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Rationale ... 2-3
KSA Connections ...........4-5
Week Calendar ....... 6
Resource List .......7-9
Curriculum Connections.........10-14
Student Learning and Goals .........15
Differentiation Strategies ..........16-18
Week Activity Overview..........19-26
Assessment Tool Overview ......27-30
Parental Communication........31
Classroom and School Connection........32
Lesson Plan .....33-37
Lesson Plan Resources ....38-40

2017 is an exciting year for Canada as we are celebrating our 150th year as a
country! It is important to keep students aware of current events in the world as well as
participate in a nation wide celebration. The unit it designed to integrate Canada themes
throughout the subjects as well as create authentic cross-curricular opportunities within
the classroom. Students will be exploring the wide variety of learning outcomes throughout
the unit as well as naturally more about the country they live in developing a sense of pride
and community. The unit would be designed to be about of month long for students to
explore different aspects of Canada and what it means to be Canadian as well as participate
in project based learning in a Canadian theme fair. The project would give students guided
choice on what they would like to research as well as how they want to present their
knowledge to the school and parents.
The inquiry question is designed to be open-ended to both engage students but also
leave room for authentic learning as well as thinking within the classroom. Students will be
asked to use their own personal experiences as well as interests to engage in the question
as well as work effectively with their peers within the classroom. Throughout the variety of
learning activities and assessments students are challenged to deepen their knowledge
across all curriculums as well as contribute to the nationwide celebration. By encoring
diverse learning strategies and tools students will be encouraged to explore the knowledge
deeper as well as develop their own understandings.
In an early elementary class, it is important and critical to incorporate as much
literacy in the school day. With the principle Five Books a Day the unit is using literacy to
connect the Alberta Program of Studies but also expose children to literature about Canada
as well as Canadian authors and illustrators.
Students will be able to appropriately effectively use the technology throughout this
lesson to enhance their learning. The technology will be used as a tool to help aide learners
in the process of research and problem solving. Students will be able to display/use
technology to work together and separately as well as present their knowledge and
understanding. Technology will be used as a tool to enhance the learning in the classroom.
Technology will be used to help students research online as well as creating projects to

When developing key questions to drive lesson planning and instructional strategies
it is important to realize that many questions will be developed by the teachers and the
students throughout the learning experience. It is important to anticipate students critical
thinking and critical question skills and use these teachable moments to engage the
learners. As well as key questions, supporting questions will also help drive students
understanding and knowledge. These questions are essential for student understanding
during each lesson and help drive the lesson based on students prior knowledge, student
connection to the materials and knowledge-based questions.
The unit is also designed to in incorporating many curriculum outcomes, for
example two very different math outcomes. This decision initially was to incorporate the
Canada theme as widespread and interchangeable as possible; however, when developing
the unit I found these decisions to do variety of different activities each day positive. In
math, it is important to develop basic foundation skills, especially in math; however, his
means that concepts should be re-visited to ensure students understanding. This unit then
would take place after patterns earlier in the year and these activities is to ensure students
understanding where data collecting would be the unit that was being developed and
worked through.
This unit will also follow lessons about life cycles, animal development, animal
needs, and animal habitat giving students the required knowledge and understanding to
completed the performance task.
Using concepts from the Mind Up curriculum, a mindful activity will be implemented
each day for 10 minutes. It is found that 15-20 percent of children and adolescents have
anxiety disorders or suffer from heightened anxiety. -Researched benefits of implementing
mindfulness in the class include improves self-control and self-regulation, increase
academic success, reduces conflict in the classroom building social skills, and optimizes
learning capacity of the brain.
As well, we implemented different and engaging activities to promote writing,
literacy, and organizational skills. Literacy is implemented in all subject areas to develop
skills as well as create confidence in our early childhood learners. When using activities to
promote writing skills, like song writing, story writing, script writing, recipe writing, and
prompt responding. Having a variety of activities expands the students writing skills as
well as encourages different approaches to responding. Students are using different
strategies that have been developed throughout the year.
When using a final performance task as summative piece it is intended to encourage
students to explore what interests them as well as allowing them room to discover
information for themselves. This both develops independence as well as fosters students to
advocate for their own learning. Students will have a guided-choice where I will provide
students examples of different topics they can explore for their project. Students will be
presenting their findings in self-designed project that will alter be presented and viewed.
The unit is also going to be used to promote self-advocacies and empowerment to
students. They will also giving back to the country by volunteering around the school to
better Canada as well as their school community. Students will be learning the importance

of being involved and a positive influence in a society as well as being engaged in an
authentic learning environment.
At the end of the unit, the class will throw a Birthday Party for Canada summarizing
all that they have learned, created, explored throughout the unit. Student work and projects
will be presented around the classroom, projects will be shared and added to a student
workbook, and we will celebrate Canadas Birthday as we have planned throughout the
month. Students will plan and implement the birthday party considering all things
necessary to plan an effective party (decorations, food, party favours, games) as a
classroom and do the necessary preparing for the birthday party!

The Canada 150 theme unit addresses and implements many Knowledge, Skills, and
Attributes that Alberta Education expects teachers to demonstrate consistently through
their career and within the classroom.

KSA 1: How contextual variables affect teaching and learning.

Learning and student engagement within a classroom is not always is what is expected. It is
important for teachers to respond to many different variables within a classroom to ensure
the most effective teacher and high student engagement is occurring. Teachers also have to
respond to the constant teachable moments that occur in the classroom. The unit is
assuming that each activity will occur when planned; however, this is unrealistic in our
modern day classrooms. If there are interesting and teachable moments in the classroom
that sway from the desired plan it is appropriate for the teacher to respond to this variable.

KSA 3: The purposes of the Guide to Education and programs of study for subject disciplines
you teach.
The unit is specifically designed for cross-curricular opportunities in the classroom. The
theme is not directly from the Alberta Program of Studies; however, is centered on multiple
disciplines creating many engaging activities and authentic learning. The program of
studies is used to inform to planning, instruction, and assessment.

KSA 4: Subject disciplines you teach

Being informed and knowledgeable in the subject areas of the unit is essential to
organization, planning, and teaching the subject areas. Using the program of studies to
guide knowledge and concepts this unit is designed by activity for students to learn and
discover the knowledge themselves.

KSA 5: All students can learn, albeit at different rates in different ways.
Being aware of the vast differences in a modern classroom and appreciating inclusion in
the classroom design the unit for all learners of all different learning styles. The unit
responds to these differences in the classroom to ensure all students are included as well as

engaged. Appropriate measure of accommodation and modification are implemented to
better support learning in students with exceptionalities.

KSA 7: Students need for physical, social, cultural, and psychological security.
The weekly plan will show a clear routine for student, for example, starting with the
morning meeting and a read aloud. Students will be engaged in classroom routines as well
as classroom management by clear expectations set earlier in the school year. The unit will
use a variety of management strategies to ensure minimal disruptions of instruction and
activity time; however, it is in my belief that the use of management is minimized when
students are engaged. Creating a positive classroom atmosphere as well as community will
ensure students ability to take risk and feel comfortable in the learning environment.

KSA 9: There are many approaches to teaching and learning.

By scaffolding knowledge and by planning with different modalities of instruction the unit
is able to reach all different types of learners and students. The unit is designed to use a
range of strategies to assist students in learning and understanding of the desired
outcomes. When preparing the unit diverse learning needs with potential differentiation,
support, and strategies were thought out to ensure all students are successful.

KSA 10: The functions of traditional and electronic teach /learning technologies
The unit uses strategies both in a traditional education mindset as well as incorporating
technology to engage students. The unit uses technology to enhance learning and is
carefully planned and thought out to ensure that the technology does not become the focus
of the learning. It is important to utilize technology as a tool for enhancement in the
classroom; however, be critical in its usage as student learning should be the focal point.

KSA 11: The purposes of student assessment.

Using pre-assessment, formative assessment, self-assessment, and summative assessment
can be used to for different purposes through instructing and learning. The pre-assessment
activity is used determine prior knowledge of the students; develop a starting point to
student learning to prompt student memory (Gareis & Grant, 2015). By formatively
assessing observations of student working, conversations during class discussion, and
collect the products of students, we are constantly assessing students understanding which
will help drive instruction and support student learning. Self-assessment will be used for
information about what the students know and understand while inviting students to think
about their own learning giving them ownership for their own education which allows
students time to process and to learn (Davies, 2001). The units summative assessment
pieces are used to evaluate reliable and valid student understanding. The main focus of
assessment in the unit is to ensure that assessment pieces touches on and accurately
measures intended outcomes and consistently assessing students.

KSA 13: Student learning is enhanced through the use of home and community resources.
The units ability to use a variety of resources as well as the theme directly connecting to
the students world will help enhance student engagement and understanding. Using
relevant resources to incorporate into the lessons and activities will help create a more
positive learning environment as well as better connecting to all different types of learners.

Time Monday Tuesday Wednesday Thursday Friday

8:22-9:00 Morning Meeting Morning Meeting Morning Meeting Morning Meeting Morning Meeting
and Read Aloud and Read Aloud and Read Aloud and Read Aloud and Read Aloud

9:00-9:30 LA/Music- LA- Canadian LA: The Best Part LA- Canadian LA/Health:
Canadian Class Symbols of Being Literacy Centers Cooking with
Song Scavenger Hunt Canadian is Canada

9:30-10:00 Read Aloud/LA: LA: Canada Photo

Writing Stories booth/Independ
Good Copies ent Reading

10:00-10:30 LA: Writing LA: Final Copy of Art: Ted Harrison

Stories The Best Part of Art Inuksuk
Being Canadian is Project

10:30-10:45 RECESS

10:45-11:15 Read Aloud: Read Aloud: Read Aloud: Cont. Art: Ted Art: Ted Harrison
Canadian Canadian Math: Canadian Math: Harrison Art Art Inuksuk
Math/Art: 150 Patterns/Sorting Data Collecting Inuksuk Project Project
Quilt Making!
11:15-11:45 Canadian Math:
Data Collecting

11:45-12:30 LUNCH EARLY

12:30-1:00 Balloon Balloon Balloon Balloon
Mindfulness/Rea Mindfulness/Rea Mindfulness/Rea Mindfulness/Rea
d Aloud d Aloud d Aloud d Aloud

1:00-1:30 Science: Science: Science: Science:

Canadian Canadian Beginning Canadian
Animals Animals Research Animals
1:30-2:00 Science Research Reading Buddies Animals

2:00-2:15 RECESS

2:15-2:45 Music: How do PE: Hockey Night Social: Canadian PE: Lacrosse
we sign OCanada in Canada International
in Sign Commercial

2:45-3:15 Read Read Health: Volunteer

Aloud/Social: Aloud/Social: for Canada
How can Plan the
Canadians international
impact the Commercial

Mind Up Curriculum
Canada Year by Year by Sydney Smith
Ted Harrison OCanada
Wishes by Jean Little
A Trio of Tolerable Tales by Margaret Atwood
Seal Song by Andrea Spalding
Binky the Space Cat by Ashley Spires
The Darkest Dark by Chris Hadfield
The Hockey Sweater by Roch Carrier
I Want my Hat Back by Jon Klassen
Friend or Foe by John Sobol
Something From Nothing by Phoebe Gilman
The Lisztz by Kyo Maclear
The Day I Became a Canadian by Jo Bannatyne Gudnet
I Am Canada: a Celebration by Heather Atkinson
Loonies and Toonies by Mike Ulmer and Melanie Rose
Painted Skies by Carolyn Mallory
By the Time you Read This by Jennifer Lanthier
By the Time you Read This by Jennifer Lanthier
A Boy Asked the Wind by Barbara Nickel
Sketch notes for Educators by Sylvia Duckworth

Green Scream Live Video Recording Pro Edition (iPad App)


Green Screen
Poster Paper
Meter Sticks
Research Booklets
Clipboards with Paper
Photo booth materials
Story Writing Paper
Watercolour Paper
Watercolour Paint
Black Paper
Ted Harrison Photos
Acrylic Paint in Squeeze Bottles
Paper (Red and White)
Lesson Resources
Hockey Sticks
Hockey Balls
Lacrosse Sticks
Lacrosse Balls



Rhona Harkness at Dr. Gerald B. Probe Elementary
Carly Goruk at Dr. Gerald B. Probe Elementary

GLOs and SLOs
English Language Arts
Throughout the unit many English Language Arts outcomes are being explored and met
cross-curricular opportunities as well as during specific Language Arts scheduled minutes.
It is important to recognize the constant development of Language Arts skills and
understanding throughout a school day especially in an early childhood classroom. As
educators we are consistently emphasizing these skills and outcomes throughout the day;
however, with that in mind during this unit we will be focusing on the following outcomes.

GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences
SLO 1.1: Discover and Explore
Express ideas and develop understanding
Experiment with language and forms
Express preferences
Set goals
GLO 2: Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SLO 2.4 Create Original Text
Generate ideas
Elaborate on the expression of ideas
Structure texts
GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and
SLO 3.2 Select and Process
Use a variety of sources
Access to information
Evaluate sources

GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication
SLO 4.3: Present and Share
Present information
Enhance Presentation
Use effective and visual communication
Demonstrate attentive listening and viewing
GLO 5: Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others
SLO 5.1: Respect Others and Strengthen Community
Appreciate diversity
Relate texts to culture
Celebrate accomplishments and events
Use language to show respect
SLO 5.2: Work within a Group
Cooperate with others
Work in groups
Evaluate group process
Social Studies
GLO 3.2 Global Citizenship: Students will demonstrate an understanding and appreciation
of Canadas roles and responsibilities in global citizenship in relation to communities in
India, Tunisia, Ukraine and Peru.
SLO 3.2.1: appreciate elements of global citizenship
Respect the equality of all human beings
SLO 3.2.2: explore the concept of global citizenship by reflecting upon the following
questions for inquiry:
In what ways can individual and groups contribute to positive change
in the world?
Topic E: Life Cycles
GLO 3-10: Describe the appearance and life cycles of some common animals, and identify
their adaptations to different environments
GLO 3-11: Identify requirements for animals care.
1. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth,
body covering, overall shape, backbone.
2. Observe and describe the growth and development of at least one living animal, as
the animal develops from early to more advanced stages. The animal(s) should be
from one or more of the following groups: mammals, birds, fish, reptiles,
amphibians, and insects. Suggested examples include: gerbils, guppies, mealworms,

tadpoles, worms, and butterflies/moths. Additional examples from other animal
groups might also be included: brine shrimp, isopods, and spiders.
3. Predict the next stages in the growth and development of at least one animal from
each of the following groups: mammals, birds, fish, reptiles, amphibians, and insects;
and identify similarities and differences in their developmental sequences. Identify
the food needs of at least one animal from each of the following groups: mammals,
birds, fish, reptiles, amphibians, and insects; and describe changes in how each
animal obtains food through different stages of its life.
4. Demonstrate awareness that parental care is characteristic of some animals and not
of others, and identify examples of different forms of parental care.
5. Demonstrate awareness that animals require different habitats in order to meet
their basic needs of food, water, shelter and space.
6. Recognize adaptations of a young animal to its environment, and identify changes in
its relationship to its environment as it goes through life; e.g., tadpoles are adapted
for life in an aquatic environment; adult frogs show adaptations to both terrestrial
and aquatic environments.
7. Identify examples of environmental conditions that may threaten animal survival,
and identify examples of extinct animals. Recognize that habitat preservation can
help maintain animal populations, and identify ways that student actions can assist
habitat preservation.
8. Demonstrate knowledge of the needs of animals studied, and demonstrate skills for
their care.
Number GLO: Develop number sense
SLO 2: Represent and describe numbers to 1000, concretely, pictorially and
SLO 5: Illustrate, concretely and pictorially, the meaning of place value for numerals
to 1000.

Patterns & Relations GLO: Use patterns to describe the world and to solve problems
SLO 1: Demonstrate an understanding of increasing patterns by:
Numerical (numbers to 1000) and non-numerical patterns using
manipulative, diagrams, sounds and actions
SLO 2: Demonstrate an understanding of decreasing patterns by:

Numerical (numbers to 1000) and non-numerical patterns using
manipulative, diagrams, sounds and actions
SLO 3: Sort objects or numbers, using one or more than one attribute
Shapes & Space Measurement GLO: Use direct and indirect measurement to solve problems
SLO 3: Demonstrate an understanding of measuring length (cm, m) by:
Measuring and recording length, width and height
Statistics & Probability - Data Analysis GLO: Collect, display and analyze data to solve
SLO 1: Collect first-hand data and organize it using:
Tally marks
Line plots
R-3.8: develop skills to work cooperatively in a group
L-3.3: generate alternative solutions to a problem, and predict consequences of solutions
L-3.7: assess how individual contributions can have a positive influence upon the family,
school, and community
L-3.8: select and perform volunteer tasks as a class or as a group
W-3.5: apply guidelines from Canadas Food Guide to Healthy Eating to individual
nutritional circumstances
Physical Education
GLO A: Students will acquire skills through a variety of developmentally appropriate
movement activities
A3-1: respond to a variety of stimuli to create locomotors sequences
A3-3: respond to a variety of stimuli to create non-locomotors sequences
A3-5: demonstrate ways to receive, retain, and send an object, using a variety of
body parts and implements; and, perform manipulative skills individually with others
while using a variety of pathways
A3-13: manipulate a variety of small objects while performing basic skills to
demonstrate personal control
GLO C: Students will interact positively with others
C3-3 identifies and demonstrates etiquette and fair play
C3-5 display a willingness to share ideas, space and equipment when participating
cooperatively with others
GLO D: Students will assume responsibility to lead an active way of life

D3-3: demonstrate ability to listen to directions, follow rules and routines and stay
on-task while participating in physical activity
D3-5: tell about safe movement experiences in various environments
Purpose 2: Students will illustrate or tell a story
B. An original story can be created visually
Component 10 (ii) Subject Matter: Students will develop themes, with an emphasis on
personal concerns, based on
B. Environment and places
C. Manufactured or human-made things

Component 10 (iii): Media and Techniques: Students will use media and techniques, with
an emphasis on exploration and direct methods in drawing, painting, printmaking,
sculpture, fabric arts, photography, and techno graphic arts.
A. Drawing
B. Painting
D. Sculpture
Element: Expression
6. Music reflects our feelings about holidays, seasons, our country and cultural heritage
7. The words of a song are very important to the understanding of the song (text)
Skills: Listening
7. Be aware of and enjoy seasonal, holiday, and ethnic music
11. Respond to phrases in music
Skills: Moving
4. Perform simple action songs and singing games
Skills: Singing
5. Sing, in tune, many rhythmic and melodic songs, singing games and action songs
11. Song many folk, ethnic, seasonal and holiday songs

Throughout the unit students will developing new understandings on various
subjects materials based around the theme Canada 150. In an early elementary classroom,
literacy and numeracy skills are always being developed as well as heavily emphasized on
focus during these years. Students will constantly be setting goals for themselves
throughout their writing, researching, and discovering in the classroom. Students will be
encouraged to advocate for their own learning which means setting their own learning
goals throughout days or even activities to focus on to improve their work and
understanding. Students will be using a variety of self-assessment tools to guide goal
setting as well learn how to evaluate their own work.
Students will be discovering and exploring different aspects of their country and
how being apart of our country is important. My intentions as an educator designing and
implementing this unit is to get students involved in current events and also give students
an open opportunity to discover Canada within their interests. Giving students the choice is
promoting engagement and also allows them to be an advocate for their own learning and
learning process.
As well students will be creating their own I can statements throughout the year to
scaffold goal setting as well as self-assessment. As well as help formative assessment, to
guide and drive teaching, strategies, and instruction. An example of an I can statement
would be as simple as I can show 150 different ways. Students will have a variety of I can
statements that will help drive their learning as well as creating authentic learning
challenges to easily and effectively differentiate for all learners. We will also create we can
statements as a class community to create a collective goal to work towards as a collective.
An overarching goal for the unit; however, is to get students interested and involved
in Canadas 150th birthday. It is as simple as students going home and speaking of it to
their parents or being interested in exploring Canada further with research or even going
for a hike in the mountains. Students will be given foundational concepts of understandings

of Canada as a country in theory; however, will be encouraged and hopefully inclined to
explore and discover the country. Giving students the tools to be an active member of
society and of Canada will extend their learning further. At the end of the week, the class
will celebrate Canadas birthday cooking Canadian inspired cooking and be able to share or
new understandings and knowledge with each other and our parents. Giving students the
opportunity to share their knowledge and work is also a theme throughout the unit to give
students moments of confidence in themselves and their learning.

In the modern day classroom teachers need to be aware of the exceptionalities,
learning needs, and the diversity of students. Teachers need have an immense toolbox of
strategies to better support all students as well as differentiate instruction and activities to
include all students. In an average classroom we have a wide range of student ability or
understanding, learning disabilities as well as other exceptionalities to consider such as,
ELL, ADHD, ODD, autism, other behaviour disabilities, physical disabilities. Being aware of
this it is important to have specific differentiation strategies for both instructional, activity,
and assessment period of the classroom.
It is important for all learners to have regular scheduled routines and events
providing them a sense of security and safety in the classroom. As young students generally
organize their lives by events rather than time, it is important to have a visual schedule of
upcoming events for students to refer to. This gives students the opportunity to order and
organize their lives as well as have a sense of confidence in knowing what comes next. This
will help in transitional periods as well as more difficult periods of the day (right before
lunch). Students can start developing a sense of independence and control over their day
when using a regular schedule as well as referring to the schedule to develop a sense of
time and before and after.
During instructional time, it is important to teach to all types of learners including
auditory, visual, kinetic, and reading/writing. It is important to effectively plan for all these
learners during instructional times to ensure that all students are absorbing the
information as well as instructions for further activity. By speaking the instructions, as well
as providing writing, visuals and moments of movement we are reaching all students. It is
important to also include brain breaks consistently throughout our days as well as our
instructional periods. Brain breaks allows moment for refreshment, re-energize as well as
increase students attention spans. Being aware of our students learning styles can better

guide our instruction. In many classrooms today, there is an increase in English Language
Learners (ELL), it is important to provide many visuals as well as using familiar English
words to for better student understanding. Being aware of the students need to translate
materials in their brains, it is important to slow our instructional time and check for
understanding to ensure that all students are keeping up with our instructional times.
As a teacher we may have to modify the way we teach by breaking down the
complexity of the language and give the students resources (example word walls,
dictionary, toolboxes, manipulative) to better comprehend reading or become better
writers. Also giving students reading and research projects more suited to their learning
ability will help teach within students zone of proximal development. As a teacher, I could
use varied resources and incorporate cooperative learning strategies to better fit my
students. Using presenting content at various different levels of complexity will be
beneficial for low-level learners and also high-level learners.
During activities it is also crucial to consider our learners as well as appropriate
differentiation strategies and tools to better fit our students. By providing choice for
learning activities both can promote student engagement but also can better ensure that
students are choosing activities better fit for their learning style. When considering choice
however, it is important that students are also challenged in activities outside of their
comfort zone to better round our students learning experience as well as teach students to
take risks. Using a variety of learning activities ensures that students will be using their
reading, writing, art, research, mathematical skills to better authentic cross-curricular
opportunities as well learning opportunities. Providing students with more time, assistance
or scaffolding support may be necessary in a diverse group of students; however,
considering students above grade level by challenging them with higher-level thinking or
higher expectations. It is also important to consider students with fine-motor deficiencies
or other physical disabilities in the classroom when planning activities. In early childhood
years students are developing their fine motor skills as teachers we need to construct
activities to further this skills but also be aware of other physical exceptionalities that may
be present in the classroom.
It is important to empower students in making good choices for themselves to
benefit their own learning. This builds student executive skills as well as shape students to
be more positive influences in the classroom community. When students develop their own
problem-solving skills and relationship skills it will give students the tools and abilities to
be independent. I believe this is important, especially when discussing differentiation and
early childhood, because we also need to differentiate how we teach executive skills. In
early childhood years, it is essential to be consistently teaching and implementing
executive skills with high expectations. Each student may be developing executive skills at
a different level, which is important to consider when scaffolding and reinforcing these
skills. This will translate towards a more positive classroom community as well as better

When differentiating assessment pieces it is important to think of accommodation
and modification strategies fit for particular students and their exceptionalities. When
considering our learners we need think of students that may need more support when
completing a task (example, a scribe, an EA, listening to reading, etc.) or students that may
need to be challenged. This is creating different (high) expectations depending on the
student or the learner. We must continually adjust assessment strategies and instruction
based on formative assessment using different differentiation tools.
We must be aware of different student learning needs, backgrounds, and different
modalities that students may prefer to show their understanding. Every student has
different learning needs and may need more additional support than others. By better
understanding our students needs and skills we can make critical decisions when deciding
what ways instruct and formatively and summative assess students. By effectively and
properly assisting students they are better able to develop a foundation of knowledge to
build understanding when moving through the lessons. In addition, we must be mindful of
First Nations, Metis, Inuit (FNMI) background and culture when thinking about our

GLO Key Questions Resources Activities Assessment
L.A GLO -How can we -Wishes by Morning Meeting: How was Formative:
1/ change the lyrics Jean Little everyones weekend? (Thumbs Classroom
SLO to better fit our - Something Up Thumbs Down Thumbs Observations
1.1, classroom? Can we From Nothing Sideways) with Teacher
GLO include our theme by Phoebe Read Aloud: Students will be Checklist,
2/ Canada? Gilman listening to reading as well as Writing Stories
SLO -How can we use -Binky the responding to various types of Drafts
2.4, this song in our Space Cat by questions before, after and Self-
GLO classroom? Ashley Spires throughout the book. Assessment:
4/ -What makes a -Friend or Foe Class Song: Class will be Writing Goals,
SLO good story? by John Sobol rewriting a song There is Writers
4.3, -What tools or -Nothing Nothing Holding Me Back by Toolbox
GLO strategies have we Holding Me Shawn Mendes
5/ been using to Back by Shawn Writing Stories: Students will
SLO write amazing Mendes (Song begin to write their own stories
5.1, publishable with Lyrics) with the theme of Canada!
5.2 stories? There will be a class discussion
on what are story could be
Art: about!

MATH Num -What are - Paper (Red 150 Quilt Making: Students will Formative:
ber different ways we and White) be asked to show the number Classroom
GLO/ can show 150? -Canadian 150 in a way that makes sense Observations
SLO 2 -How can we use Maple Leaf to them. Students will also be with Teacher
&5 these shapes to Outlined given a variety of shapes Checklist, Quilt

make a Maple shapes (mostly triangles and squares) 150
Leaf? (Differentiation to build their own Maple Leaf. Summative:
-What does our Strategy) All student work will be Quilt 150
classroom quilt collaborated into a large paper
mean to you? quilt.
SCIEN -What are some Canadian Animals: Introduce Formative:
CE animals found in the project that students will be Classroom
Topic Canada? working on. We will be Observations
E -What are researching an animal of our with Teacher
important things choice. What are some things Checklist
we must learn we would want to learn? Self-
about animals? Together students will make the Assessment:
-What do we want assignment requirements and Student-made
to know about our rubric. requirements
animals? as well as
-What is rubric
information that is
required to
become an expert
in our animal?
SOCIA 3.2/3 -How is Canada -International How Can/Do Canadians Affect Formative:
L .2.1/ involved in the Effort the World? What are things that Classroom
3.2.2 international you saw in the video that Observations
world? Canada does to help people with Teacher
-What is Canadas internationally? What are Checklist
reputation humans basic needs? How can
worldwide? we ensure that all people are
getting those needs? Students
will be discussing what needs
are and how Canadian citizens
can help! Introduce the
commercial assignment for
students to get into groups and
start discussing their
commercial idea.
MUSI Ele. -How can we use --Nothing Class Song: Class will be Formative:
C this song in our Holding Me rewriting a song There is Classroom
sion /
6& 7 classroom? Back by Shawn Nothing Holding Me Back by Observations
Skills -What is ASL? Mendes (Song Shawn Mendes with Teacher
Listeni -Why is it with Lyrics) Sign OCanada: Students will Checklist
ng / 7
important for us to -Sign O'Canada learn how to sing OCanada in
& 11
Skills learn sign American Sign Language using
Movin language? the video as guidance and
g /4 reference.
g/5 &
ART Com -How can we use -- Paper (Red 150 Quilt Making: All student Formative:
10 paper shapes to and White) work will be collaborated into a Classroom
(ii) C create a maple --Canadian large paper quilt. Observations
Com leaf? Maple Leaf with Checklist
10 Outlined
(iii) shapes

L.A GLO -What is a symbol? -I Want my Hat Morning Meeting: What is a goal Formative:
1/ -What do symbols Back by Jon that we are going to set today? Classroom
1.1 tell us? Klassen Read Aloud: Students will be Observations
GLO -What are we -By the Time listening to reading as well as with Teacher
2/ looking for when you Read This responding to various types of Checklist,
2.4 we are editing our by Jennifer questions before, after, and Student
GLO work? Lanthier throughout the book. Conferences,
5/ -What do we need -Loonies and Scavenger Hunt: Students will Working Copy
5.1, to do before we Toonies by be learning about symbols and of students
5.2 type our final Mike Ulmer what they tell us. Students will stories,
copies? and Melanie be looking for symbols around working copy
Rose the classroom based on a of students
Art: -The Hockey description of the symbol. When scripts
Purp Sweater by students find the pieces Self-
ose Roch Carrier students will then have to make Assessment:
2/B -A Boy Asked the puzzle to then create the Peer Editing,
the Wind by most famous Canadian symbol. Writers
Barbara Nickel Writing Stories: Students will be Toolbox
finishing their stories and Summative
editing with a peer. Students Assessment:
will then be typing their Story Writing
finished and final copy for
Reading Buddies: Students have
been assigned a kindergarten
buddy that they will read their
own written stories or books
from their book bins too.
International Commercial:
Students will be writing their
own commercials. They will be
working through their scripts as
well as editing their own
MATH Patte -What are pattern -Math Canadian Patterns and Sorting: Formative:
rules? Manipulative Students will be given a variety Classroom
rns &
-What are sorting -iPads of manipulative that they will Observations
Relat rules? -Printer/Paper create patterns with. Students with Teacher
-How can we will be asked to create patterns Checklist
discover pattern based on a secret rule. When Summative:
GLO/ or sorting rules? students design their patterns Written.
they will take a picture and Response and
print them out. Students will Pictures.
1,2, & then challenge their friends to Self-
discover their pattern rule. Assessment:
Students will then complete a Responding to
written response on their rule Peers
with their pictures. Challenges
SCIENCE ELA -How do we - Computers Canadian Animals: How do we Formative:
GLO conduct proper -Guided conduct proper research? Classroom
3/3.2 research? Research Review different strategies as a Observations
-How can we Activity class. Students will then go in with Teacher
ensure we are lab to practice research based Checklist,

getting true on a guided activity. Research
information? Activity (Pre-

SOCIAL 3.2/3 -What is a International Commercial: Formative:

.2.1/ commercial? Students will be writing and Classroom
3.2.2 -What do designing their own Observations
commercials tell commercials about Canada with Teacher
us? impact on the international Checklist,
-What are world and/ or how Canadians Student
important features can help the international Conferences,
of a commercial? world. They will be required to Working Copy
create their own idea in a of students
group. scripts
P.E. GLO -What makes a -Hockey Sticks Hockey Night in Canada Formative:
A/ 3- good team player? -Ball Students will be divided into Classroom
1, 3- -What does good -Nets teams to participate in a round Observations
3, 3- sportsmanship -Pinnies robin floor hockey tournament. with Teacher
5, 3- look like? Sound Students will make a team name and Student
13, like? and cheer. Students will then Participation
GLO participate in the tournament .
C/ 3-
3, 3-5
D/ 3-
3, 3-5
L.A GLO -What does it - The Day I Morning Meeting: It is the Formative:
1/ mean to be Became a middle of the week! How are we Classroom
1.1 Canadians? Canadian by Jo feeling? (1, 2, 3 rating scale) Observations
GLO -What are Bannatyne Read Aloud: Students will be with Teacher
2/ positives aspects Gudnet listening to reading as well as Checklist,
2.4 about being -The Lisztz by responding to various types of Student
GLO Canadian? Kyo Maclear questions before, after, and Conferences,
5/ - - The Darkest throughout the book. Working Copy
5.1, Dark by Chris Best Part of Being Canadian of students
5.2 Hadfield Students will be responding to writing
the prompt The Best Part of Self-
Art: Being Canadian Is they will Assessment:
Purp develop a working copy as well Peer Editing,
ose as a final copy, which they will Self:
2/B decorate and add their photo on Researchers
(taken in the photobooth) Toolbox
International Commercial: Summative
Students will film their own Assessment:
commercials in front of a green Response
screen using their written and based on a
edited script. rubric
MATH Statis -How do we collect - Clipboards Canadian Data Collecting: Formative:
tics & data? -Data Students will learn how to Classroom
Prob -How do we create Collecting collect data. They will learn how Observations
abilit proper questions Worksheets to use forms like tally marks, with Teacher
y to gather data? -Manipulative charts, lists, etc. In addition, Checklist, Data
GLO/ -What can data tell students will learn how to Question

SLO 1 us? create proper data questions. Check
-How can we use .Students will then create their Self-
data to answer own data question to ask their Assessment:
questions? peers about Canada to add to a Peer to Peer
class information brochure. Interactions
Students will design their Summative:
question (get It approved), Question, Data
choose a strategy on how they Collected
will collect their data and then based on a
start colleting data from their rubric
SCIEN Topic -How can we -Computers Research Canadian Animals: Formative:
CE E complete proper -Research Students will choose a Classroom
research? Workbook Canadian animal to research Observations
ELA -How can we based on a research workbook. with Teacher
GLO determine Students will be required to use Checklist,
3/3.2 between true the internet and research Research
information and strategies to find the desired Booklets
false information? information. Self:
SOCIA 3.2/3 -What can a -Green Screen International Commercial: Summative:
L .2.1/ commercial tell - Green Scream Students will then film their Students
3.2.2 us? Live Video own short commercial in front commercial
-What are Recording Pro of the green screen. They will will be marked
important things Edition film their own commercial based on a
to consider when -iPads choosing their own background. rubric
L.A GLO -What is slang? -Painted Skies Morning Meeting: Lets Formative:
1/ -What is a by Carolyn challenge us to compliment our Classroom
1.1 definition? Mallory friends today! Observations
GLO -What are sketch -Seal Song by Read Aloud: Students will be with Teacher
2/ notes? Andrea listening to reading as well as Checklist,
2.4 -How can we use Spalding responding to various types of Literacy Centre
GLO sketch notes? -Sketch notes questions before, after, and Passport
5/ -What is poetry for Educators throughout the book.
5.1, by Sylvia Literacy Centres:
5.2 Duckworth 1: Canada Slang: Students will
-Literacy play a mock version of the game
Passports Balderdash. Students will look
Art: -Photos of at cards stating a Canadian
Purp Canada Slang word. Students will write
ose -Literacy Slang a definition of the slang word as
2/B cards well as the real definition.
-Sketch note Students will then vote on what
exemplars definition is correct. Students
-Canadian Sight will get points on guessing the
Word Cards write definition as well as if
their definition gets votes.
2: Sketch notes: Students will be
creating their own sketch notes
on the different things they
have learned about Canada. The

different sketch notes will be
posted to share to the class.
Different sketch notes will be
presented to show students a
few exemplars. Students are
encouraged to be as creative as
possible and their sketch notes
to reflect themselves.
3. Canadian Sight Words:
Students will be given sight
cards and have to sort them
based on a rule they create.
Students will challenge each
other to figure out the sight
word as well as create new
words to be added to the list.
Students will extend the activity
by trying to make full sentences
with the words provided.
ART Com -Who is Ted -OCanada by Ted Harrison Art: Students will Formative:
10 Harrison? Ted Harrison be exploring Ted Harrisons Classroom
(ii) B -What does -Water colour famous style of painting! Ted Observations
Com landscape mean? Paper Harrison is famous for his with Teacher
10 -What is an -Acrylic Paint landscape paintings. We will be Checklist,
(iii) inuksuk? What in squeeze learning about what an inuksuk Working Copy
B. significance does it bottles means and what significance it of Art
have on Canadas has to Canadas history. Ted
history? Harrison uses strong lines,
which are just as important as
the colour? Students will trace
will trace their landscapes
inspired by Ted Harrison and
begin to trace their lines with
acrylic paint out of a squeeze
MATH Statis -What can data tell -Paper Data Collecting: Students will us Formative:
tics & us? the data they collected Classroom
Prob -How can we use previously to then answer the Observations
abilit data to answer questions the created. They will with Teacher
y questions? make conclusions about the Checklist, Data
GLO/ -What do we do data and present the knowledge Question
SLO 1 with data? on a small piece of paper to Check
then create a class brochure. Self-
Students will present their Assessment:
knowledge in a way that is clear Peer to Peer
and works for them. Interactions
Question, Data
based on a
SCIEN Topic -How can we -Computers Research Canadian Animals: Self:
CE E complete proper -Research Students will continue their Researchers
research? Workbook research on their chosen Toolbox
ELA -How can we Canadian animal using the

GLO determine research strategies, tips, and
3/3.2 between true websites provided.
information and
false information?
P.E. GLO -How can we work -Nets Lacrosse: Before the P.E. time Formative:
A/ 3- as a team? -Pinnies students will watch a short Classroom
1, 3- -What makes a -Ball video on the history of Lacrosse Observations
3, 3- good team player? -Lacrosse as well as participate in a short with Teacher
5, 3- -What does good Sticks discussion of the importance of and Student
13, sportsmanship -History of history and knowing about Participation
GLO look like? Sound Lacrosse history. Students will be divided
C/ 3- like? into teams to participate in a
3, 3-5 -What significance round robin lacrosse
GLO does lacrosse have tournament. Students will make
D/ 3- on Canadian a team name and cheer.
3, 3-5 history? Students will then participate in
the tournament. Students will
also .be learning about the
history of Lacrosse in Canada.
HEAL R-3.8 -What is -Garbage Bags Volunteer for Canada: Students Formative:
TH L-3.3 volunteering? -Gloves will discuss volunteering as well Classroom
L-3.7 -Why is as the importance of Observations
L-3.8 volunteering volunteering . Students will with Teacher
important? further the discussion by and Student
-Why is picking up talking about how it is easy to Participation
litter in the school volunteer for the school by
field good for our picking up trash. Why is this
community? Good important to the school
for Canada? community and Canada?
Students will then walk the field
and pick up garbage. There will
be a later discussion on what
they found and the impact on
garbage on our environment.
L.A. GLO -What is a recipe? - I Am Canada: Morning Meeting: What are we Formative:
1/ -What do recipes a Celebration doing this weekend? Are we Classroom
1.1 tell us? by Heather excited (5 star ratings) Observations
GLO Atkinson Read Aloud: Students will be with Teacher
2/ -Toaster Ovens listening to reading as well as Checklist,
2.4 -French Fries responding to various types of Student
GLO -Gravy Packets questions before, after, and Conferences
5/ -Cheese throughout the book. Summative:
5.1, -Forks Cooking with Canada: What is Student
5.2 -Bowls famous food from Canada? Recipes
-Clipboards We will be making Canadas
-Recipe Cards world famous meal poutine!
-Parent Students will have to write their
Volunteers own recipes on how to make
the world famous poutine. First
students will cycle through the
stations on what is required to
make poutine. With parent
volunteers, students will see

how fries are made (with
temperature and time), how to
make gravy out of a packet,
how to cut the cheese, and
finally to assemble their own
poutine. Students can take
notes throughout the process
to then build their own recipe
card with a drawn picture to
add to their own cookbook.
HEAL W- -What is healthy -Copy of Cooking with Canada: Is our Formative:
TH 3.5 eating? Canadas Food meal a balanced meal according Classroom
-What does our Guide to Canadas Food Guide? Observations
meal look like Why/Why Not? How can we with Teacher
when considering make this a more balanced Checklist,
Canadas food meal? Student
guide? Conferences
ART Com -What is an -Water Colour Ted Harrison Art: Students will Formative:
10 inuksuk? Paints now take their paintings and Classroom
(ii) B -What colours -Black Paper paint within the lines of their Observations
Com contrast each dried acrylic lines. When with Teacher
10 other? students have completed their Checklist
(iii) - painting they will then trace, Summative:
B. cut, and glue their inuksuk from Art Project
black paper.

Assessmen Assessment Tool Description Assessme Assessme Assessmen
nt FOR nt AS t OF

Classroom Throughout the unit, classroom

Observations observations and conversation will
consistently be used for formative
assessment to drive teacher instruction
and give the teacher an accurate vision of
where students understanding.
Conversation between peers will be used
for students self-assessment
Teacher A checklist can be used for simple tasks
Checklist and ideas throughout the unit. The
teacher is able take quick notes in regard
to the main ideas of the lesson. The
teacher can use the checklist to help
track student understanding, attitudes,
and any concerns through conferences,
conversations, discussions, and work for
formative assessment. This will help
drive instruction to develop activities to

enhance student understanding.
Exit Slips Students will be participating in a variety
of exits slips throughout the unit
assessing students understanding on key
concepts taught for formative
Student Stories Students will be writing stories about
Canada. Students have learned about the
proper sections of a story and will be
expected to use these strategies while
writing their own stories. Students will
be assessed based on a rubric.
Writers Students will have a writers toolbox that
Toolbox they have been adding to and using
throughout their grade three year. This
toolbox consists of different writing
strategies, spelling strategies, as well as
tips to help their writing.
Best Part About Students will be given a writing prompt
Being Canadian that they will respond too. Students will
be given an opportunity to write and edit
a working copy as well as create a final
copy of their work. Students will also be
asked to decorate their piece, which will
be graded by a rubric.
Literacy Students will be going through a series of
Centers literacy centres centered on Canada.
Students will be given a Canadian
Passport and will receive stamps at each
center completed. Students will work at
the literacy centers will be used as
formative assessment. Students work
throughout the centres will help develop
skills as well as give the teacher
opportunities for one on one conferences
with students.
Math Quilt Students will be asked to show 150 on a
Making 150 provided piece of paper that will be
added to a class quilt showing the unique
ways to show 150! We will be also using

shapes to create maple leafs. There will
be a quick check on students ability to
show 150 as well as using smaller shapes
to create one larger shape.
Pattern Students will be given a variety of
Workbook and manipulative that they will have to use to
create patterns and sorting. Students will
take pictures of patterns and sorting
created to print off for their peers to
challenge each to discover sorting and
pattern rules. The teacher will use this
time to collet formative data on students
ability to create patterns and sorting
based on rules.
Data Collecting Students will be gathering data from
Workbook their classmates in regard to Canada
related questionnaire as well as self-
created questions. Students will be both
formatively assessed throughout the
class work with teacher check-ins and
conferences as well as used for
summative assessment based on
students ability to collect data and create
conclusions based on data.
Science Students will be given a guided research
Research workbook to ensure they are getting
enough information for their Canadian
animal. Students will be given prompt
and questions they must research to
provide the correct response based on
the animal they have chosen. Workbooks
will be continually looked at for
formative assessment to ensure that
students are gathering correct
information as well as completing the
desired work.
Researchers Students will have a researchers toolbox
Toolbox that they have been adding to and using
throughout their grade three year. This
toolbox consists of different research
strategies, appropriate websites, how to
look for factual information, as well as

other tips to increase the ability to
complete proper research.
Science Students will be presenting their
Research information, knowledge, and
understanding on the research they have
completed on a chosen Canadian animal.
Students will be given choice on how
they would like to present their
knowledge to the class. This project will
be used for summative assessed and be
the large performance task for the
Science Life Cycle unit.
Music During music both formative and
Participation/ summative assessment will be
considered when observing students
participating and effort within the period.
The GLOs and SLOs stated in the unit will
be considered for the assessment when
students are learning new songs and
actions to songs.
Physical During Physical Education both
Education formative and summative assessment
will be considered when observing
students participating and effort within
the gym. Ability to move, participate in a
team, and interacting positively with
their peers will be assessed.
Social Studies Students will be asked to work in groups
Commercial to plan and create a commercial to
discussing how Canada can positively
affect the international world. In groups
students will write their own scripts as
well as design their own commercial, and
will be filmed in front of a green screen.
The script as well as the commercial will
be used for summative assessment based
on a rubric.
Canada Fair At the end of the unit students will be
Project asked to choose a Canadian topic that
interests them based around Genius Hour
perspective. Students will be able to

present their knowledge in a way suited
for them to share with peers, family, and
friends at a fair. Students will be
monitored throughout the research and
designing process for formative
assessment. The project will also be used
as summative assessment based on a

Positive relationships and communication with parents is essential in furthering
students learning. Parent who are better aware of the activities and ideas that are
occurring in the classroom as well as their child's knowledge development can help their
children further develop at home. This relationship helps parents and teacher creating a
partnership in student learning and understanding. In her article, Parent Teacher
Relationships in Elementary School, Santiago et. al found that developing positive school-
teacher-parent relationships is essential to support students (2016). Higher levels of
parental trust in teachers and schools are directly correlated todecreased levels of
emotional symptoms, peer problems, and total difficulties (2016). By implicating a
communication line between parents and teachers will positively impact the student
development. The teaching quality standard addresses this relationship in KSA 12 to
develop and create a partnership between teachers, students, and parents.
By understanding the importance of a trusting and consistent relationship with
parents it is effective to have a consistent form of communication between parents
involving the class and learning occurring in the classroom as well as a way for parents to
easily connect with parents for questions, comments, or concerns. During this Grade Three
school year and throughout this unit I would send parents a monthly email addressing the

big units and themes occurring in the classroom as well as asking for assistance in the
classroom. For example, the unit Canada 150 would have been described to parents in the
beginning of the month email including big activities as well as a request for volunteers in
the classroom (Canadian Cooking). Having monthly updates ensures that the parents
understandings on the classroom, developing students knowledge, and important
Another form of consistent communication between the parents and the teacher is
using the Remind App. By setting a classroom Remind Board parents are able to easily
communicate with teachers in a non-threatening way (not using real phone numbers) but
have the convenience as a simple text message. As the teacher, the Remind App can also be
used to send out small reminders to parents of upcoming activities for example, wearing
red and white or participating in the Canadian cooking! This app is an effective and
convenient way for communication in and out of the classroom-keeping parents aware and
involved in their childs learning experiences.
In addition, setting up a private Twitter account allows for a fun and convenient way
for teachers to post pictures, videos, student work, and updates. Having a line of
communication that can be used to updates parents with pictures and praise student
achievement allows for another way for parents to be involved in their student learning.
These pictures and videos could be used as a conversation at the dinner table, tell me
about this photo at school. This will further students learning and understanding as well
as creating a more trusting relationship between the parents and the teacher.


During our Canada 150 unit our classroom will be transformed and designed to fit
our theme! Our class will do a variety of art projects to decorate the classroom
appropriately to fit our celebrating Canada's Birthday Theme. These art projects will
include streamers, Maple Leafs, flags, posters, and as well as pictures of the students. Our
classroom call and response will also be changed for the unit to better fit our theme. This
original call and response will be brainstormed, discussed, and developed as a class giving
student ownership over the response as well as better student engagement when using the
response. Students will also be exposed to many different versions of Oh Canada
throughout the unit during the national anthem. Our song our class writes will also be our
class song for the unit and we can sing and practice our song for engagement and exposure
to literature.
Our classroom sponge activities will be changed to be parallel to the unit. This
includes a variety of books in the classroom and using Epic about Canada and books wrote
by Canadian authors for students to read during the sponge times during a typical class

day. This further exposes students to different kinds of literature as well as keeps students
engaged and learning during times when they have completed work before classroom
transitions. Students will also be given a Canada workbook that includes word searches,
word scrambles, colouring pages, and other Canadian pages that students could work on as
a sponge activity. In addition, there will be a class Canadian puzzle in the classroom for
students to work on as well when they have completed the given learning activity. A puzzle
gives students to work on hand-eye coordination, fine motor skills, and problem solving
skills. In their research, Building Blocks for Developing Spatial Skills, Jirout and Newcombe
found that children who play with spatial toys, puzzles, have better spatial reasoning skills,
which help boots spatial development.
During our unit our class wants to share our achievements with our peers and with
the school. It is so important for students to be given moments to present their knowledge
and understanding outside of the classroom. This gives students ownership over their
learning, as well as a sense of motivation to complete their best work when it will be
showcased. Our class will display our Ted Harrison art project on our hallway class bulletin
board to show other students and teachers our beautiful art project presenting our Canada
study. As well our class would also have an opportunity to show our Social Studies
commercials to other students. During a set recess, students who wanted to share their
commercial to other students and teachers could so. Staff and students will be invited to
our class to view these commercials during recess time. As well, students will be presenting
their Canadian projects in a fair after school hours to their families and friends their focus
learning on Canada. This gives students moment to be proud of their work as well as show
important people in their lives work they are proud of.

Lesson L.A.: The Best Part of Being Canadian Teacher: Miss. Shostak
Title/Focus: Date: Thursday 9:00-10:30


GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
Component 10 (iii): Media and Techniques: Students will use media and techniques, with an emphasis on
exploration and direct methods in drawing, painting, printmaking, sculpture, fabric arts, photography, and
technographic arts.


SLO 1.1: Discover and Explore
Express ideas and develop understanding
Experiment with language and forms
Express preferences
Set goals
SLO 4.3: Present and Share
Present information
Enhance Presentation
Use effective and visual communication


1. Students will understand what it means to be Canadian.

2. Students will create original work describing the best part of being Canadian.


Observations: Student discussion and questioning

Student work time / conferences

Key Questions/ Canadian

Vocabulary: What does it mean to be Canadian?
What is the best part of being Canadian?

Products/Performa Working Copies

nces: Final Copies
Classroom Observations with Checklist - On task/ Off task


Alberta Program of Studies Teacher Resources:

YouTube: Camera
https://www.youtube.com/watch?v=zl5QodAFu Chart Paper
375663/ Photo booth Materials- Background, Frame,
Learn Alberta Props
Picture Paper
Extra Supplies
Student Resources:
Markers, Glue, Pencils
Writers Toolbox


Introduction Time

Attention Grabber Students will be on the carpet for the morning meeting! We have been sitting for 3 mins
so long! Lets stand up and give our brains a break! Lets do a shake break!
Students will be expected to sit back onto the carpet for class discussion.

Transition to Body We are going to be talking what it means to be Canadian? Does anyone know the
word Canadian? It kind of sounds like Canada?

Body Time

Learning Activity Key Questions: 10 mins

#1 What does the word Canadian mean?
What does it mean to be Canadian?
What does being Canadian look like? Sounds like?
Class Discussion:
Using chart paper writes down words or phrases that represent being
Canadian and/or what the best part of being Canadian is?

Assessment/ Are students engaged and participating? Are students on task? Are students
Differentiation developing an understanding on the vocabulary words? Are students able to create
clear examples of what it means to be Canadian?
Spell words out with Class
Students who struggle with sitting down still allowing the use of
appropriate fidgets or a place to move while listening

Learning Activity Writing our own Best Part of Being Canadian 20 mins
#2 Students will be given a template for their best part of being Canadian
writing activity.
Students are expected to think of an original and unique idea of what they
believe is the best part of being Canadian is. The grade threes will be
expected to think of an idea AND also go the extra-mile and explain why.
Students are encouraged to create a writing goal for themselves that day!
They will think about it and then share their goal with a neighbour.
When students are done they are encouraged to use their writers toolbox
to edit their work. Students who complete their edit are encouraged to edit
a friends work using our writers toolbox.
When students have completed their rough draft they can independently
read and wait for the photo booth to be prepared.

Assessment/ Are students engaged and participating? Are students on task? Are students
Differentiation developing an understanding on the vocabulary words? Are students able to create
clear examples of what it means to be Canadian? Are students use writing
strategies to develop their working copies?

Formative Assessment: Reading the working copies of students work to develop
more ideas, talk about the goals we set, writers toolbox, punctuation,
capitalization, spelling
Students can use a variety of tools to help them spell: dictionaries, Jolly
Phonics guide, Word Guides, Word Wall, peers, etc.
High-level students are encouraged to use descriptive language and an
extensive explanation of what they are proud of. A less guided template
will be provided.
Low-level students are encouraged to use words they already know and a
guided template will be provided.

Learning Activity Picture Time / Independent Reading: 15 mins

#3 Having pre-setup photo booth students will be called one-by-one to choose
a prop and pose in the photo booth. The picture will be used for their final
copy. The picture will be glued to their final copy!
During this time other students will be expected to finish their rough draft
(with editing) for their final copy. If students have completed their final
copy they will then be expected to independent reading

Assessments/ Are students engaged and participating? Are students on task? Are students
Differentiation developing an understanding on the vocabulary words? Are students able to create
clear examples of what it means to be Canadian? Are students use writing
strategies to develop their working copies?
Students will be given a variety of choice of literature to read from the
classroom library as well as their book bins.
Students will also be given the opportunity to listen to a book instead of

Learning Activity Final Copies: 40 mins

#4 Gave students to the carpet. Discuss what a final copy is? What is expected
in a final copy?
Students will be given final copy paper and where they can write their
response to the prompt. Students will be encouraged to use their best
handwriting. Students will copy their words from the working copy to
their final copy. Themselves will design their final copy! They do not have
to use the template!
Students will be given their pictures that they can cut and glue on their
final copies
Students will also decorate their final copy.
Students are encouraged to use their best printing, drawing, and colouring
because these will be posted in our classroom.
Students who finish will be asked to independently read or working on our
Canada puzzle.

Assessments/ Are students engaged and participating? Are students on task? Are students able to
Differentiation create clear examples of what it means to be Canadian? Do students understand

what a final copy is? Are students taking time to develop their final copy?
Scaffolding and one-on-one opportunities for lower-level students are
available to help with final copy work.
Students are given a variety of materials to decorate with as well as
freedom to be creative.

Cliff-hanger/Closure Time

Assessment of CLOSURE: 5 mins

Learning: Students will be asked if anyone would like to share their work to the
class! Explain how these projects will be hung up in our classroom for
our entire class to view, read and enjoy

Formative Assessment:
Classroom Observations: Using a checklist observe if students are on or
off task
Working Copies of Student Work
Self-Assessment/Peer Assessment
Summative Assessment:
Using a rubric the final copy of students work will be assessed.

Transition: Students will be asked to clean up and students will be asked to line up to
prepare for recess.


How does this individual Students have been exploring Canada as a unit throughout the week. We have been
lesson scaffold learning
exploring different aspect of Canada and different things that makes Canada so special
opportunities for
students? thinking about cross-curricular connections and especially through literature. The leading
What assumptions does days before this class as well as previous experiences in their lives would prepare the
this lesson make about students extensively to have an appropriate answer to the given prompt. Students have
what students already
been developing writing goals all year as well as using their writer's toolkit to assist them in
In what ways is this their writing. This gives students the proper tools they need to succeed in this particular
lesson connected to the activity. The next lesson Canadian Literacy Centres where students will be further exploring
next lesson? literacy and literacy links in Canada.

Classroom Checklist
Student Name On Task Off Task

Content Organization Sentence Vocabulary Conventions
4 Ideas are Connections Sentences vary Words and Punctuation
appropriate and/or in type and expressions are and
for the relationships length descriptive capitalization
connect and between consistently and enhance are correct
presented events, Sentences writing Familiar words
clearly actions, beginnings vary are spelled and
Details are details, is unfamiliar
specific and maintained words are

effective Writing spelled
Writer holds presenting phonetically
the readers information is
interests clear
3 Ideas are Some Some variation Words and Punctuation
mostly connections in sentences in expressions are and
appropriate and/or type and sometimes capitalization
and main idea relationships length Descriptive
is generally
is presented between Some variation Words chosen
Details are events, in sentence are
general with actions, details beginnings appropriate Familiar words
solid Writing are generally
Writer presenting spelled and
generally holds information is unfamiliar
readers generally clear words use
spelling rules
2 Ideas are Few Limited Words and Attempts
generally connections variation in expressions are punctuation
appropriate and/or sentence type simple Many familiar
and main idea relationships or length Words chosen words are
is developing between Limited are generally spelled and
Details are events, actions variation in appropriate unfamiliar
basic Writing sentence words suggest
Writing is present beginnings some spelling
straightforwar information rules
d somewhat
1 Ideas are Unclear Sentences are Simple words No evidence
inappropriate connections simple are of punctuation
and main idea and/or Sentences consistently and
is vague relationships beginnings are being used capitalization
Details are not between similar Many familiar
given events, words are
Writer is actions, spelled
confusing for details, incorrectly
reader Writing
information is
Working Copy Template #1

Working Copy Template #2

(Now tell the reader why you think that!)