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This unit plan draws from three foundational disciplines that are Social Studies, ELA, and
Science, in addition to incorporating elements and outcomes from Health subject. The big
ideas of this unit include the concept of self, family, responsibility, roles, community,
Essential Question
(What is the big, overarching question guiding your unit plan?)
Health:
Understanding & Expressing Feelings
R–1.1 Recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal
Science:
1.9 Use the senses to make general and specific observations, and communicate observations orally
and by producing captioned pictures.
•1.9.1 Identify each of the senses, and explain how we use our senses in interpreting the world.
•1.9.3. Apply particular senses to identify and describe objects or materials provided and to
describe living things and environments. Students meeting this expectation will be able to
describe characteristics, such as colour, shape, size, texture, smell and sound.
Video Clips:
1) Coco by Pixar https://www.youtube.com/watch?v=xN1a9xnczZw
2) A day in the life of a child in Haiti https://www.youtube.com/watch?v=wbcDl0iXsug
Books:
1) The Day You Begin by Jacqueline Woodson
2) My Two Blankets by Irena Kobald
3) My Many Colored Days by Dr Seuss
4) My Family, Your Family by Lisa Bullard https://www.youtube.com/watch?v=l43BjhJeW1g
5) Little School by Beth Norling
6) Communities in My World by Ella Cane
7) What I Like About Me? by Allia Zobel Nolan
8) The Name Jar by Yangsook Choi
Technology:
1) Audio and video recording devices
2) Camera devices
3) SMARTBoard technology
Apps:
Day 3 •What are our •Sharing circle: share what they have •Formative assessment:
responsibilities in learnt about belonging and identity so far. discussion, conversation
our everyday •Prompting questions: e.g skills, strategic
lives? - what did you find interesting about questioning (higher-order
yesterday’s picture book? questions such as “why”
- who is a part of your family at home? and “how”)
- where do I fit in in mycommunity?
Day 4 •What does it •Introduce the belonging tree: creating •Formative assessment of
mean to be a part our classroom family. group discussion
of my family? •Class discussion • Evaluate level of
•Arts and Crafts! Have students cut out a understanding of students
photo of themselves, write a sentence throughout the activity
about who they are in their family. •Assess students writing
by the sentence they
compose.
Week 2: Who am I?
General and Specific Outcomes:
English: 5, 6,7
Science: 1
Social Studies: 1.1.2.2, 1.1.2.4
What is the How will you assess
primary whether learning has
Lesson objective of What are the primary primary activities occurred in each
# this lesson in this lesson? lesson? How will you
in your own employ formative
words? assessment?
Day 1 •Introduce the •Class reading of My Two Blankets •*students will use this
theme of: Self •Mini lesson on Conventions: Prompt circling method on each
discussion with Q’s: What do you notice about rough draft they do for the
the words on the pages? What is a sentence? following week
What is a capital? •Assessing students
•Follow up activity: print out 2-3 pages of book understandings from the
as handout, have students circle each capital in mini lesson via their
blue, each period in yellow, and count # of interactions with the
sentence structure
sentences
activity sheets
Day 2 •Ask the • The teacher will share their own “I am” poem •Observe students
students to about themselves & ask follow up questions interacting with the “I am”
consider the •Students will create their own “I am” poem activity (summative
question, •Create examples for the students to reference assessment artifact)
“Who am I?”. 1. Students create a rough draft on •using evidence about
dotted lined paper students' knowledge,
2. Check in for review understanding and skills
3. Make a clean copy using the “I am” to determine deficits
template
•Compare with others in a group and discuss
their work so far.
Day 3 •What •Start with class reading of My Many Colored •Formative assessment
different Days by Dr. Seuss will be conducted
kinds of •Emotion visuals will be presented in the format throughout the
emotions do I of an emoji map that has various emotions with construction of a rough
feel? an associated visual and will be labelled. draft of the emjoi
•Students will write about two emojis from the assignment
emjoi map and write one sentence per emoji •Check in for review will
•Close class with Mind Yeti for whole class provide the teacher an
meditation will be in English as well as devices opportunity to assess
offered for ELLs to listen in their 1st language where each student is at
in regards to the learning
objectives.
Day 4 •Introduce •Introduce what an acrostic is followed by the •Formative assessment
what is an prompts: What do you notice first? What do you throughout the various
acrostic notice about the word going down and the stages of the acrostics
sentences? initial learning activity and
•Ask “What •Introduce students to the acrostics based on guiding them when they
makes you initials (2-4) are making rough copy
unique?” and a clean copy
Day 5 •Recap of the •Students who are done all of their clean copies •This variable work and
week: Who will paste they’re work into their portfolio review period will allow
am I? •Students who are not finished will have a the teacher to conduct
catch-up time thorough formative
•Students who finished adding to their portfolio assessment through
can choose to read or do a Mind Yeti observation and
discussion of students, as
meditation
well as evaluation of their
•Time permitting, once everyone has finished
progress on the learning
up as a class we’ll engage in a sharing circle. task.
Summative Assessment
Students will create an emoji. They will be required to select two emojis from a bank of emojis that they
write a single sentence for each. With the guidance of the teacher, students will then draw and decorate
their own personalized emoji to represent themselves as individuals. Students will be assess
summatively and formatively based on conventions, criteria, and printing.
Day 5 •Our •Sharing Circle: Students will gather in sharing circle •Formative
communities and share with the class what they are going to be assessment:
doing during the weekend. Students reflection of
•Students will consider ideas by others and voice peer’s weekend
comments and questions towards other students’ activities, assess
weekend plans. students
•Reflection: After the sharing circle, students will conversation and
reflect upon the weekend plans of other students and listening skills.
will discuss what they found interesting about one or
more other students. Students can do this in the form
of writing, recorded audio or video.
Summative Assessment
For this week's summative assessment, students will complete nesting diagrams to add to their portfolio.
Students will examine the different levels of communities and groups that they are apart of and compare
diagrams with another student. This activity will be completed individually. Refer to rubric to assess
students portfolio as a whole at the end of the unit.
What is the
How will you assess whether
primary
learning has occurred in
Lesson objective of What are the primary primary activities in
each lesson? How will you
# this lesson this lesson?
employ formative
in your own
assessment?
words?
Week 6: Putting the pieces together
General and Specific Outcomes:
Social Studies: 1.1.3.5, 1.1.4.2
Day 1 Unit Review - •U-Shaped discussion: The final week of the •Formative: based on the class
The Feeling unit will begin with a student led discussion discussion via a sharing circle,
of Belonging where they will be prompted to discuss the the brainstorming session, and
various learnings and understandings they student conference, the
have experienced throughout the unit. teacher will gain an
•Brainstorming - The teacher will lead a understanding of the overall
class brainstorming session, asking knowledge the students gained
students to list the various ways that each of throughout the unit in relation
the students can belong. The teacher to the essential question.
should create a list on the board or on a Summative: the journal entry
large piece of paper with the suggestions will be scored based on a
being added by the teacher. rubric/checklist that the
• Journal Entry: Students will be adding an students are given. Based on
entry to their journal the discussion, students will
•Student Conference: One on one know the need to include
conversation with students to check their something about their self,
level of completion of portfolio and to guide home, school and community.
students on how to finish. They will be required to draw 2
of the 4 areas and write about
2 of the 4 areas of their choice.
Day 2 Time Capsule •Class Discussion - Think-Pair-Share: •Formative: based on the
Students will think about where they fit in Think-Pair-Share and
based on what they’ve learned over the unit. participation in the Time
They will then share that with a classmate. Capsule class discussion and
brainstorm the teacher will be
The class will have a discussion based on
able to formatively assess
everyone’s conversations.
students learnings and
•Activity - Time Capsule Recording: understandings in relation to
Students will record a positive message specific unit objectives.
about where they fit in and some advice to •The teacher will also be able
their future self to be listened to at the to formatively assess where
beginning of grade 2. Teacher will have each student is at in regards to
record time capsule messages in small the work they have completed,
groups. and what else needs to be
done as it pertains to each
•While students are waiting they can
students portfolio.
complete any outstanding work from the unit
in preparation for the Student Showcase
Day 3 What Did I •Book Reading - What I Like About Me? by • Formative assessment will be
Learn Allia Zobel Nolan. conducted throughout the
Celebration •Activity - Students will participate in a lesson by gauging students
Party sharing circle where they discuss what they response during the sharing
circle.
liked/disliked over the course of the unit,
•The self-review portion of the
address any outstanding questions students
lesson will provide the teacher
might have with an opportunity to assess
•Self-review: Following the teacher going where each student is at in
through the final requirement for the regards to completion of their
portfolio and showcase, students will be portfolio, as well as allow the
asked to determine if each part of their student to see where there are
portfolio is complete, as well as make any gaps in their portfolio
necessary changes requirements.
•Finish preparation for Student Showcase
Day 4 Showcase •In groups, students will take part in sharing •Students sharing their
Prep their portfolios. Students will be instructed to portfolios with each other will
provide two comments about what went provide them with an
well, and one comment on how to improve opportunity to evaluate their
•Finish all outstanding work from weeks 1-5 portfolio in relation to other
•Celebration of hard work and learning with students in their class. They
a mini in-class party with a focus on the will also receive positive
various ways in which student fit in. feedback and one suggestion
to improve their portfolio
components.
Day 5 Student •The class will participate in a student led •The portfolio showcase will
Showcase showcase, displaying and exhibiting the itself be a way to conduct
various works that comprise their individual formative assessment of
portfolios. This showcase is intended to be overall learnings by listening to
shown to the buddy kindergarten classroom students conversations around
from the student tour activity, or to another their portfolio when discussing
grade one class with permission from their them with the audience class.
teacher. Summative assessment for the
student showcase is described
in detail below.
Summative Assessment
There will be a journal entry that will be scored based on a rubric/checklist (Appendix A) that the students
are given. The checklist-style rubric will be reviewed as a class before students start their entry. As a
class, we will determine requirements for the journal entry for example elements of identity such as self,
home, school and community. They will be required to draw two of the four areas and write about two of
the four areas of their choice.
After the six weeks, students will have completed weekly activities that they will culminate in a portfolio
that empases all of their learnings. This portfolio is the ultimate learning artifact that teachers will gather,
assess summatively, and be able to show it to parents for parent teacher interviews. We are aiming to
assess, writing, drawing, grammar and punctuation, clarity and expression, organization and neatness,
overall understanding of requirements, completion, and creativity and innovation.
ELL Supports and Benchmark Assessments
This lesson plan provides the teacher an opportunity to assess ELL students Listening and Speaking
skills and to measure them in relation to Grade Level utilizing ELL Benchmarks as set out Learn Alberta.
Socio-Linguistic (awareness of social and cultural factors influencing the way language is
used)
Understands: main ideas of discussions and presentations on familiar and unfamiliar topics
clauses and sentences connected with: common conjunctions time markers sequence markers.
Auditory Discrimination (ability to hear differences in the sounds of letters and letter
combinations)
Uses a range of words (approximately 15,000)*, including: utility words descriptive words
subject-specific words academic words to: express ideas ask and answer questions make
statements.
Uses techniques, such as: message replacement, everyday expressions, everyday questions.
Socio-Linguistic (awareness of social and cultural factors influencing the way language is
used)
Connects ideas using: common conjunctions, time markers, sequence markers, prepositional