Running head: INTEGRATED UNIT PLAN...

Running head: INTEGRATED UNIT PLAN 1

Integrated Unit Plan

Haley Barton, Emily Bass, and Catherine Theriault

St. Thomas University

INTEGRATED UNIT PLAN 2

Unit Title:

Unit 1 Introduction

Grade:

5

Outline of Unit Topic:

The topic of this unit is historical inquiry. Students will engage in the process of

considering how primary sources are discovered, evaluated, and used to construct historical

knowledge. Students will first learn about primary sources and the value such sources have in

helping us understand the past. Students will review their prior knowledge of primary sources,

which they should have learned in grade four. This includes knowledge of firsthand accounts

such as diaries, letters, and official documents. To add to this knowledge, students will learn that

material objects such as artifacts, oral histories such as interviews, and images such as paintings

and photographs are all primary sources as well.

One of the key factors of this outcome is the discipline of archaeology. Archaeology is

the study of people of the past, including their way of life and their relationships with the

environment. Students will learn that archaeology is achieved through the study of artifacts left

by past societies, the places people lived, and the changes people made to the landscape. While

learning about history, students will also learn that there are gaps in historical knowledge. This is

caused by artifacts being lost or destroyed and history changing as new discoveries are

unearthed. To facilitate the study of archaeology and history, students will be introduced to the

four major historical eras. These include the prehistoric era (up to approximately 3000 BCE),

the ancient era (approximately 3000 BCE to 500 CE), the middle ages (approximately 500 CE to


1500 CE), and the modern era (approximately 1500 CE to the present). After students receive a

brief introduction to these time periods, the primary sources used in class will be from the

modern era. Throughout the unit, an emphasis will be placed on primary sources related to

schooling in the modern era. The purpose for this is to provide students with the opportunity to

learn information about primary sources in a context that is relevant to them. Additionally

however, students will also learn about other historical primary sources to ensure that a wide

range of knowledge is provided.

At the conclusion of the unit, students will understand that history is often constructed

through the discovery of primary sources. They will also learn that primary sources can provide

us with a lot of knowledge about a place or its people.

Social Studies Curriculum Outcomes:

GCO 5.1.1: Demonstrate an understanding of how we learn about the past.

Language Arts Curriculum Outcomes:

GCO #1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

SCO: Contribute thoughts, ideas, and experiences to discussions, and ask questions to clarify their ideas and those of their peers

SCO: Ask and respond to questions to seek clarification or explanation of ideas and concepts

SCO: Explain and support personal ideas and opinions SCO: Listen critically to others’ ideas or opinions and points of view

GCO #2: Students will be expected to communicate information and ideas effectively and

clearly, and to respond personally and critically. SCO: Contribute to and respond constructively in conversation, smallgroup and

wholegroup discussion, recognizing their roles and responsibilities as speakers and listeners

SCO: Use word choice and expression appropriate to the speaking occasion SCO: Give and follow precise instructions and respond to questions and

directions SCO: Engage in, respond to, and evaluate oral presentations


GCO #3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

SCO: Demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation

GCO #4: Students will be expected to select, read, and view with understanding a range

of literature, information, media, and visual texts. SCO: Select, independently, texts appropriate to their interests and learning needs SCO: Read widely and experience a variety of children’s literature with an

emphasis in genre and authors SCO: Use pictures and illustrations, word structures, and text features (e.g., table

of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information.

SCO: Describe and discuss their own processes and strategies in reading and viewing.

GCO #5: Students will be expected to interpret, select, and combine information using a

variety of strategies, resources, and technologies. SCO: Answer, with increasing independence, their own questions and those of

others by selecting relevant information from a variety of texts Respond to personal, group, and instructional needs for information

through accessing a variety of texts Increase their abilities to access information in response to their own and

others’ questions

GCO #6: Students will be expected to respond personally to a range of texts. SCO: Describe, share, and discuss their personal reactions to a range of texts

across genres, topics, and subjects SCO: Support their opinions about texts and features of types of texts

GCO #7: Students will be expected to respond critically to a range of texts, applying their

understanding of language, form, and genre. SCO: Use their background knowledge to question and analyse information

presented in print and visual texts SCO: Recognize how conventions and characteristics of different types of print

and media texts help them understand what they read and view SCO: Respond critically to texts by:

Applying strategies to analyse a text Demonstrating growing awareness that all texts reflect a purpose and a

point of view


GCO #8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

SCO: Use a range of strategies in writing and other ways of representing to: Frame questions and answers to those questions Generate topics of personal interest and importance Record, develop, and reflect on ideas, attitudes, and opinions Compare their own thoughts and beliefs to those of others Describe feelings, reactions, values, and attitudes Record and reflect on experiences and their responses to them

SCO: Make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing.

GCO #9: Students will be expected to create texts collaboratively and independently,

using a wide variety of forms for a range of audiences and purposes. SCO: Create written and media texts, collaboratively and independently, in

different modes (expressive, transactional and poetic) ,and in an increasing variety of forms.

Use specific features, structures, and patterns of various test forms to create written and media texts

GCO #10: Students will be expected to use a range of strategies to develop effective

writing and other ways of representing and to enhance their clarity, precision and effectiveness.

SCO: Use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies

SCO: Demonstrate an increasing understanding of the conventions of written language in final products

Use basic spelling rules and show an understanding of irregularities Use appropriate syntax in final products Use references while editing (e.g., dictionaries, classroom charts,

electronic spell checkers, checklists, thesauri, other writers

Integration of Language Arts:

Provided above are all of the general and specific Language Arts curricular outcomes

covered within this unit. These outcomes are met as a means to integrate literacy with social

studies. Literacy is incorporated into our lesson plans by including daily literature circles, letter

writing, readers theatre, the creation of graphic organizers, entry and exit slips, formulating


appropriate questions and responses, as well as group and grand discussions. Historical reading

material will also be added to the classroom library so that students can choose historical books

for silent reading.

Assessment:

Diagnostic, formative, and summative assessment strategies are conducted in this unit.

For diagnostic assessment, students’ prior knowledge will be assessed through a class discussion

about primary sources. The knowledge students have about primary sources will be formulated

into a web on the whiteboard. The teacher can use this information to guide his or her planning

for the remainder of the unit. For formative assessment, anecdotal notes will be taken throughout

the course of the unit. The teacher will observe students in each lesson and write any pertinent

notes he or she feels are important. Notes will be stored in a teachercreated anecdotal notes file

folder. Please see Appendix A for an image of the file folder. Entry and exit slips will also be

used to gauge students understandings and thoughts about the material. Additionally, the teacher

will conference with students throughout the unit and collect their concept maps. For summative

assessment, the teacher will collect each student’s literature circle duotangs and assess their

worksheets with a rubric. Please see Appendix B for the rubric. Students’ letters and readers

theatre will also be summatively assessed. The teacher will again assess these items with rubrics.

Please see Appendix C for the letters rubric and Appendix D for the readers theatre rubric.

Students will be provided with the checklists and rubrics that they will be assessed with

throughout the unit. By doing so, students will have the best chance to succeed.


Overview of Unit Lessons:

Week 1:

Lesson Title Activities Resources 1. Introduction Assess prior knowledge of primary sources by

creating a web. What are they? What purpose do they serve? Where can we find them? YouTube video comparing primary sources to secondary sources In partners, students create list of specific examples of primary sources and share. Partners will share two each with the class after completion. Teacher will provide an explanation of the primary sources that will be addressed in the unit with the corresponding learning goals. Teacher will explain how students’ historical knowledge of primary sources will be advanced through literature circles. (Students will already be familiar with literature circle roles as they have participated in them earlier in the year). Teacher will provide information about the five literature circle books. Students will “book shop” for remainder of class by looking at book covers, chapter titles, etc., to choose top three choices. Choices will be submitted to the teacher at the end of class. Teacher will create the groups after school.

YouTube Video: https://www.youtube.com/watch?v=xIdm6RguzRM Literature Circle Books: No Safe Harbour: The Halifax Explosion Diary of Charlotte Blackburn, Halifax, Nova Scotia, 1917 by Julie Lawson Not a Nickel to Spare: The Great Depression Diary of Sally Cohen, Toronto, Ontario, 1932 by Perry Nodelman Where the River Takes Me: The Hudson's Bay Company Diary of Jenna Sinclair, Fort Victoria, Vancouver's Island, 1849 by Julie Lawson Whispers of War: The War of 1812 Diary of Susanna Meritt, Niagara,

https://www.youtube.com/watch?v=xIdm6RguzRM



https://en.wikipedia.org/w/index.php?title=Julie_Lawson&action=edit&redlink=1

https://en.wikipedia.org/w/index.php?title=Perry_Nodelman&action=edit&redlink=1

https://en.wikipedia.org/w/index.php?title=Perry_Nodelman&action=edit&redlink=1




Upper Canada, 1812 by Kit Pearson With Nothing But Our Courage: The Loyalist Diary of Mary MacDonald, Johnstown, Quebec, 1783 by Karleen Bradford

2. Diaries Literature Circles begin for first thirty minutes of class. Students will be divided into their teachercreated literature circle groups to begin their novels. Introduce students to the concept of archaeology and how it is the study of people of the past, their way of life, and their relationships with the environment. This definition will remain on the board for the entirety of the unit. Teacher will create a timeline on the board of the four different time periods that archaeologists study (prehistory, ancient, middle ages and modern) with their dates to provide students with knowledge of them. Explain to students that all of the primary sources we will be analyzing will be from the modern period. Show students first example of a primary source: diaries. Students will have just seen examples of diary entries after reading their first chapters of their Dear Canada books in their literature circles. Inform students that had these diaries been nonfiction and actually written by an individual living in the past, they would be primary sources. Project diary entry of William Lyon Mackenzie King, a former prime minister, onto the projector screen. Explain who he is and when he was prime minister. Read the letter aloud. Students will discuss in groups of four what they feel the entry can tell us about the writer, his way of life, his relationships, and general information about the time period. Students will be given a recording sheet for them to record answers with this question. Groups will share answers with the class.

Literature Circle Books Diary entry: http://www.baclac.gc.ca/eng/discover/politicsgovernment/primeministers/williamlyonmackenzieking/Pages/item.aspx?IdNumber=8215

https://en.wikipedia.org/wiki/Kit_Pearson

https://en.wikipedia.org/wiki/Karleen_Bradford

https://en.wikipedia.org/wiki/Karleen_Bradford

http://www.bac-lac.gc.ca/eng/discover/politics-government/prime-ministers/william-lyon-mackenzie-king/Pages/item.aspx?IdNumber=8215








3. Letters Literature Circles for first thirty minutes of class.

Remind class that yesterday we learned about a former prime minister and his way of life through a diary entry. We learned about general information about the class. Inform them that we will now learn about the past with our second type of primary source: letters. Thus, students will create their own primary sources for future populations to learn about schools in 2016. Tell students that we are going to learn specific information about the past by focusing on schools of the past for the next few lessons. We will start by analyzing old letters. Students will be divided into partners. Each partner set will be given three letters to examine together. One will be a letter to a pen pal written by a student, a second letter will be to parents regarding a field trip by a teacher, and a third letter to students from a teacher. All will have been written over fifty years ago. After reading the letters, students will discuss what they learned about school life over fifty years ago and how school has changed. Students will have a grand discussion discussing what stood out to them in the letters.

Literature Circle Books Letters

4. Letters Con’t.

Literature Circles for first thirty minutes of class. Students will write letters to create primary sources for our current time. Students are to describe school life. This can include whatever they like about school as long as it is relevant. For example, they could write about the building, playground equipment, their studies, their extracurricular activities, the technology used, school supplies, etc. The letters will be written to a future reader. Letters will be put into a time capsule that will be buried at the end of the unit after students put other items into it that they create.

Literature Circle Books

5. Official Documents

Literature Circles for first thirty minutes of class. Students will examine a third type of primary sources: official documents.



Teacher will provide explanation of what official documents can be. Students will then brainstorm in a web format examples of official documents. Students will examine examples relating to school and the past in general in groups of three by rotating through centers. Centers include the deed of the school, the birth certificate of the teacher, a diploma, etc. Groups of three will join with another group to make a group of six. Groups will discuss what historical information they were able to learn from official documents.

Official Documents

Week 2:

Lesson Title Activities Materials 6. Pictures Literature Circles for first thirty minutes of class.

Explain to students that we are going to expand our knowledge of schools of the past by working with a new primary source; images. Students will be divided into groups of three. They will be provided with photocopies of 10 different images. On their desks, groups are to arrange the photos in the order that they think they were taken (past to present). After groups arrange their photos, the teacher will lead the class in the creation of a timeline together. A piece of string will be hung across the top of the board. Students will discuss which photos should be where in a discussion lead by the teacher. With as much consensus as possible, the photos will be clothespinned to the string in the order that the students believe is correct (timeline). The teacher will reveal the dates the photos were taken by writing them under each photo on the board and rearrange the photos so that they are in the proper order. (The photos will have the dates written on the back so it will be easier for the teacher to reorganize. The class will have a discussion about what surprised them the most, why they thought some pictures were taken when and why, etc. Students will complete an exit slip about which picture interested them the most and what they can learn about the time period from it.

Literature Circle Books Pictures


7. Paintings Literature Circles for first thirty minutes of class. Teacher will review what we learned about the past from images in yesterday’s class. Introduce students to the fact that we can also learn about the past from paintings in addition to pictures. The teacher will show paintings created throughout the 1900s onward on the SMARTBoard. The name of the painter, painting title, and year the painting was created will be provided for each painting. Students will discuss in fullclass discussion what they can learn about the year the painting was created based on what they see in the painting. After each painting, the teacher will provide information about social events and life during that time so that students can make the connection of what was happening with what was painted. Students will then create their own painting to be used as a primary source for their time capsule. Students will paint a watercolour painting depicting school in the 21st century. They can paint whatever aspect of school they wish. This includes the classroom, their friends, the playground, etc. Because paintings will not be completed in the allotted time frame, the painting will be carried on in the week’s art class with the emphasis being on watercolour painting techniques.

Literature Circle Books Images of Paintings

8. Oral History

Literature Circles for first thirty minutes of class. Students will learn about another type of primary source: oral histories. The teacher will explain what oral histories are and provide examples. The teacher will ask students to suggest specific examples that they could use to find out about the past. The teacher will inform the students that interviews are the example the class will focus on. Show an example on the SMART Board of an interview being someone so that students know how it is done. Tell the students that tomorrow they will be conducting an interview with senior citizens who attended school in their community 60 years ago. Explain that this is the students’ opportunity to help create an oral history as a primary source. Ask students to brainstorm questions with their elbow partners that they would like to ask the interviewees. Students will be provided with a question sheet to write three questions down. Students can choose whatever they

Literature Circle Books Oral History Example


would like to learn about as it relates to attending school in the community 60 years ago compared to now. Students will write their questions on the board. The class will then agree upon ten of them to ask tomorrow. Students will volunteer to be in charge of asking certain questions.

9. Oral History Interview

Literature Circles for first thirty minutes of class. Students will conduct an interview with their guest speaker in order to create an oral history primary source. Students will be provided with recording sheets listing the questions they collectively decide to ask. Space will be provided under each question for students to write answers in point form that the interviewee states. Students will present a thank you card to the guest speaker that they signed earlier in the day.

Literature Circle Books Guest Speaker

10. Artifacts Literature Circles for first thirty minutes of class. Students will complete an entrance slip about the piece of historical information that they found most interesting in yesterday’s oral history. Students will then learn about another type of primary source; artifacts. The teacher will explain that artifacts are another means through in which history has been created and understood. Students will be asked to provide examples of artifacts. Students will rotate in groups through five centers to analyze different artifacts from the modern era. Students will use an artifact recording sheet to describe what they believe the artifact is, how the artifact feels, what the artifact looks like, the possible purpose of the object, etc. After groups have rotated through each center, the students will hypothesize together what they believe the artifacts are. The teacher will present a SMART Board presentation showing what each artifact is, where it comes from, and when it was created. As each artifact is presented, students will discuss what the artifact can tell them about the history of the time and place where it came from.

Literature Circle Books Artifacts


Week 3:

Lesson Title Activities Materials 11. Kings Landing Prep

Literature Circles for first thirty minutes of class. This is the final day for literature circles. The session will be used to tie up any loose ends. Students will prepare for their field trip to Kings Landing the following day. Teacher will provide a rundown of the field trip so that they know what to expect. Students will be provided an overview of what Kings Landing is, given a schedule of the day’s events, divided into their groups, informed of who their chaperones will be, and reminded of the rules. Students will then participate in question generation. In groups of three, students will create three questions that they will ask their guides in order to find out historical information about the past. The teacher will recommend that a few questions asked are about school in the 1800s in order to continue comparing schools in the present to schools in the past. Groups will then write their questions on the boards for all students to see. One person in each group will be responsible to ask one of the questions that their group created. Students will also ask guides about primary sources used to help create the settlement.


12. Field Trip to Kings Landing

Students will take a field trip to King’s Landing. They will spend the full day at the settlement. Students will ask the guides questions that they created the previous day and remember the answers for the next class. For more information about the field trip, please see the attached appendix.


13. Kings Landing FollowUp

The teacher will review the field trip to Kings Landing. The lesson will open with a prompt question about what students’ found the most interesting. Students will then conduct a grand conversation to answer the questions that they were responsible for. The students will write their answers on the board under the questions that they wrote the previous day. Students will also discuss what artifacts they learned



were used to create the representation of an 1800s settlement. After all of the information is compiled and discussed, the teacher will model how students are to create a concept map. (This will not be the first time that students have used them as a visual representation tool). Students will organize the information into a concept map by category. They can use all information on the board as a guide. After students finish their concept maps, they will be hung in the classroom to remind them of what historical knowledge they learned on their trip.

14. Literature Circles Readers Theatre

To bring closure to the literature circles, students will create a readers theatre script in their literature circle groups which is to be presented to the class the following day. (Students will already be familiar with readers theatre as they have done it before in class.) Students will use the chapter with the most significant historical elements (perhaps reference to a primary source) and write a summarized script about it. This will give the other students in the class a glimpse at what the book is about, without giving away the plot. Other students will then know if they are interested in reading the book themselves. After explanation, students will be given the entire class to work in their literature groups to write their scripts. Scripts need to be no longer than a couple of minutes.


15. Readers Theatre Presentations

Students will meet in their literature circle groups and add any final touches to their scripts for readers’ theatre. Students will then be provided with time to practice their script with their group so that they can become comfortable reading their lines. Students will present their readers theatre presentations in the last twenty minutes of class.



Detailed Lesson Plans:

Lesson 4:

Lesson Title: Letter Writing Continued (4)

Unit: Integrated Social Studies Unit: How We Learn From the Past

Grade: 5

Subject: Social Studies & English Language Arts

Date: NA

Lesson Length: 1 hour

Standards & Outcomes

Social Studies:

GCO 5.1.1: Demonstrate an understanding of how we learn about the past

Language Arts:





GCO #2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

SCO: Contribute to and respond constructively in conversation, smallgroup and wholegroup discussion, recognizing their roles and responsibilities as speakers and listeners


directions GCO #3: Students will be expected to interact with sensitivity and respect,

considering the situation, audience, and purpose. SCO: Demonstrate an awareness of the needs, rights, and feelings of others by

listening attentively and speaking in a manner appropriate to the situation


GCO #8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

SCO: Use a range of strategies in writing and other ways of representing to: Frame questions and answers to those questions Generate topics of personal interest and importance Record, develop, and reflect on ideas, attitudes, and opinions Compare their own thoughts and beliefs to those of others Describe feelings, reactions, values, and attitudes Record and reflect on experiences and their responses to them


GCO #9: Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes

SCO: Create written and media texts, collaboratively and independently, in different modes (expressive, transactional and poetic) ,and in an increasing variety of forms.

Use specific features, structures, and patterns of various test forms to create written and media texts

GCO #10: Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness.

SCO: use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies

SCO: demonstrate an increasing understanding of the conventions of written language in final products

Use basic spelling rules and show an understanding of irregularities Use appropriate syntax in final products Use references while editing (e.g., dictionaries, classroom charts,

electronic spell checkers, checklists, thesauri, other writers

Rationale

In this lesson students will continue with their literature circle activities and role. Students will apply their new knowledge of primary sources to create their own primary source; letters. Through the letters they will create, students will provide future students of their school with knowledge about what life is like today in 2016. These letters will be encased in a time capsule and buried on school property in order to create a primary source for future students.


Necessary Materials

Literature Circle Books Literature Circle Duotangs (Outlining detailed roles, one per student) Loose Leaf Envelopes Pencils Crayons/Markers Large Sealable Glass Jar RubberMaid Tote Popsicle Sticks with student names (done previously) and a container to hold them. Timer SmartBoard

Procedure

Literature Circles (30 minutes):

Teacher will begin the class by instructing students to take their literature circle books and duotangs and get into their designated groups. ***If students are not where they are required to be in their novels, silent reading time will have been given during Language Arts earlier in the day and students would have been required to do their best to catch up.

Teacher will remind students that they will be switching roles for the first time, Discussion Leader will become Word Wizard, Word Wizard will become Summarizer, Summarizer will become Illustrator, Illustrator will become Passage Picker and Passage Picker will become Word Wizard. ***Detailed literature circle roles can be found in Appendix E.

Students will remain in their literature circle groups until the timer goes off, signalling the end of this portion of the lesson.

Letter Writing (30 minutes):

Teacher will begin this portion of the lesson (approximately 5 minutes) by reminding students of concepts already covered in the unit by asking; “Who can tell me the difference between primary and secondary sources?” “Who can tell me something we learned about letters as a primary” and “Who can tell me about something that really stood out to them in the letters we read last class?” *** Students will be selected to respond using the Popsicle Stick Method

Teacher will explain to students that they will be creating primary sources to depict what life is like in 2016. Students are to describe school primarily, including topics such as the building, playground equipment, their studies, their extracurricular activities, the technology used, school supplies, etc.


Once school life has been covered, students are encouraged to touch on pop culture and current events.

Teacher will go to the SmartBoard and provide students with a short example, emphasizing letter format and structure

Example: Dear Rexton Elementary Student of the Future,

Greetings from the year 2016! My name is Ms. Theriault, and I am a 5th grade teacher here at RES. Let me tell you what life is like in our school right now. There are 11 homeroom classes in the school right now and 15 teachers, including me. We just got a brand new play structure on the playground, and everyone loves playing on it during recess! Mrs. Wilson in the Principal, and Ms. Richard is the Vice Principal. They are both really nice! I love using the SmartBoard during my lessons, and I am hoping to get a set of iPads for my class very soon. I wonder if every student in the future will have iPads. Thank you for reading my letter, I hope the future is great and Rexton Elementary is still an awesome school. Your friend, Ms. Theriault

After the example is explored, the teacher will ask students to take out looseleaf and a pencil. The teacher can provide these for students who do not have the required supplies.

The teacher will ask the students to first brainstorm ideas with their elbow buddy. The teacher will then instruct students to begin writing their letters. While students are writing, the teacher will circulate and provide assistance when

required. If students finish in time, they may add a drawing to their letter. When the period comes to a close, the teacher will collect the letters at put them in the

glass jar, inside the Rubbermaid tote, which will be added to later in the unit to become a time capsule.

Additional time can be given later in the unit for students who wish to add more to their letters.


Differentiation/Special Consideration

For students who struggle with following along, written instructions can be written on the board in addition to being given orally. Written instructions can also be given to students with autism to have at their desks.

For students with ADD/ADHD, they can sit on an exercise ball during the lesson and will be allowed to get up and move around when required.

For students that struggle with motor skills, the letters can be typed. For students with visual impairments, oral description can accompany the written

portions of the lesson. For students with hearing impairments, assistive technology can be used. Gifted students, or students needing enrichment, may write longer, more detailed

letters.

Assessment/Evaluation

Anecdotal notes will be taken during the lesson.

FollowUp/Reflection

What worked well and what didn’t, as well as other considerations will be recorded here after the completion of this lesson.


Lesson 6:

Lesson Title: Pictures (6)


Grade: 5


Date: NA



Social Studies:


Language Arts:










listening attentively and speaking in a manner appropriate to the situation GCO #8: Students will be expected to use writing and other forms of representation to

explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

SCO: Use a range of strategies in writing and other ways of representing to: Frame questions and answers to those questions


Generate topics of personal interest and importance Record, develop, and reflect on ideas, attitudes, and opinions Compare their own thoughts and beliefs to those of others Describe feelings, reactions, values, and attitudes Record and reflect on experiences and their responses to them

SCO: Make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing

Rationale

In this lesson students will continue with their literature circle activities and role. Students will extend their knowledge of primary sources by learning about an additional type. Students will learn how images can be used to learn historical information about time periods. Specifically, students will evaluate pictures to determine what can be learned from them.

Necessary Materials

Literature Circle Books Literature Circle Duotangs (Outlining detailed roles, one per student) 10 Original Photos from 1900 Onward 12 Photocopies of 10 Original Photos String Clothespins Whiteboard Whiteboard markers Popsicle Sticks with student names (done previously) and a container to hold them. Timer SmartBoard Exit Slips Pencils

Procedure




Teacher will remind students that they will be switching roles for the second time, Discussion Leader will become Word Wizard, Word Wizard will become Summarizer, Summarizer will become Illustrator, Illustrator will become Passage Picker and Passage Picker will become Word Wizard. ***Detailed literature circle roles can be found in Appendix D.

Students will remain in their literature circle groups until the timer goes off, signalling the end of this portion of the lesson.

Picture This Activity (30 minutes):

Prior to beginning this portion of the lesson, the teacher will have hung a string across the length of the whiteboard.

Teacher will begin this portion of the lesson (approximately 5 minutes) by reminding students of concepts already covered in the unit by asking; “What is a primary source?”, “What primary sources have we learned about so far?” *** Students will be selected to respond using the Popsicle Stick Method.

Teacher will explain to students that we are going to expand our knowledge of schools of the past by working with a new primary source. This primary source is images. Ask students what kinds of images they believe could be used as primary sources.

After students suggest pictures, the teacher will inform students that they are going to examine ten pictures that were taken from 1900 onward until the current year. The pictures are all representations of school to some degree. The students’ job is sort the pictures in order from what they believe is the oldest to the most recent.

Ask the students, “How can we figure out when the picture may have been taken? What clues can we search for in the pictures?” (Ex: the clothing and hair styles of people, the background, the actions occurring in the photo, the colour of the photo, etc.)

Teacher will inform the students that they will conduct this activity in groups of three. The teacher will divide the students into groups of three by numbering them off.

Students are then to meet their groups at a table. Once groups are formed and sitting at tables, the teacher will hand each group a set of

ten photocopied photos. The students will put the photos into order from oldest to most recent to the best of their ability. The teacher will set the timer on the SMART Board for students to begin.

When the timer goes off, the teacher will lead the class in the creation of a photo timeline together. The teacher will ask the students to hold up the photo that they believed was the oldest. If different photos have been chosen, the students can offer their reasoning behind why they were chosen.

The class will come to a consensus about which photo is the oldest by raising their hands to vote for each photo. That photo will then be hung at the farthest left of the string hanging across the top of the whiteboard. The teacher will hang it with a clothespin.

This process will continue for each of the ten photos.


After all photos have been hung, the teacher will reveal the dates that the photos were taken by writing them on a timeline under each photo on the board. The teacher will then rearrange the photos if any are not in the proper order. (The photos will have the dates written on the back so that rearranging the photos is an easy task.) The proper dates will then be written under any photos that need rearranged.

The class will then have a discussion about what surprised them the most about the pictures, why the students thought some photos were taken at a certain time, and what they can learn from the pictures about the time periods in which they were taken. After asking these questions one by one, the teacher will choose students for this task using the Popsicle Stick Method.

The lesson will close with an exit slip. Students will be asked to complete an exit slip about which picture interested them the most and what they can learn about the time period from the picture now that they know the year it was taken.



For students with ADD/ADHD, they can sit on an exercise ball during the lesson and will be allowed to get up and move around when required. These students can also be chosen as a volunteer to hang the pictures up on the board to provide them with an opportunity to move around.

For students that struggle with motor skills, their exit slips can be typed. For students with visual impairments, oral descriptions can be provided for each

photo. The exit slip portion can be submitted though a verbal conference with the teacher.

For students with hearing impairments, assistive technology can be used. Gifted students, or students needing enrichment, may order more photos and write

what they can learn about the years when the photos were taken based on what they view.


Anecdotal notes will be taken during the lesson for formative assessment. The exit slip will be collected for formative assessment. A summative assessment will be used to conclude the unit.

FollowUp/Reflection



Lesson 10:

Lesson Title: Artifacts (10)


Grade: 5


Date: NA



Social Studies:


Language Arts:










listening attentively and speaking in a manner appropriate to the situation GCO #8: Students will be expected to use writing and other forms of representation to

explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

SCO: Use a range of strategies in writing and other ways of representing to: Frame questions and answers to those questions


Generate topics of personal interest and importance Record, develop, and reflect on ideas, attitudes, and opinions Compare their own thoughts and beliefs to those of others Describe feelings, reactions, values, and attitudes Record and reflect on experiences and their responses to them


Rationale

In this lesson, students will continue with their literature circle activities and roles. Students will apply their knowledge of primary sources to analyze a number of artifacts from the modern era. Students will look at the physical characteristics of the artifacts, consider the possible purposes of the objects, and record any further observations.

Necessary Materials

Literature Circle Books Literature Circle Duotangs (Outlining detailed roles, one per student) Loose Leaf Timer App displayed on Smartboard Observation Sheet (See Appendix F) 5 Artifacts (1 per centre)

1) Vase 2) Original Metal Style Lunch Box 3) Old school bell 4) A Tool 5) A Watch

Procedure




Teacher will remind students that they will be switching roles for the first time, Discussion Leader will become Word Wizard, Word Wizard will become Summarizer, Summarizer will become Illustrator, Illustrator will become Passage Picker and Passage Picker will become Word Wizard. ***Detailed literature circle roles can be found in Appendix D.

Students will remain in their literature circle groups until the timer goes off, signalling the end of this portion of the lesson

Discovering Artifacts (30 minutes)

There will be five stations set up in the classroom, each having one of the five artifacts on a table.

The teacher will explain that the students will be analyzing each of these artifacts in teachercreated groups of 5 and recording their observations on a sheet. Some of these old artifacts are related to schools of the past, while others have are not. The questions on the observation sheet will be explained to the class.

The teacher will continue by explaining to the students that studying artifacts is an important part of making discoveries about the past. Looking at the tools and objects people once used can show us a lot about the time in which they lived. Analyzing the artifacts can tell us about the technology at that time, common materials that were used, and more.

In their groups of five, the students will spend four minutes at each station looking at an artifact before switching. A timer on the smartboard will be set for each five minutes so that students will know how to make appropriate use of their time. With the time limit in mind, the observation sheet only requires students to answer two questions, and the answers can be in point form format.

To close the class, the teacher will explain each artifact. The teacher will first ask the students about any predictions they had about the artifacts. The teacher will then describe to the students what the objects are, approximately how old they are, how long they were used, and any additional information.



For students with ADD/ADHD, they can sit on an exercise ball during the times when the teacher is explaining instructions to the class. The lesson activity requires students to stand up and move around with this in mind.

For students that struggle with motor skills, the observations of the artifacts can be reported orally.


For students with visual impairments, students will be put in groups so artifacts can be explained to each other.

For students with hearing impairments, assistive technology can be used Gifted students, or students needing enrichment, may write longer, more detailed

observations.


Anecdotal notes will be taken during the lesson. Letters will be assessed using a rubric.

FollowUp/Reflection



References

Bradford, K. (2002). Dear Canada: With Nothing But Our Courage: The Loyalist Diary of Mary

MacDonald, Johnstown, Quebec, 1783. Markham, ON: Scholastic Canada.

Lawson, J. (2006). Dear Canada: No Safe Harbour: The Halifax Explosion Diary of Charlotte

Blackburn, Halifax, Nova Scotia, 1917. Markham, ON: Scholastic Canada.

Lawson, J. (2008). Dear Canada: Where the River Takes Me: The Hudson's Bay Company Diary

of Jenna Sinclair, Fort Victoria, Vancouver's Island, 1849. Markham, ON: Scholastic

Canada.

Nobelman, P. (2007). Dear Canada: Not a Nickel to Spare: The Great Depression Diary of Sally

Cohen, Toronto, Ontario, 1932. Markham, ON: Scholastic Canada.

Parker, W.C. (2012). Social Studies in Elementary Education. (14th ed). Boston, MA: Pearson.

Pearson, K. (2002). Dear Canada: Whispers of War: The War of 1812 Diary of Susanna Meritt,

Niagara, Upper Canada, 1812. Markham, ON: Scholastic Canada.


Appendix A

Anecdotal Notes File Folder

Below is an example of the anecdotal notes folder that would be used to record notes about students’ learning. The teacher simply records a note on a sticky note and files it under the student’s name. The example in the photo is for a Language Arts class. However, the folder would be used in the exact same way for a Social Studies class with Language Arts integration. Rather than being titled, “Language Arts – Grade 3”, the folder would be titled, “Social Studies/Language Arts – Grade 5”.


Appendix B

Literature Circles Rubric

4 3 2 1

Respects Others Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting.

Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others.

Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements.

Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others.

Participates Willingly

Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked.

Student volunteers once or twice and willingly tries to all questions s/he is asked.

Student does not volunteer answers, but willing tries to answer questions s/he is asked.

Student does not willingly participate.

Follows Along Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others.

Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures occasionally. Can find place easily when called upon to read.

Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read.

Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud.

Comprehension Student seems to understand entire story and accurately answers 3 questions related to the story.

Student seems to understand most of the story and accurately answers 2 questions related to the story.

Student understands some parts of the story and accurately answers 1 question related to the story.

Student has trouble understanding or remembering most parts of the story.

Preparedness Student always come to school with reading complete and literature circle job(s) done very well.

Student usually completes the reading but sometimes does not put a great deal of effort into completing their job sheet.

Student sometimes completes the reading and does not always finish all the questions on their job sheet.

Student is almost always unprepared by either not doing the reading or completing their job sheet.


Appendix C

Letters Rubric


Appendix D

Readers Theatre Rubric


Appendix E

Literature Circle Roles

Discussion Leader:

Role during reading: Lead discussion like a teacher, directing the conversation. The Discussion Leader is responsible for ensuring that all members participate in the discussion and that the participants keep on task, redirecting the discussion as necessary.

Job on paper: Write 35 discussion questions. Example: Were you surprised when_______? Why do you think the main character

______? What do you think will happen next?

Word Wizard:

Role during reading: Write down new vocabulary words that you or other members might not know, write the page number next to the word.

Job on paper: Write the word, page number, and copy the sentence it was used in. Also, look up the word and write down the definition of the word.

Summarizer:

Role during reading: Keep in mind key points and setting of the book, and contribute to the group’s discussion.

Job on paper: Write a summary of the chapter to read to your group. Include main idea and setting. The Summarizer is to briefly discuss their notes with the group, and then document critical discussion points, conclusions, predictions, etc. that the group derives from the actual discussion itself.

Illustrator:

Role during reading: Think of a good scene that would be fun to draw. Job on paper: Draw a scene from the book to share with your group. It should be

colourful with lots of details.

Passage Picker:

Role during reading: Record page number in your notebook of an interesting, exciting, puzzling, funny, confusing, or favorite part of the book.

Job on paper: Describe why the passage struck you as extraordinary, or why the passage connects to your life.


Appendix F

Artifact Observation Sheet

Name: _______________________________ Date:______________________________

What do you think is the name for this artifact?

What do you think it was used for?

Artifact #1

Artifact #2

A Artifact #3

Ar Artifact #4

Artifact #5

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