty minutes.
ACCOMODATIONS SPECIAL NEEDS
IEP students on IEPs may be given specific strategies for learning and teaching depending upon their needs. For example, hearing impaired students may sign presentations, students may work with a buddy on activities they are struggling with, modify curricular expectations if included on IEP
ELL- for students that are ELL, we would utilize a buddying system where each students strengths would complement each other. Where ever possible ELL learners will receive instructions or be allowed to take notes in their native language. ELL learners DIVERSITY ISSUES
During this unit is important to focus on the portrayal of immigrants and First Nations people in the past as well as present day conceptions of and how those perceptions have changed or stayed the same. It is critical to recognize the family history of other cultures and backgrounds and to integrate them into this unit, therefore providing equal opportunities for all students to participate in this unit. Sensitivity to students of varying cultural and religious backgrounds, especially immigrant students when conduction this unit. It is important to recognize Page | 14
can be partnered with other students who speak the same language and may write their work in their native language or a combination of their native language and English if a translation is available. Some accommodations or modifications that could be made are: Have the student seated close to the teacher for extra support. Provide simple, clear instructions with nonverbal cues. Have the student paired with a peer that shares the same language background if possible. Provide lots of visuals pictures, movies, websites, etc. Modify activities accordingly Provide graphic organizers to support learning process
*** See Appendix for further Accommodations
the contributions of both genders in this unit and how both play a significant role in learning and development. During the creation of our Unit we considered and addressed all areas of multiple intelligences and learning styles to ensure the unit is successful in reaching all students and for learning and growth in the area of Early Settler knowledge. Special needs students need to be addressed in the planning and implementation of this program in order for their needs to be met and for their growth and development in this unit.
*** See Appendix for further Accommodations
RESOURCE LIST/REFERENCES PRIMARY RESOURCES Blackcreek Pioneer Village Website used for planning the excursion: http://www.blackcreek.ca/ Great Upper Canada Adventure Game used as activity in lesson 2: SUPPLEMENTARY The Spirit of Canada: Canada's Story in Legends, Fiction, Poems and Songs. By Barbara Hehner, Published by Malcom Lester Books (2000): http://www.amazon.ca/The-Spirit- TEACHER REFERENCE Pioneers In Canada: Grades 2-4. By Poplar Teaching Resources, Published by Popular Book Company (2008): http://www.amazon.ca/Pioneers- Canada-Popular-Teaching- Page | 15
http://sydenhamdiscovery.ca/english/ game.asp A Pioneer Story: The Daily Life of a Canadian Family in 1840. By Heather Collins. Published by Kids Can Press (2008): http://www.amazon.ca/Pioneer-Story- Daily-Canadian- Family/dp/1550741284 *Read a-loud* Ellies New Home. By Becky Citra, Published by Orca Book Publishers (1999): http://www.beckycitra.com/book7.ht ml *Read-a-loud throughout unit (82 pgs)* The Freezing Moon. By Becky Citra, Published by Orca Book Publishers (2001): http://www.beckycitra.com/book9.ht ml *2nd book to follow Ellies New Home Read-a-loud- during unit (90 pgs.)* Website made for Grade 3 students of Ontario studying Early Settlers (with 30 page activity booklet to get ideas from): http://www.projects.yrdsb.edu.on.ca/ Canada-Canadas- Legends/dp/1894121147/ref=pd_sim_ b_1 Canadian Pioneers. by Maxine Trottier, Published by Scholastic Canada Inc. (2003): http://www.amazon.ca/Scholastic- Canada-Biographies-Canadian- Pioneers/dp/0779114051 The Kids Book of Canadian Exploration. By Ann Maureen Owens, Published by Kids Can Press (2008): http://www.amazon.ca/Kids- Canadian-Exploration-Maureen- Owens/dp/1554532574/ref=pd_sim_b _11 The Kids Book of Canadian History. By Carlotta Hacker, Published by Kids Can Press (2002): http://www.amazon.ca/The-Kids- Book-Canadian- History/dp/1550748688/ref=pd_sim_b _10 A Pioneer Thanksgiving: A Story of Harvest Celebrations in 1841. By Barbara Greenwood, Published by Kids Can Press (1999): http://www.amazon.ca/Pioneer- Thanksgiving-Story-Harvest- Celebrations/dp/1550745743/ref=pd_ sim_b_20 Resources/dp/1897164904/ref=pd_cp _b_2 Pioneer Days: Discover the Past with Fun Projects, Games, Activities, and Recipes. By David C. King, Published by Jossey-Bass (1997): http://www.amazon.ca/Pioneer-Days- Discover-Projects- Activities/dp/0471161691/ref=pd_sim _b_4 Smartboard on Early Settlers Origins and Settlement Patterns: http://exchange.smarttech.com/detail s.html?id=7a42fa31-974c-4678-a538- 39a5293a819f Smartboard on Pioneer Tools (for after field trip): http://exchange.smarttech.com/detail s.html?id=843d7047-bfba-41c4-8a78- 77623669387a Pioneer Images: http://www.imagescanada.ca/009005- 116- e.php?trail=trail14&PHPSESSID=2gtg8b 3l42gusa1lv1m6b3qtn1 Toronto Public Library Resources: http://kidsspace.torontopubliclibrary.c a/genCategory15925.html Canadian museum of Civilization (ie. Canada Hall) online exhibitions: http://www.civilization.ca/exhibitions/onli Page | 16
pioneer/home_eng.htm
A Pioneer Christmas: Celebrating in the Backwoods in 1841. Barbara Greenwood, Published by Kids Can Press (2003): http://www.amazon.ca/Pioneer- Christmas-Celebrating-Backwoods- 1841/dp/1550749552/ref=pd_sim_b_ 7 CFA #6: Pioneer Kids: Canadian Flyer Adventures #6. By Frieda Wishinsky, Published by Maple Tree (2008): http://www.amazon.ca/CFA-Pioneer- Canadian-Flyer- Adventures/dp/189734905X/ref=pd_si m_b_9 Discovering Canadian Pioneers (The Discovery Series). By Marlene and Reginal Gutsole, Published by Oxford University Press (1998): http://www.amazon.ca/Discovering- Canadian-Pioneers-Discovery- Series/dp/0195413253 Early Schools: Early Settler Life Series. By Bobbie Kalman, Published by Crabtree Publishing Company (1982): http://www.torontopubliclibrary.ca/se arch.jsp?N=0&Ntk=p_series_title&Ntx =mode+matchall&Ntt=%22Early+settle r+life+series%22 FICTION - Pettranella. By Betty Waterton , Published by Groundwood ne-exhibitions/online-exhibitions Social Studies Curriculum Document http://www.edu.gov.on.ca/eng/curric ulum/elementary/sstudies18curr.pdf Language Arts Curriculum Document http://www.edu.gov.on.ca/eng/curric ulum/elementary/language18currb.pd f Visual Arts Curriculum http://www.edu.gov.on.ca/eng/curric ulum/elementary/arts18b09curr.pdf Page | 17
Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Identify factors that helped shape the development of early settlements (e.g., lakes and rivers for trade and transportation; origins of early settlers; climate; natural resources)
Language Arts Oral Overall Expectations Use speaking skills Basic Intro to Early Settlers
As the students have not had any previous experience learning about Early Settlers in the curriculum, this lesson will provide an introduction for the students.
Learning Goal: Students will gain a basic understanding of Early Settlers in Upper Canada.
Description: Students use whiteboards to record 5 items (not technology) that they would take with them if moving to a new country.
Students then travel back in time and board the ship from Europe to Canada as The teacher will begin by doing an input lesson that will be introduce the students to the topic.
Students will have the opportunity to engage in the lesson using; white boards, dramatization, sharing circle, reading of descriptive prose, drawing using imagination and short answer recording.
*see introductory lesson plan for further detail* 40 min. Image of boat (attached) Across the Ocean to a New Life Story printed to read (attached) Blank white paper (1 sheet for each student) and pencils/pencil crayons Pioneer outfit for teacher White board plates (class set), white board markers and socks or other eraser tool Diagnostic Assessment
Activity will be collected at end of period to look for misconceptions to address throughout unit as well as students understanding of Aboriginal life that already existed in Canada.
Formative Assessment
Informal Assessment You may ask an informal question to the Page | 19
and strategies appropriately to communicate with different audiences for a variety of purposes. (2)
Specific Expectations: Demonstrating Understanding Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4)
Reading Overall Expectations: Read and demonstrate an understanding of a variety of literacy, graphic and information texts, using a range of strategies to construct meaning. (1)
new settlers
Students share what they would have packed then listen to a description of life on the boat
Students draw an image of what they think it may look like when they arrive in Canada and answer 3 questions about who is living there when they arrive, where they might choose to set up their home (considering proximity to natural resources) and how theyre feeling about their new home
class following the lesson to assess the students current understanding (e.g. What is a role of a female settler in Canada?)
You may also ask your students to complete a Ticket Out the Door activity that you can use to assess the students understanding of the topic. This form of assessment will guide your future teaching and see which concepts the class misunderstood and may need to be re-taught.
It is encouraged Page | 20
Specific Expectations: Demonstrating Understanding Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4)
to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about the information?
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Knowledge and Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an Great Upper Canada Adventure + Diary/Journal Entry
Following the introductory lesson, students will have the opportunity to extend their learning by playing a Great Upper Canada Adventure.
Learning Goal : Students will gain an understanding of the hardships experienced travelling to Canada. Students will also gain an understanding of the role and challenges faced in Introduction Short input lesson by the teacher to introduce the tasks.
Great Upper Canada Adventure
Students will work in groups to complete the interactive activity in the computer lab on the computer. The groups will have to work together to make decisions 40 min. Great Upper Canada Adventur e Game http://sy denhamdi scovery.ca /english/ game.asp Computer Headpho nes Pencils (class set) Paper Formative Assessment
Informal Assessment You may ask an informal question to the class following the lesson to assess the students current understanding (e.g. What method of transportation did you use to cross Canada?)
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early settlement. (8)
Language Arts Reading Overall Expectations: Read and demonstrate an understanding of a variety of literacy, graphic and information texts, using a range of strategies to construct meaning. (1)
Specific Expectations: Demonstrating Understanding Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4) Writing Overall Expectations Generate, gather, and organize ideas occupations in Early Canada.
Description: The Great Upper Canada Adventure activity is interactive and allows students to explore life in Early Canada. The game follows the characters as they travel to Canada from Europe. When arriving in Canada, students have the option to choose a place to settle and a job to take for their character when they reach Canadian soil.
Following their journey on the computer, students will be asked to complete a diary/journal entry about their experiences. This entry should highlight their experiences, struggles, triumphs, etc.
and use critical thinking skills to evaluate their options.
Diary/Journal Entry Working independently, students will have to complete a diary/journal entry based on their journey they created in the group. Group members may share ideas or clarify facts with their group members but no two entries should be the same. You may also ask your students to complete a Ticket Out the Door activity that you can use to assess the students understanding of the topic. This form of assessment will guide your future teaching and see which concepts the class misunderstood and may need to be re-taught.
It is encouraged to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about Page | 22
and information to write for an intended purpose and audience. (1)
Specific Expectations: Research Gather information to support ideas for writing in a variety of way and/or from a variety of sources. (1.3)
Organizing Ideas Identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns. (1.5) the information?
Formal Evaluation The students will be asked to hand-in their poem to be aassessed based on their effort, correct use of a type of poem we have been discussing and creativity.
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations Pre-Activity & Diorama Groups + Information
This lesson will occur prior to our excursion to Black Creek Pioneer Village. Introduction The introduction of the excursion will be explained to the students by the teacher. To 40 min. Chart Paper Informati on sheet for diorama Formative Assessment
Informal Assessment You may ask an Page | 23
peoples in Upper Canada around 1800.
Specific Expectations: Knowledge and Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an early settlement. (8)
Language Arts Oral
Overall Expectations Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. (2)
Specific Expectations: Demonstrating Understanding Demonstrate
Pre-Activity #1
Learning Goal: Students will gain an understanding of early settlers and their lifestyle.
Description: In preparation for our excursion we are going to have the students complete a collaborative activity after reading A Pioneer Childs Day from Carving New Frontiers each group will be assigned discussion topics. The groups that are created for the jig-saw are strategically formed to be used for the diorama groups. The groups have been made to accommodate a variety of learners and are intended to guide success.
Sample Discussion Topics:
Group 1 Chores Group 2 Typical Morning Group 3 Time for Dinner choose groups for the diorama assignment students will be each given a piece of paper with a role (e.g. blacksmith). The students will have to create a group with one person from every role (to make groups of 4-5)
Pre-Activity #1 Students will be taking part in a jig-saw activity. Each student in the original group will have a number. Each number will then meet at a certain location with all the same numbers to read their section of the reading. Once they have read their part and assignme nt. A Pioneers Childs Day from Carving New Frontiers Paper KWL Chart Markers informal question to the class following the lesson to assess the students current understanding (e.g. What method of transportation did you use to cross Canada?)
In the group activities, the students will be assessed based on their work within the group. The teacher may ask probing questions (e.g. Why do you think the children had to wake up so early?)
You may also ask your students to complete a Ticket Out the Page | 24
understanding of a variety of texts by identifying important ideas and some supporting details. (1.4)
Reading Overall Expectations: Read and demonstrate an understanding of a variety of literacy, graphic and information texts, using a range of strategies to construct meaning. (1)
Specific Expectations: Demonstrating Understanding Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4) Group 4 Evenings by the Fire/Busy Life Group 5 Using their Imagination
Group Discussion Jig-Saw
Learning Comprehension Questions - Each group will get one discussion topic and they will become an expert on the topic and bring the information to other groups. Students will explore and learn about the day in the life of a pioneer child and use this information in their final diorama.
Pre-Activity #2
Pre-Activity #2
Learning Goal: Students will brainstorm about what they already know about early settlers and what they want to learn on the trip.
Description: discussed their discussion topic they will take their information back to their original group. Each group will now have one expert from each numbered group to share their information.
Pre-Activity #2 This activity will be teacher-led with student input. The teacher will explain the purpose of a KWL chart and prompt students to share; 1. What they already know 2. What they wonder/want to learn.
The teacher will use prompting questions to Door activity that you can use to assess the students understanding of the topic after each topic will be presented by the students. This form of assessment will guide your future teaching and see which concepts the class misunderstood and may need to be re-taught.
It is encouraged to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about the information? Page | 25
The students will be encouraged to create a Know, Wonder, Learn (KWL) Chart as a class by brainstorming ideas. This is intended to find out what students already know about Early Settlers and then things they wonder about Early Settlers. We will only complete the first two columns of the chart before the students attend the Black Creek Pioneer Village. The learned column will be completed as a small post- activity to find out what students learned on the excursion.
encourage student-thinking. For example, What Early Settler role are you still unsure about?
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Field Trip
Students will have the opportunity to visit Black Creek Pioneer Village. Students will have their groups assigned as a pre- activity for the trip.
Expectations for the trip:
The activities will be taught by the leaders at Black Creek Pioneer Village.
The role of the teacher will be to supervise, to prompt students with questions to Full-day Eco- friendly lunch Emergenc y contact forms Clip- boards Cameras (1 per group) Formative Assessment
Informal Assessment - Ask students questions throughout the trip to evaluate their learning. For example, Page | 26
Knowledge and Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an early settlement. (8) Application 1. Compare and contrast aspects of daily life in early settler and/or First Nation communities in Upper Canda and in their own community today.
Language Arts Writing Overall Expectations Generate, gather, and organize ideas and information to write for an intended purpose and audience. (1)
Specific Expectations: Research 1. Students will take pictures and notes for their topic (e.g. Blacksmith, Baker, etc.) 2. Students will ask questions and get clarification for ideas they do not fully understand. 3. Students will listen respectfully to the presenters. 4. Students will thank presenters for their time. get them thinking, and to ensure the safety of all students. The teacher should also be taking notes/pictures of what they see to help students that need more information for their diorama assignment.
Students will work cooperatively with group members to find out more about their diorama topic and choose items/places to take pictures of. Students will have limited space on the camera so they will have to be smart about what pictures to take. Promptin g questions (ideas for notes/pic tures) What do you see in the blacksmiths shop that would be useful for your diorama?
Observe the students behaviour on the trip following instructions? Listening/being respectful of presenters? Taking pictures? Pulling their weight when finding facts/informatio n/photo opportunities. Page | 27
Gather information to support ideas for writing in a variety of way and/or from a variety of sources. (1.3)
Organizing Ideas Identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns. (1.5)
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Knowledge and Blog Post
Students will have the opportunity to share and reflect on their experiences at Black Creek Pioneer Village.
Learning Goal: Students will be able to use multi-modal elements and their prior knowledge to Introduction The teacher will do an input lesson to explain what a blog post is. This will include a lesson to distinguish a blog posting from an e- mail or letter.
The teacher will 80 min. Outline Cameras Photogra phs Computer s Headpho nes
Formative Assessment
Informal Assessment In the group activities, the students will be assessed based on their work within the group. The teacher may Page | 28
Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an early settlement. (8)
Writing Overall Expectations Generate, gather, and organize ideas and information to write for an intended purpose and audience. (1)
Specific Expectations: Research Gather information to support ideas for writing in a variety of way and/or from a variety of sources. (1.3)
Organizing Ideas Identify and order main ideas and supporting details create a blog posting that will contribute to their diorama preparation. Students will also learn how to leave a quality comment on a classmates blog.
Description: The students will be expected to use the photographs they took on their trip to make a blog post. The students will be expected to write 2-3 paragraphs about their experience at the Black Creek Pioneer Village and include at least 2 pictures in the blog post. Each picture requires a caption to explain what is happening in the picture. The second expectation for the students will be to comment on each others blog posting. Students will be expected to make a minimum of two applicable, educational responses to their classmates posts. In preparation for the blog post, the class will brainstorm also outline the expectations for the blog posting; what to write about, the length, the format, etc.
With teacher- guidance, students can brainstorm ideas they might want to write about to help students who are struggling with coming up with ideas.
Blog Posting Students will work independently to complete their blog post in the computer lab. They may talk amongst themselves to share ideas but each blog post should be unique to the student. No ask probing questions (e.g. What did you learn at Black Creek Pioneer Village?)
It is encouraged to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about the information?
Formal Assessment Students will be asked to submit their blog post to the blog to be looked at by the teacher. The blog post will be evaluated based on spelling and grammar, Page | 29
into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns. (1.5)
ideas that the students can use to write their blog. The students may want to write about their favourite part of the trip or an opinion they had about the trip. This is an excellent site to use to help students understand how to create a blog and on-line guidelines they need to follow to ensure their safety and privacy. The website also outlines helpful tips for leaving a quality comment on another blog.
two students experiences should be exactly the same. content and formatting.
Students will also be asked to complete a self- evaluation based on their involvement in the task to assess their own behaviour.
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Knowledge and Understanding: Describe the various roles of male and female Assignment Review/Researching the Diorama
This lesson will consist of a review of the assignment, a question/answer period and the rest of the time will be allotted for research.
Learning Goal: Students will have a firm understanding of the assignment details. Students will learn how to Introduction The introduction will be teacher-led to ensure that students understand the expectations for the assignment. The teacher will be available for a question and answer period before work begins.
Research 80 min. Assignme nt outline Rubric Computer s Books for research (from the library) Articles Printed materials Formative Assessment
Informal Assessment In the group activities, the students will be assessed based on their work within the group. The teacher may ask probing questions (e.g. What search words are you Page | 30
settlers. (7) Describe the major components of an early settlement. (8)
Inquiry/Research and Communication Skills Use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings.
Language Arts Reading Overall Expectations: Read and demonstrate an understanding of a variety of literacy, graphic and information texts, using a range of strategies to construct meaning. (1)
Specific Expectations: Demonstrating use the computer and paper resources to research.
Description: Students will have the opportunity to review and ask questions about the assignment. Students will also have time to use their research skills to start their diorama. Students will have access to the computers in the computer lab, books, articles, etc.
Students may want to take a trip down to the library to ask the librarian for resources. Students could also be shown how to find resources at the local library.
Students will work cooperatively to research their assigned topic for the diorama. To be fair, students should split the time between the computer and paper resources. Each group member should have a chance to use the computer and use the paper resources. using to find the information you need?)
It is encouraged to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about the information?
It might be important for students to complete a self/group evaluation for each work period to ensure that all students are pulling their weight.
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Understanding Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4)
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Knowledge and Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an early settlement. (8)
Inquiry/Research and Creating the Diorama
This lesson will consist of the groups having time to finish research but the focus will be creating the actual diorama.
Learning Goal: Students will use their artistic ability and writing skills to decorate their diorama and write their explanations for the panel.
Description: In the diorama groups, students will have access to art supplies to decorate their diorama. Other students may be writing out the explanations for their diorama on paper. Each student should have a Introduction Teacher will explain how to create the diorama by showing students an example (past students or one they have created as an example). The teacher will share ideas with the students about possible ways to present their information.
Creating the Diorama Students will work cooperatively with group members to 80 min. Box (1 per group) Glue Construct ion paper Cardstock Computer Paper Popcicle sticks Formative Assessment
Informal Assessment In the group activities, the students will be assessed based on their work within the group. The teacher may ask probing questions (e.g. What should you remember about presentation when other people will be looking at your diorama?)
It is encouraged Page | 32
Communication Skills Use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings.
Language Arts Writing Overall Expectations Generate, gather, and organize ideas and information to write for an intended purpose and audience. (1)
Specific Expectations: Research Gather information to support ideas for writing in a variety of way and/or from a variety of sources. (1.3)
Organizing Ideas Identify and order main ideas and supporting details specific role during the process to ensure that each group member is involved and all tasks are completed. create the diorama and decorate their box. Some students may be responsible for the writing process (information) while others will want to use visual arts to make the diorama visually appealing. to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about the information?
It might be important for students to complete a self/group evaluation for each work period to ensure that all students are pulling their weight.
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into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns. (1.5)
Visual Arts Overall Expectations Creating and Presenting: apply the creative process (see pages 19-22) to produce a variety of two- and three- dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas and understandings. (D1)
Specific Expectations: Create two- and three-dimensional works of art that express personal feelings and ideas Page | 34
inspired by the environment or that have the community as their subject. (D 1.1)
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Social Studies Overall Expectation: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.
Specific Expectations: Knowledge and Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an early settlement. (8)
Inquiry/Research and Communication Skills Use media works, oral presentations, Presenting Dioramas
After the students have completed their diorama they will be expected to share their diorama and present their information to the class.
Learning Goal: Students will practise their oral communication skills.
Description: Each group will have an opportunity to stand at the front of the class and present their diorama for approximately 5 minutes. Following the presentation, students will be asked to share some positive comments about their diorama/presentation. Presentation of Dioramas This task will be student-directed as they present their dioramas to the class. Discussion and order will be maintained by the teacher. Any comments made by the students should be positive. 40 min. Diorama Notes (cue cards) Copy of rubric Formative Assessment
Informal Assessment The teacher will ask each group the students some questions about their presentation to clarify any information.
Each student can be responsible for evaluating each groups presentation with simple prompts. Responses could be based on a scale from 1 (never)-5 (all the time). For Page | 35
written notes and descriptions, and drawings to communicate research findings.
Language Arts Oral Overall Expectations Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. (2)
Specific Expectations: Clarity and Coherence Communicate orally in a clear, coherent manner, presenting ideas, opinions and information in a logical sequence. (2.3)
Visual Aids Use a variety of appropriate visual example, I could hear the group speaking could be rated on the scale.
Formal Assessment - The students oral presentation will be evaluated based on the rubric that was given to students ahead of time.
To ensure the evaluation is fair, students will be asked to complete a self and group evaluation for students to assess their learning and how they felt within their group. Page | 36
aids to support or enhance oral presentations. (2.7)
9 Social Studies Knowledge and Understanding: Describe the various roles of male and female settlers. (7) Describe the major components of an early settlement. (8)
Language Arts Writing Overall Expectations Generate, gather, and organize ideas and information to write for an intended purpose and audience. (1)
Specific Expectations: Research Gather information to support ideas for writing in a variety of way and/or from Unit Celebration Making Bread and Butter/Gallery Walk/Shopping List
In celebration of completing our diorama presentations we will have a unit celebration as a class.
Learning Goal: Students will apply their knowledge from Black Creek Pioneer Village.
Description: Students will have the opportunity to make bread and butter like the Early Settlers. The students will also have the opportunity to do a gallery walk to appreciate other groups dioramas. In addition to the gallery walk, students will have to use the information they find in their peers dioramas to find items on their shopping list. For This celebration will be teacher- guided (especially the making of the bread and butter) for safety reasons. Students should independently read the recipe on their own but the teacher should be there to guide their progress.
The gallery walk/shopping list activity will require students to work cooperatively within their diorama groups to discuss the places they can find the items. There is always the possibility that an item may be found 80 min. Ingredien ts for the bread Ingredien ts for the butter Recipes for butter and bread Dioramas Shopping lists Costumes /props Formative Assessment
Informal Assessment The teacher could cycle the celebration asking probing questions. For example, Do you know how we make bread today?
It is encouraged to take anecdotal notes about your students while they are working independently or in a group. Who is focused on the work? Who appears confused about the information?
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a variety of sources. (1.3)
Organizing Ideas Identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns. (1.5)
example, the shopping list might contain bread students will have to decide where they can find bread in the community. in more than one place. Formal Assessment Students will be evaluated based on their costume choice (Is it conducive of Early Canada? Did they show effort in making the oufit? Creativity?)
1 0 Extra Period if Needed
40 min. Page | 38
INTRODUCTORY LESSON PLAN
Subject / Course: Social Studies and Language Arts TC Name: Brenna, Megan, Claire and Krista Grade Level: 3 Date: Spring Topic: Early Settlements in Upper Canada Time of Class: Social Studies AT Name: Carol Doyle-Jones Room # / Location: 211 The intent of this lesson is to hook the students into the unit, getting them excited to learn about our early settlers. It is also to get a diagnostic assessment of their understandings and connections from the previous unit (First Nations) as well as gain insight into any preconceived misconceptions they may have that need to be addressed throughout the unit. The Agenda is as follows (*record on board): 1. Pack Your Bags! 2. Board the Boat! 3. What Do You See? 4. Whats it Like?
1. Expectations and Opportunities Overall: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800 Specific: identify factors that helped shape the development of early settlements (e.g., lakes and rivers for trade and transportation; origins of early settlers; climate; natural resources) Other opportunities: Initiative (e.g. demonstrates the capacity for innovation and a willingness to take risks), Independent work (e.g. uses class time appropriately to complete tasks) Faculty of Education Abridged -Lesson Plan Template Page | 39
2. Lesson Components a) Pre-Lesson
10 minutes Pack Your Bags (Hook) o Teacher is dressed as a pioneer (schoolmarm) and sitting at desk at front of the room, Agenda is on the board, whiteboard with whiteboard marker and sock to erase are on students desks. o With students at their desks, ask students to write down 5 items they would bring with them (on their white board) if they were moving to a different country - they can not be technology items. Give students a chance to turn and talk first. o Come across as very strict (as this is how schoolmarms were) and as the students are thinking of the items they will bring, let them know that following this exercise, the boys will be collecting firewood and the girls will be cleaning the classroom. Then there will be a spelling bee. o As the students will likely be itching to know why youre dressed so funny you can tell them you were joking about the collecting firewood/cleaning/spelling bee and that youre dressed as a pioneer - A person who is one of the first to explore or settle in a new country. Ask the class what they think settle means (to set up a home and a life) o Ask the students to pack their bags of 5 items (meaning hold onto their whiteboard) and stand at the side of their desk. Explain that you are going to travel back in time but to do so they all have to hop on one foot, run in the spot then turn in a circle! Now the class has arrived in the 1800's! Explain that you dont yet live in Canada, you live overseas! You havent yet settled (set up a home) in Canada. o Ask students what mode of transportation they might take to get here if they were living across the ocean a long time ago, before airplanes existed? When someone answers boat/ship, have the class join you at the boat (carpeted area) in a circle with their white boards.
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b) Lesson (Basic Parts/Component/Application of Lesson include time in minutes) 10 minutes Board the Boat: While in a circle on the boat, students will have a chance to share what the 5 items they would bring with them when they board the boat. Read Across the Ocean to a New Life (to follow) and show the picture of the ship. 10 minutes - What Do You See? (Application): Students return to their desks, take a blank white piece of paper and turn and talk to a partner about what they think they might see when they arrived in Canada. Ask students to consider who would be there? What natural resources would be close by? Students then draw an image of what they think they might see. Let students know that while its easy for them to grab a piece of paper to write on, that during the times early settlers were coming to Canada, they school children used slate and chalk (like a mini blackboard). They need to include themselves in the image. If they get done the sketch, they can begin to add colour.
Assessment + Evaluation
Initial/Diagnostic Assessment: Activity will be collected at end of period to look for misconceptions to address throughout unit as well as students understanding of Aboriginal life that already existed in Canada
c) Post-Lesson (Consolidation, Wrap Up, Next Steps) 10 minutes Whats it Like? (Consolidation): Students answer 3 questions on the back of their drawing as their ticket out the door teacher should stop students 10 minutes prior to the end of class and have them turn over their paper (even if theyre not done) to answer these questions (write them on the board): 1. You have just arrived in Canada, who is living here? 2. Where might you choose to build your home (consider natural resources)? 3. How are you feeling about your new home (Canada)? Next Steps: The following period students will be in the computer lab working with a partner exploring first understandings of life as a pioneer through the game Great Upper Canada Adventure. This activity explains through a storyline that they are a European peasant family in the 1800s, it then goes on to show and discuss what items they can bring on the boat, the living conditions on the boat and where they are arriving. It goes on to have the students select tasks to settle on the land - plant crops, build a cabin or clear land. The students continue to play by selecting a job (farmer, miller or oil prospector) and can travel around what is now Ontario trying out the different jobs. Page | 41
Student Accommodations/Modifications: Students who need help writing quickly can have someone scribe for them, or use a computer to type up the answers to their questions Students who are on the autism spectrum may have difficulty grasping that we are not actually travelling back in time as well as with understanding why their teacher is dressed that way. These students should be spoken to ahead of time to let them know what will be taking place and to remind them we are just acting like a play in drama and soon we will be seated on the carpet. They should also be given a copy of the schedule to keep on their desk with images of what we will be doing. By the nature of this assignment (using the whiteboard to list 5 items, sharing the items, drawing a picture, answering 3 short questions) a student who has an IEP and is learning at a lower grade should be able to participate. Gifted students are able to share their more extensive knowledge through a more detailed image as well as well as by expectations of accurate writing conventions in their answers (if their IEP outlines modifications of expectations in writing). If you have a student in the class who has a physical disability (ie. they use a wheelchair), the time travel movements can be adapted to make it accessible to them. The teacher should change the movements of what the whole class is doing to reflect what the student with a physical disability can be successful at.
Key Resources: Image of boat Across the Ocean to a New Life Story printed to read Blank white paper (1 sheet for each student) and pencils/pencil crayons Pioneer outfit for teacher White board plates (class set), white board markers and socks or other eraser tool Safety and Technology/AV Considerations: Students should be careful that the dry-erase markers dont get on their skin as they are toxic. They should also never be sniffed. Following this lesson (or prior to if need be), the computer lab should be booked for the students to play the Upper Canada Adventure game. 3. Reflections
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Across The Ocean to a New Life
Sit quietly, relax, and close your eyes. Let your imagination take you on a journey. This is a special journey which took place many years ago. Listen carefully and IMAGINE........................... Page | 43
You awaken suddenly to a loud cry from a nearby child. He is feverish and ill. His mother stands over him with a dirty wet cloth in her hand. Tears are in her eyes as she croons softly to her child. You have seen so many sick and dying people in the last few months that it has become a very sad part of your daily life but still you feel a lump forming in your throat. Yes, you remember exactly where you are. You are on an old wooden vessel bound for a new life across the ocean. Lying in your crowded, dirty, family bed, you feel the gentle breathing of your little brother as he sleeps quietly against you. Nearby your mother is quietly cooking the small amount of oatmeal that she is rationed each day for your family. There is no fresh food. You have not seen or tasted vegetables or fruit in months and the water that you drink is slimy and smelly, full of germs and dirt. The boat is rolling very gently today. A pleasant gentle movement that rocks you into a lazy doze. You begin to rise from your bed but move quietly so as not to wake your brother. He has been ill and spent time coughing during the night. You know that your mother is very worried about him. As your dirty bare feet touch the floor, you feel the sticky mess and you begin to walk carefully across the room. Here in the belly of the ship, so many people are crowded into such a small space that there is no room for storage of belongings. Everything is piled and strewn about the floor. It is difficult to make your way across the crowded area but worse are the sounds of the sick and heartbroken people and the smell of dirt and decay. You reach the wooden ladder that will take you to the deck and you climb it quickly. The sun is shining and you can feel a warm breeze as you climb into the blinding light. The wind ruffles your long, dirty hair and it feels so clean and fresh that you stay there for a few moments enjoying the feeling. The wooden deck below your feet feels worn and warm and you walk across to the railing. Suddenly you hear an unusual sound. A seagull is squawking overhead and it has attracted the interest of the crew and some of the other passengers. You are suddenly excited, energized, and hopeful. You begin to walk along the deck listening to the shouts of the sailors around you. Two sailors scurry up the mast and adjust the dirty, grey sail which flaps loosely in the breeze. It has been repaired many times but it still looks old and torn. The sailors shout to each other in loud, excited voices and you are amazed because they seem able to cling to the slippery pole with only their feet. You are so involved that you do not notice a small furry animal approaching you. The sudden sharp pain of a bite makes you cry out as you look down to see a filthy brown rat sitting boldly in front of you. You turn and walk away. Today the rat does not upset you at all. Today there is a difference in the feeling on the whole vessel. People have heard the cry of the gulls and the excitement in the voices of the crew and have seen the distant promise of land. They can feel that this long difficult trip is close to an end. You move towards the railing, feeling the fresh breeze on your face and the warm sun on your skin. The noises on deck appear happier, more lively. A new energy has gripped the entire ship. The land ahead is a place of hope for your family. A new home where Page | 44
fresh air, clean water, and glorious land await. You lean over the railing and grip it tightly and a smile plays on your face as you stare ahead at your new life.
The culminating task for this unit will be the creation of a Pioneer Community Diorama. The students will utilize their knowledge of the major components and roles of early settlers within their settlement in addition to completing further research on their topic. Pioneer Community Diorama will take approximately 3-4 periods of Research (Week #2) with an integration of Language Arts. The creating of the diorama will take the students approximately 3-4 periods (Week #2/Week #3) with an integration of Visual Arts. The presentations of the dioramas and the shopping/gallery walk will take approximately 1 period for each. This task will be a cooperative task in groups of four people. The students will be evaluated using a rubric based on the Achievement Chart. Students are presenting this Diorama to their peers to share their research and knowledge developed on the topic assigned to them. The students will use Internet resources as well as collected information from the trip to Pioneer Village to identify characteristics that should be included in the diorama. Some materials may be provided, however, students could also bring in found materials from home. Students may need more than a regular period in order to finish their diorama. By having students develop a diorama, they are able to take part in an authentic and hands-on learning activity that challenges them to use different skills and intelligences. Having multiple steps and components allows students to utilize strengths to complete this task. Students are engaged in inquiry-based learning to build on their prior knowledge and develop a well-constructed and thought out presentation that will provide their peers a look into the lives of the settlers that they have chosen.
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CULMINATING TASK (DIORAMA) RUBRIC Names: _________________________________________________________________ Comments: _____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ Category 4 3 2 1 Knowledge The diorama demonstrates a thorough knowledge of the subject investigated The diorama demonstrates good knowledge of the subject investigated The diorama demonstrates some knowledge of the subject investigated. The diorama demonstrates very little knowledge of the subject investigated. Style & Organization Display is interesting and attractive. Materials are complete and organized to present the ideas well. Display is interesting and attractive. Materials are complete and well organized. Presentation has sequence and plan evident. Some parts of the display are interesting. Some materials are complete organized. Presentation has some sequence and plan evident. Display is uninteresting, not tidy. Materials are incomplete and not organized. Presentation has no sequence or plan evident. Creativity & Appearance Project is excellently presented reflecting creativity and a lot of thought. Good creative effort. Project is neat and shows evidence of time spent on it. Some attempt made to add color and originality. Project is neat. Little attempt to add color or originality. Project has sloppy appearance. Oral Presentation Holds attention of entire audience by speaking clearly and concisely with the use of direct eye-contact and seldom looking at notes. Consisted use of direct eye- contact with audience speaking somewhat clearly and concisely but still returns to notes. Displays minimal eye- contact with audience while reading mostly from notes and volume is uneven. Holds no eye contact with audience as entire report is read from notes and audience is disengaged. Grammar & Sentence Structure No grammatical or spelling errors. Uses sentence fluency effectively. Few grammatical or spelling errors. Uses sentence fluency somewhat effectively. A number of grammatical and spelling errors. Sentence fluency is acceptable. Very frequent grammar and/or spelling errors. Sentences are difficult to understand. Page | 46
APPENDIXES
This list of Accommodations is taken from the Ontario Curriculum Planner, pp. 26-29. To meet the needs of individual students, accommodations will be applied by the teacher/instructor to each of the outlined lessons as situations arise.
Accommodations for evaluation include the following: Evaluate the thinking criteria rather than presentation preferences. Evaluate what a student really knows or can do rather than what he or she can put on paper (e.g. tape an oral presentation for an essay-type task). Vary tests so that they incorporate many evaluation strategies (e.g. multiple choice, fill in the blank, matching, diagrams, short answers). Use recognition questions to assess understanding rather than recall. (Higher order thinking is not dependent on recall of facts). Have students order events or phrases in correct sequencing or use to determine understanding. Separate student actions from their achievement. Provide additional time beyond the given time for a task. Provide directions or prompts with respect to the pace of the activity. Provide subject-specific support (e.g. verbatim scribing of a students response
Accommodations/Teaching Strategies for Instruction Pairing: Partner the student with a stronger student so that they can compare notes and clarify any questions. Preferential Seating: Seat the student in close proximity to the teacher especially if the student has CAP or ADHD. Repetition: Repeat instructions often and write them on the board so that instructions are both verbal and visual. Time Allowances: When dictating notes, allow student more time or, if necessary, photocopy the notes for them. Visual Cues: Provide visual cues for the student during an oral presentation. When difficulties with speaking are evident: Choices: Provide choices about how a student presents material. Taping: Allow a student to tape an oral presentation for the group or class. Environment: Allow a student to present the information to the teacher only. When difficulties with reading are evident: Variety: Use a variety of methods for sharing content, rather than just text. (e.g. films, tapes [listen and follow along], drama, filmstrips, diagrams, flowcharts, lists, and underlining or highlighting key phrases and words.) Tapes: Provide a novel on tape or have someone read the novel to the student. Pairing: Allow a good reader to share his/her strength in a cooperative reading venture. (Works well when the entire class is paired up). Oral Questioning: Read the questions to a student or tape them if there is a lot of reading required. Extra time: Allow extra time if the student can handle the reading but his/her reading rate is slow. Page | 47
When difficulties with writing are evident: Computer: Allow students time to do their written work on the computer especially if they have difficulty with fine or gross motor skills. Allow students to use spell-check or grammar-check. When difficulties with listening are evident: (When writing is not being assessed.) Provide a quiet work place to enable students to complete assignments. Provide preferential seating for a student who has difficulty seeing, hearing/focussing. Reduce visual and/or auditory distractions in the learning environment using technology such as individual headsets for computers. Provide large print, Braille, audio-cassette, or white paper for students who are visually impaired. Note Taking: Reduce the demands of copying by giving notes on photo copies rather than on the blackboard; pairing a student up with a partner who will write two sets of notes or double check the notes he/she has taken, use summary sheets, having the group summarize notes together, and teaching mapping as a summary or organization strategy. Peer Editing: Encourage peer editing and proofreading. Teacher proofreading may be required. Variety: Encourage a variety of techniques for assignments (diagrams, drawing, models or taped information) rather than just a written report. Scribe: Allow a student partner to write or type assignments for a student. Page | 48
SELF-EVALUATION
Date: Feb/27/13 Names of Members of the Group
Preparation
valued ideas of others; made contributions, provided thoughtful ideas and conducted useful research) /5 Group Effort
worked in a cooperative and collaborative manner, shared equally in workload, supported the group /5 Rationale for Mark
1. Megan
She made a considerable contribution to the group preparation and provided great and thoughtful ideas. She conducted useful research and provided useful information for the project. 5/5 She worked well in the group and collaborated well with the group. The work load was split up evenly and she was very supportive of our group. 5/5 We all worked well together and did extensive research. The work was split up evenly and we all collaborated to create a thorough, creative and interesting unit plan.
10/10 2. Brenna
She made a considerable contribution to the group preparation and provided great and thoughtful ideas. She conducted useful research and provided useful information for the project. 5/5 She worked well in the group and collaborated well with the group. The work load was split up evenly and she was very supportive of our group. 5/5
We all worked well together and did extensive research. The work was split up evenly and we all collaborated to create a thorough, creative and interesting unit plan.
10/10 3. Krista
She made a considerable contribution to the group preparation and provided great and thoughtful ideas. She conducted useful research and provided useful information for the project. 5/5 She worked well in the group and collaborated well with the group. The work load was split up evenly and she was very supportive of our group. 5/5 We all worked well together and did extensive research. The work was split up evenly and we all collaborated to create a thorough, creative and interesting unit plan.
10/10 4. Claire
She made a considerable contribution to the group preparation and provided great She worked well in the group and collaborated well with the group. The work load was split up We all worked well together and did extensive research. The work was split up evenly and we all Page | 49
and thoughtful ideas. She conducted useful research and provided useful information for the project. 5/5 evenly and she was very supportive of our group. 5/5
collaborated to create a thorough, creative and interesting unit plan. 10/10
Overall Comments:
Throughout the unit planning process, our group collaborated extremely effectively. All group members took on the role of the leader; initiating new ideas, expanding on the ideas of others and respectfully compromising. In turn, this created quality work and a clear and cohesive unit plant. We believe our positive group processes can be traced all the way back to partaking in Tribes. Through this course, we got to know who each other are and developed a respect for one another. By creating a safe, trusting environment, we were all able to share our ideas without fear of being judged. This environment also ensured our feelings werent hurt when the group didnt use one of our ideas as we know we were still valued for our contributions, even if they werent utilized every time. When our group was first formed, we were quickly able to identify each others strengths and weaknesses from knowing each other through the year in classroom environments that promoted positive peer interactions. Roles came naturally such as with Brenna taking on the role of our writer. This was especially helpful to our group as Brenna is exceptional at getting everyone to participate and synthesizing ideas.