cynthiaschultz1.files.wordpress.com · Web viewChildren need to look outward and examine their relationships with others, their community, and the world. Children also need to consider

Grade 5 – English Language Arts UnitExploring: Rights, Responsibilities and Freedoms

Cynthia SchultzFall 2011

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The theme of this unit focuses on the question, “What is Fair?” while looking at the Social, Cultural, and Historical in the English Language Arts context:

Children need to look outward and examine their relationships with others, their community, and the world. Children also need to consider the social and historical context. They need to explore their connections in families, schools, groups, and communities and to understand the diverse needs and wants of others. Children need to show concern for other people in their relationships, groups, and communities.

While answering some of the following questions for Deeper Understanding:

1. What does “fair” mean? Can “fair” be different for different people? 2. What are our rights and freedoms? What are our responsibilities? How do our responsibilities go

hand-in-hand with our rights and freedoms? 3. What does being “Canadian” mean? What makes us proud to be Canadian? How does Canada

work? Why do we have government and laws? How has our heritage shaped the people that we have become?

4. Why is it important for a country to have a symbol or symbols that people around the world recognize?

5. How does Canada work (structure and components of government)? Why have government? 6. How has our heritage shaped the people that we have become?7. How can we honour Canada’s history, people, and natural resources?8. What do artefacts tell us about early civilizations?9. How can we and others contribute to our country and make a difference in the lives of others? How

can we contribute to our community? 10. What types of issues or problems might communities and people face? What issues or problems

might people in Canada face? How can we work to make Canada a better country for all its citizens?

- Saskatchewan English Language Arts Curriculum (2010)

You will see numerous lesson plans, graphic organizers, stories and assessments throughout this unit. As well, guided reading was a component of this unit, as was a novel study.

Guided Reading Books:

Bessie Coleman – Bruce BragerGolden Games – Stella ZemanskiThe Last Princess – Fay StanleyThrough My Eyes – Ruby Bridges Wanted Dead or Alive – Ann McGovern

Novel Study:

Pit Pony – Joyce Barkhouse

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Table of Contents Lesson 1 – pg. 5

Lesson 2 and Resources – pg. 6

Lesson 3 – pg. 20







Lesson 10 and Resources – pg..45


Lesson 12 – pg. 52












Lesson 24 and Resources – pg.91





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Lesson 29– pg. 109





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Lesson 1: What is fairness?

Outcomes and Indicators:

CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address social responsibility

CC5.3 - Speak to express and support a range of ideas and information in formal and informal speaking situations

Materials: o Poem ‘It’s Not Fair..’ by Jonathan Schwartz. (Cornerstones Text 5b – pg. 87)o Web Template (1 per student)o Making Text to Self-Connections template sheets (1 per student)

Set:

Begin by presenting the poem ‘It’s Not Fair..’ by Jonathoan Schwartz. (Cornerstones Text 5b – pg. 87). Have the student silently read it to themselves first, then read it aloud as a class. Discuss as a class what the students believe the ‘big idea’ is from the poem.

Then hand out a web template to each student. Have them record in the middle the word ‘fair’. Brainstorm a list of synonyms for the word. The students are to record them onto their web.

(Some examples they may share are: Unbiased, just, equal, moral, observing the rules, inclusion, not discriminating, following the rules, treating others with respect, doing the right thing.)

Development:

Hand out the ‘Making Connections: Text to Self’ template to each student. Explain to the students that they are to choose points from the text and place it in the left column of the template. On the right side, they are to record personal connections or experiences they have to that point. Provide the following example to model:

Author’s Point: When the kids who won’t co-operate wreck everyone else’s good time.

That reminds me of: When I was in school and there was always two students who would misbehave and then no one in the class would receive free time.

When the students have finished recording their ‘connections’, ask them to do a ‘whisper share’ their connections with a partner. Share two examples with the class.

Closure:

Display the poem (transparency form), ‘It’s Not Fair’ onto the overhead to view. As a class, brainstorm some other verses that could be added to the poem. Before beginning, ensure that the students have identified the patterns within the poem (structure (….), word repetition (when), etc.) Blend the students’ ideas/words together and record 3-4 more verses onto the bottom of the poem on the transparency. Read the entire poem aloud as a class when completed.

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Lesson 2: Is fairness the same for all people?


CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

• identity (e.g., Exploring Heritage) • community (e.g., Teamwork) • social responsibility (e.g., What is Fair?).

CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).

CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.

CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, and working in groups) for particular audiences and purposes.

Materials: Open Mind handout (1 per student) Overhead transparency of the three quotes Overhead transparency of the rubric for presentation assessment Copies of the reader’s theatre scripts –

o (8) Mrs. Nelson is Missing! - http://www.timrasinski.com/presentations/readers_theater_1-4.pdf o (6) Tiger, Brahman, and Jackal - http://ftp.ntct.edu.tw/Study/%AD%5E%BBy%C0u%BD

%E8%C0%F4%B9%D2%A6%A8%AAG%A4%C0%A8%C9/Lesson%20Units/RT%20scripts/ReadingA-Z/raz_rtlm_tigerbrahmanjackal.pdf

o (9) One Eye! Two Eyes! Three Eyes! - http://www.aaronshep.com/rt/RTE40.html

Set 20 Minutes

Have students recall the term fairness and what it means. Discuss as a class.

Before: Ask students to give you definitions for the following terms: integrity, circumstances, character, judgements and dignity. Clarify if needed.

During: Display the following quotes on a transparency so that students can view them. Have students think of people or images they could draw to represent the quotes they are reading. (Examples: a specific person in their life, doing your best, reading books and gaining knowledge, symbols for hearts, laws, religion, people). Read each quote individually and briefly discuss each quote as a class.

“Live so that when your children think of fairness and integrity, they think of you.” – H. Jackson Brown Jr. “When circumstances are unfair, you can show good character by continuing to do the best you can do.” –

Donna Forrest “Fairness requires that we do not make judgements until we know all the facts.” - Anonymous “In our hearts and in our laws, we must treat all our people with fairness and dignity, regardless if their race,

religion and gender.” – Bill Clinton

After: Pass out to each student the Open Mind Handout. Students will choose one of the four quotes and will pictures, symbols and images to show their thoughts and feelings about the quote or idea. Below that, they will explain their illustrations using 3-4 complete sentences.

http://www.aaronshep.com/rt/RTE40.html

http://ftp.ntct.edu.tw/Study/%AD%5E%BBy%C0u%BD%E8%C0%F4%B9%D2%A6%A8%AAG%A4%C0%A8%C9/Lesson%20Units/RT%20scripts/ReadingA-Z/raz_rtlm_tigerbrahmanjackal.pdf



http://www.timrasinski.com/presentations/readers_theater_1-4.pdf

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Development 30 minutes:

Introduce readers’ theatre to the students. Explain that it is dramatic reading of a script.

Ask the students what a script is? – A story divided into speaking parts of different characters that is read by different people or voices.

You will be divided into three different groups and each group will have one script. Each member will have one part. The part that is highlighted on your copy of the script is the role you will read. Some roles are longer than others. Each role is important!

You will meet in your groups and will read over the script together. Pay attention so that group members don’t need to remind you when to read! Emphasize words and use expression in your voice. You may also use facial expressions and may change the volume and expression of your voice.

Provide an example: All of a sudden a lion jumped out of the bush and scared me! (Read it with no expression or facial expression and then read it with expression).

Go over and discuss the rubric students will be assessed on for their presentation.

Divide the students into their groups and separate them throughout the room and the tutorial. Have groups sit in a circle so that they can see and hear one another. Groups will read and rehearse their script 2-3 times.

Miss Nelson is MissingHope, Anri, Tia, Cattlin, Daniel, Walker, Keegan, Matthew

Tiger, Brahman and Jackal Karalie, Ashley, Cassidy, Carson P. David, Tyler

One Eye! Two Eye! Three Eye!Katelyn, Kiara, Taya, Tess, Tamara, Nolan, Brady, Ivan, Carson S.

Closure:

If groups are done before others, they can finish their Open Mind sheet or they can silent read. Tomorrow you will be given time to rehearse your story one more time and then we will present to the class.

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Miss Nelson is Missing

Characters: Narrator Walker Kid 1 MatthewKid 4 Hope Miss Nelson Tia Kid 2 Keegan Kid 5 DanielMiss Viola Swamp Cattlin Kid 3 Anri

Narrator: The kids in room 207 were misbehaving again for Miss Nelson. They were the worst behaved class in the school.

Miss Nelson: Umm, class, now settle down.

Narrator: But they would NOT behave.

Kid 1: Whisper, whisper, whisper!

Kid 2: Ha, ha, giggle, giggle!

Kid 3: Hey, look at this funny face!

Kid 4: Ha, Ha! Look, I can touch my tongue to my nose!

Narrator: They were even rude during story time!

Miss Nelson: Once upon a time there were…

Kid 5: Do we have to do work?

Kid 1: I don’t want to!

Miss Nelson: Well, I think something will have to be done about this.

Narrator: The next morning Miss Nelson did not come to school.

Kid 2: Wow! Now we can really act up!

Kid 3: Yeah! Let’s be just terrible!

Miss Viola Swamp: NOT SO FAST!

Narrator: A woman in an ugly black dress stood before them.

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Miss V. Swamp: I am your new teacher, MISS VIOLA SWAMP!

Kid 4: Where is Miss Nelson?

Miss V. Swamp: Never mind that! Open those books!!

Narrator: Miss Nelson’s kids did as they were told. Miss Viola Swamp was a real witch. She meant business. She put them to work and gave them lots of homework.

Miss V. Swamp: We’ll have no story hour today! Keep your mouths shut and be perfectly still. And if you misbehave you’ll be sorry!

Narrator: Days went by and there was no sign of Miss Nelson. The kids were really missing her! After all, she was pretty nice!

Kid 5: I miss Miss Nelson!

Narrator: The kids tried to figure out what happened to her. They thought they would be stuck with Miss Viola Swamp forever! Then one day…

Miss Nelson: Hello children. Did you miss me?

Kid 1: We certainly did!

Kid 2: Yes, we certainly did!

Kid 3: Where were you?

Miss Nelson: That’s my little secret. How about story time?

Kid 4: Oh, yes!

Narrator: Miss Nelson noticed that no one was rude or silly during story time.

Miss Nelson: What brought about this lovely change?

Kid 5: That’s our little secret.

Narrator: Back at home Miss Nelson hung up her coat in the closet right next to an ugly black dress. She sang a little song.

Miss Nelson: I’ll never tell!

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Tiger, Brahman, and Jackal

Characters:

Narrator Ashley Tiger Carson P.Brahman Tyler Tree KaralieElephant David Jackal Cassidy

Narrator: A kind hearted priest, Brahman, walks along a road in India. Suddenly, he hears a cry for help.

Tiger: Help! Help! I am stuck in this cage!

Brahman: My goodness! A fierce tiger!

Tiger: Brahman, help me please! Free me from this horrible cage!

Brahman: Tiger, I cannot set you free. If I do, you will eat me!

Tiger: Eat you? Never! I give you my word.

Brahman: Well, I have to admit, I do hate to see an animal suffer. I will trust you to unlatch the cage.

Narrator: Brahman opens the cage. Tiger leaps out.

Tiger: Fool! I am free, and I am starving! I must eat you now!

Brahman: I helped you, Tiger, and you did not keep your word! That’s not fair!

Tiger: Fair? Who cares about fairness? It’s chow time you fool!

Brahman: Wait, wait, give me a chance! Let’s ask someone else if you’re being unfair.

Tiger: What a funny idea! What makes you think anyone cares about fairness? Go ahead – ask one, two three times over. Everyone will agree with me. And then I will make a snack of you!

Brahman: Noble tree, you have heard us arguing back and forth. What do you think? Is Tiger being fair?

Tree: Fair? All day long I give shade to weary travellers passing by. Elephants nibble my leaves. Does anyone thank me? Never! I don’t care about fairness.

Tiger: See? Everyone looks out for themselves. No one will take your side!

Tree: Elephant is coming, why don’t you ask him?

Brahman: Help us decide a dispute, Elephant. I freed the Tiger from that cage. Now he wants to eat me. Tell me, is that fair?

Elephant: Fair? All day I carry heavy loads of wood and grain. No one thanks me. Fairness? Hah!

Tiger: Your time is running out, foolish Brahman. No one cares for your ridiculous ideas about fairness. My stomach grumbles. . .

Brahman: Not yet, greedy Tiger! Here comes Jackal. I will ask her to judge you. Greetings, Jackal. I freed Tiger from that cage over there. Now he wants to eat me. Tell me, is that fair?

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Jackal: Let me see if I understand. Brahman was in that cage, and . . .

Tree: No! Tiger was in the cage . . .

Jackal: Ahh, yes. I was in the cage, and Tiger came along, and . . . oh, my brain gets so confused!

Brahman: Let me try again. Tiger was in the cage . . .

Jackal: Yes . . .

Elephant: And foolish Brahman came along . . .

Jackal: Yes . . .

Tree: And Tiger was crying and moaning . . .

Tiger: I was not!

Jackal: . . . And Brahman locked you out of the cage!

Tiger: No! Silly Jackal! I was in the cage!

Jackal: That’s what I don’t understand. How did you get in the cage to begin with?

Tiger: The usual way, of course!

Jackal: What is the usual way?

Tiger: Foolish Jackal! I got into the cage like this.

Narrator: Tiger steps into the cage. Jackal leaps over and slams it shut.

Jackal: Now I understand! You were in the cage, and now you are back in the cage! Yes, that seems fair to me!

Tiger: Let me out! You tricked me! That’s not fair!!

Brahman: Jackal, it is fair to help one another, isn’t it? Thank you! Thank you!

Elephant: Thank you for the shade, Tree.

Tree: Thank you for your kindness, Elephant.

Narrator: All the friends hug and thank one another. Tiger stays locked in his cage. And that seems the fairest thing of all!

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One-Eye! Two-Eyes! Three-Eyes!

Characters: Narrator 1 Tamara Narrator 2 Ivan Narrator 3 Nolan Narrator 4 Brady Goat/Knight Carson S. Old Woman TessOne-Eye Kiara Two-Eyes Katelyn Three-Eye Taya

Narrator 1: Once there were three sisters who lived alone in a cottage in the woods.

Narrator 2: They had been there as long as they could remember,

Narrator 3: and they never saw anyone else.

Narrator 4: Now, the oldest sister was no different from other people. Her name was One-Eye. She had just one eye, right in the middle of her forehead.

Narrator 1: The middle sister was also quite ordinary. Her name was Three-Eyes. She had one eye in her forehead, and one on each side of her face.

Narrator 2: But the youngest sister was different. Her name was Two-Eyes, and that’s just what she had.

Narrator 3: Because Two-Eyes was not like others, her older sisters were ashamed of her and picked on her all the time.

Narrator 4: They dressed her in ragged hand-me-downs,

Narrator 1: And they only let her eat leftovers.

Two eyes: (whining) Yuck.

Narrator 2: Now, the sisters owned a goat—

Goat: Bleat, bleat, bleat!

Narrator 3: —and every day Two-Eyes took it to the meadow to graze.

Narrator 4: One morning, when she’d had hardly anything to eat, she sat on a big rock and cried her two eyes out.

Two eyes: (bursts out in exaggerated crying and sobbing)

Narrator 1: All at once, an old woman stood before her.

Narrator 2: But the biggest surprise was that this woman had two eyes, just like Two-Eyes herself.

Narrator 3: The woman asked,

Old Woman: (kindly) What’s wrong, my dear?

Two eyes: (bursts out crying and sobbing again, then whining) It’s my sisters. They never give me enough to eat. (wails in grief)

Old Woman: (shakes her head and clucks) Don’t worry about that! You can have as much as you like. Just say to your goat, “Bleat, goat, bleat. And bring me lots to eat!” Then you’ll have plenty. When you don’t want any more, just say, “Bleat, goat, bleat I’ve had so much to eat!” Then the rest will vanish. Just like this.

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Narrator 4: And the old woman vanished—

Narrator 1: Two-Eyes couldn’t wait to try. She said to the goat,

Two Eyes: (eagerly) Bleat, goat, bleat. And bring me lots to eat!

Narrator 2: The goat bleated—

GOAT: Bleat, bleat!

Narrator 3: —and a little table and chair appeared.

Narrator 4: The table was set with a tablecloth, plate, and silverware, and on it were dishes and dishes of wonderful-smelling food.

Two Eyes: This sure is better than leftovers!

Narrator 1: Two-Eyes sat down and started in hungrily. Everything tasted delicious.

Narrator 2: When she’d eaten her fill, she said,

Two Eyes: Bleat, goat, bleat. I’ve had so much to eat!


Goat: Bleat, bleat!

Narrator 4: —and the table vanished.

Two Eyes: And that’s better than cleaning up!

Goat: Bleat, bleat!

Narrator 1: When Two-Eyes got home, she didn’t touch her bowl of leftovers.

Narrator 2: Her sisters didn’t notice till she’d gone off to bed. Then Three-Eyes said,

Three Eyes: (excitedly, pointing at the food) Look! Our little sister didn’t eat anything!

Narrator 3: One-Eye said,

One Eye: (suspiciously) That’s strange. Is someone else giving her food? I’ll go tomorrow and watch her.

Narrator 4: Next morning, when Two-Eyes started out, Three Eyes said,

Three Eyes: (sternly) I’m coming along to make sure you tend the goat properly.

Narrator 1: Then she followed Two-Eyes to the meadow and kept three careful eyes on her.

Narrator 2: So Two-Eyes never got to use the old woman’s rhyme.

Two Eyes: (whimpers, on verge of tears)

Narrator 3: When they got home, Two-Eyes ate her bowl of leftovers. Then she went off to the woods and cried her two eyes out.

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Two Eyes: (bursts out crying and sobbing)

Narrator 4: The old woman appeared again.

Old Woman: What’s wrong, my dear?

Two Eyes: (sobbing and whining) It’s my sisters. The goat can’t bring me food, because Three Eyes is watching me!

Old Woman: Don’t worry about that! You can stop her if you like. Just sing her this song. (singing):“Is your eye awake? Is your eye asleep? Is your eye awake? Is your eye asleep?” Keep singing that, and she’ll sleep soon enough.

Narrator 1: Then the old woman vanished.

Narrator 2: Next morning, when Two-Eyes went to the meadow, but this time One Eye went along.

Two Eyes: Sister, let me sing to you.

Narrator 3: And she sang to her over and over,

Two Eyes: (singing): Is your eye awake? Is your eye asleep? Is your eye awake? Is your eye asleep?

Narrator 4: One-Eye’s eyelid began to droop, and soon she was fast asleep.

Narrator 1: Then Two-Eyes said to the goat,

Two Eyes: (in a loud whisper) Bleat, goat, bleat. And bring me lots to eat!


Goat: Bleat, Bleat!

Narrator 3: —the table appeared, and Two-Eyes ate her fill. Then she said,

Two Eyes: (in a loud whisper) Bleat, goat, bleat. I’ve had so much to eat!

Narrator 4: The goat bleated again—

Goat: Bleat, bleat!

Narrator 1: —and the table vanished. Then Two-Eyes shook her sister.

Two Eyes: Wake up, sleepyhead!

Narrator 2: When they got home, Two-Eyes didn’t touch her leftovers. After she’d gone off to bed, Three Eyes asked,

Three Eyes: (excitedly) What happened?

One Eye: (grumpily) How should I know? I fell asleep. If you think you can do better, then you go tomorrow.

Narrator 3: So next morning, when Two-Eyes went to the meadow, Three Eyes went along and kept all of her eyes on her sister. Two-Eyes said,

Two Eyes: Listen, sister, and I’ll sing to you.

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Narrator 4: And she sang to her, over and over,

Two Eyes: (singing) Is your eye awake? Is your eye asleep? Is your eye awake? Is your eye asleep?

Narrator 1: As Two-Eyes sang, the eyes in her sister’s forehead went to sleep—but her other two eyes didn’t!

Narrator 2: She pretended, though, by closing them almost all the way and peeking through.

Narrator 3: She couldn’t quite hear what Two-Eyes told the goat—

Two Eyes: (in a loud whisper) Bleat, goat, bleat. And bring me lots to eat!

Goat: Bleat, bleat!

Narrator 4: —but she saw everything.

Narrator 1: That night, when Two-Eyes had gone off to bed, One-Eye asked,

One Eye: What happened?

Three Eyes: (excitedly) Our sister knows a charm to make the goat bring wonderful food. (Sadly) But I couldn’t hear the words.

One Eye: Then let’s get rid of the goat.

Narrator 2: And they drove it off into the woods.

Narrator 3: Next morning, One-Eye told Two-Eyes,

One Eye: (accusingly) You thought you could eat better than your sisters, did you? Well, the goat is gone, so that’s that.

Narrator 3: Two-Eyes went down to the stream and cried her two eyes out.

Two Eyes: (cries)

Narrator 4: Again the old woman appeared.

Old Woman: What’s wrong, my dear?

Two Eyes: (sobbing and whining) It’s my sisters. The song didn’t work on Three-Eyes. She saw everything, and now they’ve chased away the goat. (wails in grief)

Old Woman: (shakes her head and clucks) Silly girl! That charm was just for One-Eye. For Three-Eyes, you should have sung, “Are your eyes awake? Are your eyes asleep?” But don’t worry about that. Here—ake this seed and plant it in front of your cottage. You’ll soon have a tall tree with leaves of silver and apples of gold. When you want an apple, just say, “Apple hanging on the tree, I am Two-Eyes. Come to me!” It will fall right into your hand.

Narrator 1: Again the old woman vanished.

Narrator 2: Two-Eyes went home and waited till her sisters weren’t looking, then dug a small hole and planted the seed.

Narrator 3: The next morning, a tall tree stood before the cottage with leaves of silver and apples of gold. Two-Eyes found her sisters gaping at it in astonishment.

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Narrator 4: Three-Eyes cried,

Three Eyes: (excitedly) Look! A man!

Narrator 1: Riding toward them was a knight in full armor, his visor over his face.

One Eye: Quick! Hide our little sister!

Narrator 2: So they lowered an empty barrel over Two-Eyes.

Knight: (pleasantly) Good morning, ladies.

Narrator 3: . . . said the knight as he rode up.

Knight: Beautiful tree you have there. I would dearly love to have one of those apples. In fact, I would grant anything in my power to the lady who first gave me one.

Narrator 4: The two sisters gasped.

Narrator 1: They scrambled over to the tree and jumped up and down, trying to grab the apples.

Narrator 2: But the branches just lifted themselves higher, so the apples were always out of reach.

Narrator 3: Meanwhile, Two-Eyes raised her barrel just a bit and kicked a stone so it rolled over to the knight.

Knight: That’s odd. That stone seems to have come from that barrel. Does anyone happen to be in there?

One Eye: Oh no, sir, not really. (reassuringly) Just our little sister.

Three Eyes: She’s different, so we can’t let anyone see her.

Knight: But I want to see her. Young lady, please come out!

Narrator 4: So Two-Eyes lifted off the barrel.

Knight: (gaping) My word! She’s the loveliest young lady I’ve ever seen!

Narrator 1: He raised his visor for a better look.

One Eye: Oh no!

Three Eyes: Two eyes!

Narrator 2: Sure enough, the knight had two eyes, just like their sister.

Knight: Dear lady, can you give me an apple from that tree?

Two Eyes: (brightly) Of course!

Narrator 3: Standing under it, she said,

Two Eyes: Apple hanging on the tree, I am Two-Eyes. Come to me!

Narrator 4: An apple dropped right into her hand, and she gave it to the knight.

Knight: My thanks! And now I will grant anything in my power.

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Two Eyes: Well, to start with, you can take me away from these horrid, hateful sisters!

Narrator 1: So the knight took Two-Eyes back to his castle. And since they had so much in common—

Narrator 2: After all, they both had two eyes.

Narrator 3: —you can be sure they lived happily ever . . . .

Narrator 4: As for One-Eye and Three-Eyes . . .

Narrator 1: Day after day they stood under that tree and repeated their sister’s words.

One Eye: Apple hanging on the tree,

Three Eyes: I am Two-Eyes. Come to me!

Narrator 2: But the apples never fell for them,

Narrator 3: and they never did

Narrator 4: figure out why.

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Quotes:

“Live so that when your children think of fairness and integrity, they think of you.” – H. Jackson Brown Jr.

“When circumstances are unfair, you can show good character by continuing to do the best you can do.” – Donna Forrest

“Fairness requires that we do not make judgements until we know all the facts.” - Anonymous

“In our hearts and in our laws, we must treat all our people with fairness and dignity, regardless if their race, religion and gender.” – Bill Clinton

Individual Rubric – Reader’s Theatre

Name: __________________________ Date: ___________________________

Reflect honestly on your participation, behaviour, rehearsal time and when you were an audience member. Read through all of the categories and rows. Circle one box in each of the four rows which will indicate the mark you think you deserve.

4 3 2 1Individual contribution to the group

Showed leadership in rehearsal and made good use of time for your own reading role

Cooperated well and made good use of practice time for your own reading role

Participated in rehearsals and practised your own reading role

Showed minimal cooperation with the group and did little practice of your own reading role

On task behaviour Did not need to be talked to by your teacher during rehearsal or presentation times

Was talked to once by your teacher during rehearsal or presentation times

Was talked to twice by your teacher during rehearsal or presentation times

Was talked to three or more times by your teacher during rehearsal or presentation times

Audience Member Sat quietly, listened attentively to all presentations, showed respect and support to those presenting

Sat quietly, listened to all presentations but was distracted, showed some support and respect to those presenting

Mostly sat quietly, was playing with things during the presentations, showed little support and respect to those presenting

Did not sit quietly, talked throughout presentations, played with things, did not support or respect your classmates

Presentation Had a positive attitude, tried your best and supported your group

Had a good attitude, tried your best and supported your group

Had an okay attitude, could have tried harder, could have supported your group more

Had a bad attitude, needed to try harder, did not support your group

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Comments:

Reader’s Theatre Presentation Rubric

Name: __________________________ Date: ____________________________

Story: _________________________________

Group Members: _______________________________________________________________________

4 3 2 1Group preparation The performance

runs smoothly, without interruptions, suggesting excellent preparation

The performance is generally smooth with few interruptions, suggesting adequate preparation

Occasional pauses and corrections during performance suggest minimal preparation

Frequent stops and corrections during the performance suggests a lack of preparation

Individual clarity, speed and volume

All speech is clearly enunciated, spoken slowly and loudly enough to be hear effectively throughout the entire classroom

Most speech is clearly enunciated, spoken slowly and loudly enough to be heard effectively throughout the entire classroom

Speech is frequently unclear, soft and/or too fast, through most of the presentation can still be understood.

Speech is unclear, soft and/or too fast so as to impede understanding of the presentation.

Individual expression and presentation

Quality and variety of expression and tone makes the reading interesting and appealing and effectively conveys the character and message of the text

Quality an d variety of expression and tone makes the reading interesting and appealing

Reading has a pleasant, but largely unchanging tone

Minimal expression makes the reading difficult to attend to

Individual contribution to their group’s performance

Stood tall, was quiet when not speaking, made eye contact and spoke to a variety of audience members

Stood tall, was quiet when not speaking, made eye contact and spoke to some of the audience.

Did not stand straight, was mostly quiet when not speaking, made little eye contact and spoke to a couple of audience members

Did not stand straight, talked when not speaking, made no eye contact and did not speak to the audience

Comments:

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Lesson 3 – Fairness: Reader’s Theatre Presentations





CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, and working in groups) for particular audiences and purposes.

Materials: Individual rubric (1 per student) Reader’s Theatre presentation rubric (1 per student) Visual clock Students will need their copies of the assigned script and the teacher should have a copy of each of the

reader’s theatre scripts – o (8) Mrs. Nelson is Missing! - o (6) Tiger, Brahman, and Jackal o (9) One Eye! Two Eyes! Three Eyes!

Set (20-25 minutes max!):

Tell students the order for today’s class – briefly write on the board:1. We will review expectations for our group oral presentations of our scripts – where to stand, how to stand,

how to hold your paper, voice volume and expression, speaking clearly and slowly, and the audience’s role, desks will be clear, how to sit and to be respectful.

2. You will have 15 minutes to rehearse your scripts – read them over 2-3 times.3. Each group will present to the class – you will each be assessed on your group’s preparation, individual voice

– clarity, speed and volume, expression and contribution to your group’s performance.4. Once one group presents you will individually put your heads down on your desk and will reflect on the

following questions: (write on the board when groups are rehearsing).a. How does the story you just heard or presented relate to fairness?b. Are all situations, actions or events fair for everyone?

5. Once all presentations are complete, you will complete an individual rubric that will contribute to your mark. (Discuss the rubric with the students).

Give students 15 minutes to rehearse their stories. (Put up the visual clock).

Development:

Each group will stand at the front of the classroom and will present their stories to the class. The teacher will sit at the back of the room and will assess students individually marking the rubric, the group as a whole and will provide comments/feedback on the students’ rubrics.

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Students will sit quietly in their desks during performances. In between each performance, students will sit with their heads down and will reflect on the following points individually:

a. How does the story you just heard or presented relate to fairness?b. Are all situations, actions or events fair for everyone?

Closure: Students will complete their individual rubrics – read the directions to the students and clarify. They will mark themselves individually and then will silent read for the remainder of the class. Lessons 4: Responsibilities and Rights

Outcomes:



CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., What Should I Do) • community (e.g., This is Our Planet) • social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.

Materials: Web templates (2 per student)Cornerstones 5b. – pg. 116-121Question worksheet (1 per student)

Set:

Pass out a web template to each student. Have them think individually about what the term ‘responsible’ means. Then, brainstorm and record synonyms for this word, as well as definitions and examples.

Responsible – being the one who must answer or account for something; able to meet one’s obligations; requiring a person to take charge of or be trusted with important matters.

Synonyms – honest, capable, reliable, accountable, trustworthy, dependable, efficient, and in control. Examples: treat others fairly, complete your homework, follow the rules, sharpen your pencils, and study.

Do another web template. Have students with a partner think about what the word ‘right’ means. Then, brainstorm and record synonyms, definitions and examples.

Right – the ideal of what is just and good; morally correct; something to which one has claim to. Synonyms – ethical, honest, moral, proper, true and virtuous. Examples: be heard, know when tests and assignments are due, to practice your faith, share your opinions.

Have students discuss with a partner and share with the class:What is the difference between a right and a responsibility?Does fairness relate to rights and responsibilities?

Development:

Reading individually the following story 2 times:Resource: Cornerstones 5b. Pages 116-119 - “Children Who Work”

Closure:

Students can answer the following questions individually. What does the BLLF organization do to help working children? What did Iqbal do to help his fellow child-workers? In what ways is Iqbal a hero? What rights and responsibilities do you think Iqbal had as a child before he was forced to work?

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What rights and responsibilities do you think Iqbal had as a child-worker?

If they finish early, they can read pages 119-121 and then can silent read.

Assessment:

Questions will be assessed for comprehension of the article. 5 questions: 1 = 2 marks, 2 = 4 marks, 3 = 4 marks, 4 = 4 marks and 5 = 2 marks. Total = 16

Name: __________________Date: November 21, 2011

“Children Who Work”- Jane Springer

Directions:

1. Read over the following questions listed below. 2. Read pages 116-119 “Children Who Work” in Cornerstones 5b – 2 times.3. Answer the following questions with complete sentences and make sure to explain and support your sentences. 4. Once you have answered the questions, read the rest of the story (pg. 119-121). 5. When you are done everything, silently read your novel.

Questions:

1. What does the BLLF organization stand for? (1 Mark)Explain what this organization does to help working children? (1 Mark)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

/2

2. What did Iqbal do to help his fellow child-workers? Give two examples and support each. (4 Marks)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

/4

3. After reading pages 116-119, explain in your own words if you think Iqbal was treated fairly. (1 Mark) Give three reasons to support your answer. (3 Marks)

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_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

/4

4. Look back to your web charts on ‘Rights’ and ‘Responsibilities’. What rights and responsibilities do you think Iqbal had as a child before he was forced to work? Provide 2 examples and explain each. (4 Marks)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

/4

5. Do you think Iqbal had rights and responsibilities as a child-worker? Explain. (2 Marks)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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_______________________________________________________________________________________________

/2/16

Lesson 5: Responsibilities and Rights continued






CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.

Materials: Cornerstones 5b. Pg. 123- “Declaration of the Rights of A Child”PowerPoint on United Nations“Visualization” worksheet – 1 per student

Set: Review story of, “Children Who Work” – Have students give you a brief summary of what they read yesterday. Recall the definition of a ‘right’.

PowerPoint – United Nations information provides knowledge and understanding for the story students will read. Slide one – what do these images suggest or make you think about? Slide three – ask students for definitions of united and of nation before giving them the definitions. Slide four – look at the word parliament. Slide six – look at the word principles.

Development:

Silent Reading to yourself: Cornerstones 5b. Page 123- “Declaration of the Rights of A Child”. Then read a loud as a class – from PowerPoint. Clarify any terms students may not understand – ask for student definitions before you give them the answer.

Freedom – free to do a specific thing. Dignity – being respected or honoured. Cruelty – treatment that causes others pain. Exploitation – other people use you. Tolerance – can accept viewpoints or people who are different from you.

Discuss in small groups and then share as a class:1. Do you agree that children should all of these rights?2. Which of these rights is violated when families have to sell their children as bonded workers?

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Closure: “Visualization” worksheet: students will select four of the ten rights and will copy them down under what the author said. Then students will write down what an example that they are reminded of which relates to themselves.

Once they finish this, they can finish their questions from yesterday - “Children Who Work”. They will read pages 119-121 in their textbook.If they are done all of these things, they can silent read.

Name:__________________Date: November 2, 2011

Visualization

Choose three points from the “Declaration of the Rights of a Child” on page 123. In each box, write down one point from the book and then draw a visual image that you could picture in your mind when you read this point.

The author said … I can picture …

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Lesson 6: Freedom – November 3La – 50 Minutes


CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • identity • community • social responsibility c. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:

understanding, retelling, and explaining the ideas and information presented in the texts analyzing the text structures and features analyzing the texts and developing responses with evidence from the texts, personal experience, and research.


d. Use graphic organizers to clarify and shape understanding.


j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.

Materials: Graphic Organizer - Freedoms (1 per student)The Experiments of Ms. Ellis (8copies) http://freestoriesforkids.com/children/stories-and-tales/experiments-miss-ellis Trapped in Tidyland (8 copies) http://freestoriesforkids.com/children/stories-and-tales/colourless-tiger The Colorless Tiger (7 copies)http://freestoriesforkids.com/children/stories-and-tales/trapped-tidyland Prediction worksheet (1 per student)

Set:Recall the following terms: rights and responsibilities.

Ask the students what the common word is – freedom from those four points. Handout the graphic organizer for the term freedom.

Have students think to themselves about the meaning of the word freedom. Share with a partner and then discuss as a class.

Possible explanations could include: the ability to move or act freely, the state of being free, rights held by all people, and a specific right.

http://freestoriesforkids.com/children/stories-and-tales/trapped-tidyland

http://freestoriesforkids.com/children/stories-and-tales/colourless-tiger

http://freestoriesforkids.com/children/stories-and-tales/experiments-miss-ellis

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Ask the students for examples of freedoms that they have at school: some possible answers could be: speak, to learn, to attend school, prayer and worship, people gathering together peacefully.

Development:

Pass out a prediction worksheet to the students. Then give them each a copy of one of the three stories about freedom.

Have students write predictions based on the image and the title and their understanding of the term freedom listing: possible characters, setting, problem, and a solution to the problem.

Read the story to yourself once in your head. Gather into groups of students who have the same story and read the story out loud together in your group. Discuss with your group: what type of freedom do you think the story is telling you about?

Closure:

Students will then go back to their desk and re-read the story once more.After reading: Write who the characters were, where the story took place, what happened (3 main events) and what type of freedom you think is being described in the story.

Once done this, finish your questions on “Children Who Work” – which is due tomorrow. The finish your visualization sheet, and finish your paragraphs from today. The paragraphs will be due tomorrow.

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Name:_______________Date: November 3, 2011

Making Predictions

Look at the image and title of the story you have been given. Use these two prompts, along with your knowledge and understanding of the term ‘freedom’ to make predictions about what you think will happen in the story.

Answer each question using 2 – 3 complete sentences.

Title of the story:

______________________________________

______________________________________

______________________________________

The title and image could suggest:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Some characters in the story could be:

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

A possible setting for this story:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

A problem that may occur in the story:

______________________________________

A possible solution to the problem:

_____________________________________________

http://www.google.ca/imgres?q=predictions+question+marks&um=1&hl=en&biw=1366&bih=651&tbm=isch&tbnid=mIze5fdIINyQ_M:&imgrefurl=http://wrightresult.com/2010/12/top-predictions-2011-nonsensibility/&docid=XP_oXpVHp3CHlM&imgurl=http://wrightresult.com/wp-content/uploads/question-mark.jpg&w=440&h=408&ei=-fCxTruDOebr0gGCy62dAQ&zoom=1

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______________________________________

______________________________________

______________________________________

______________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Once you are finished reading your story individually, with your group and then individually again, complete the following questions. Be sure to support your answers using complete sentences.

1. Explain who the main characters in the story were.__________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

__________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. Explain where the story took place. ______________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

3. List 3 main events from the story. _______________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

4. What type of freedom is being told to you in this story? ______________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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___________________________________________________________________________________

___________________________________________________________________________________

The Experiments of Miss Ellis

Think about the following: What is an experiment? Miss Ellis – What does this tell you about the woman in the picture? Where do you think she is? Who else could be involved in the story?

That weekend Miss Ellis handed out another of her famous experiment assignments. Her pupils loved that form of teaching, in which they themselves had to think up experiments that would aid in understanding. Many had to do with science, chemistry, but others - the most famous experiments - had to do with people and their behaviour. And on that occasion the subject was really difficult: freedom. How can one conduct an experiment on freedom? What could you show about freedom through experiments?

On their way home, the students discussed these, and other similar questions. However, they had already done a good job on other experiments, and this time was no exception. On Monday, the students returned with their ideas for an experiment, and they explained them one by one. All the ideas were very interesting but, to cut a long story short, Miss Ellis has asked me to tell you only about Amanda, Charlie, and Andrea's experiments - which she liked the most.

Amanda took out five different coloured boxes and gave them to the teacher to choose one. Miss Ellis gratefully took the pink box, and smiled. Then Amanda took out five yellow boxes, and asked Charlie to choose one. Charlie, annoyed, carelessly chose one. Miss Ellis, amused, asked Amanda what the experiment was called.

"I've called it 'Choices'." For freedom to exist you have to choose between different options. That's why Charlie was a bit annoyed, because when the boxes are all the same colour, you are not really allowed to choose. But Miss Ellis has been pleased because she got to choose the box she liked the most".

Charlie had prepared another kind of experiment, a more lively one. He chose two class members. Lucas was a bright but indecisive boy, and Paul was one of the worst students. Charlie made them go up to join Miss Ellis at the blackboard. Then he divided the class into three groups.

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To the first group he said: "I'm going to ask you a difficult question. You can choose one of the three people at the blackboard to help you answer it. Whoever gets the answer right will win a big bag of sweets". Everyone in the first group chose the teacher.

Then Charlie said to the second group: "You will be asked the same question, but before we start you should know that I have given Paul a piece of paper with the question and its answer written on it". Amid the sound of complaints from the first group, the second group all chose Paul.

Then Charlie spoke to the last group: "It's your turn. What I told the second group was a lie. I gave the paper to Lucas". Amid booing and a few laughs, Paul showed that his hands were empty, and Lucas showed everyone that he did indeed have a piece of paper with the question and answer on it. And Lucas was the only one who managed to answer the difficult question correctly.

While the winners were sharing the sweets out to everyone, Charlie explained: "This experiment is called 'No Freedom Without Truth' "It shows that you can only choose freely if you know the whole truth of the situation. Groups one and two were free to choose who they wanted, but as they didn't know the full truth of the set-up, they were not really choosing freely. If they had known, then they would have chosen differently.

Andrea's experiment was very different. She had come to class with Laylow, her hamster, and some pieces of cheese and bread, to prepare a few different tests. In the first she covered a piece of cheese with a glass. And at its side she placed a piece of bread, without covering it. When she set Laylow free, the hamster went straight for the cheese, banging his nose against the glass. Laylow tried to get to the cheese for a good old while, but having no success he settled for the bread.

Andrea carried on with some similar experiments, a little cruel, but amusing, in which poor Laylow could never get to the cheese and had to choose the bread. Finally, Andrea put a lump of cheese and a lump of bread on the table, both uncovered. This time, Laylow, bored, went straight over and ate the bread.

Everyone enjoyed the experiment, and while Miss Ellis rewarded Laylow with the cheese, Andrea explained: "The experiment is called 'Limits'. It shows that, whether we know it or not, our freedom always has limits, and that these limits are not always outside ourselves. They can be inside us too, as with Laylow, who thought he would never be able to get the cheese.

Many more interesting experiments were performed that day, and maybe sometime we'll get to talk about them, but what is clear is that Miss Ellis's students ended up knowing a lot more about freedom than do many much older people.

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The Colourless Tiger

Think about the following: What type of animal is a tiger? Where do tigers live? What does the world colourless mean? What do you think is the problem? What could be a solution?

Once upon a time, there was a colourless tiger. All his shades were greys, blacks and whites. So much so, that he seemed like something out of an old black and white movie. His lack of colour had made him so famous that the world's greatest painters had come to his zoo to try to put some colour on him. None of them succeeded, as the colours would always just drip down off his skin.

Then along came Van Cough the crazy painter. He was a strange guy who travelled all about, happily painting with his brush. Well, it would be more accurate to say that he moved his brush about, as if to paint; because he never put any paint on his brush, and neither did he use canvas or paper. He painted the air, and that's why they called him Van Cough. So, when he said he wanted to paint the colourless tiger, everyone had a good laugh.

When entering the tiger's cage he began whispering in the animal's ear, and moving his dry brush up and down the tiger's body. And to everyone's surprise, the tiger's skin started to take on colour, and these were the most vivid colours any tiger had ever had. Van Cough spent a long time whispering to the animal, and making slight adjustments to his painting. The result was truly beautiful.

Everyone wanted to know what the painter's secret was. He explained to them that his brush was only good for painting real life, and that to do that he needed no colours. He had managed to paint the tiger using a phrase he kept whispering in its ear: "In just a few days you will be free again, you shall see."

And seeing how sad the tiger had been in his captivity, and how joyful the tiger now seemed at the prospect of freedom, the zoo authorities transported him to the forest and set him free, where never again would he lose his colour.

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Trapped in Tidyland

Think about the following: What does trapped mean? What does the picture suggest about the setting? What do you think the word tidy means? What could a possible problem be?

Tidyland was a lovely little model world which Paula Perfect had built with her toys. She was always looking after it, and making sure that everything stayed perfectly in its place. She kept the red people in the red houses, the green children playing on the swings of the green parks, and the parents talking all day in the town square. It was a sweet and perfect little world, and Paula dreamed that one day she might be able to spend a day in Tidyland.

Then, having no idea how, her wish was fulfilled, and she woke up one day in the middle of Tidyland, all dressed in pink, and made of little toy blocks.

How wonderful!

Everything was just as she had known it! It was really lovely.

Paula was completely happy, and after she had gotten over her surprise, she ran to see the swings in the green park.

However, before she got there, a giant hand swooped down out of the sky and grabbed her. It took her by the arm and moved her back to where she had started from, next to the pink palace. Paula was a bit shocked by this, but she managed to put it out of her mind, because she caught sight of her beloved red houses, and off she went to take a closer look.

But again, the big hand came down and put her back by the pink palace.Then a Princess came out onto one of the palace balconies and spoke to Paula."Don't bother. You will never be able to leave the pink zone". And the Princess explained to her how the big hand never let anyone move about in Tidyland, and that meant that it was the saddest land in the whole world; no one could do what they wanted or go where they wanted.

Paula looked at the faces of all the little people, and she could see that it was true. She realised that the big hand was her own, and that she had always used it to keep everything in Tidyland perfectly in order.

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"So what's up?" she asked. "Don't you all like living in such a lovely, well organised land?" said Paula.

"If we can't choose what to do or where to go, what's the point?" they answered her. "If we could only have one day where we were free to go and see other things... Don't you understand?"

And sure, Paula soon understood. After a few days without being able to decide anything for herself, nor move away from the pink palace, Paula was feeling very down; so much so that she no longer cared about her lovely little land.

Then, one morning, she woke again in her normal life. The first thing she did was go over to her model world and move the little people about to different places.

Now each time she found one out of place, instead of immediately putting it back, she would wait for a day, so the little person would have time to enjoy all of that beautiful world.

Often, at home and at school, they had tried to explain to her what freedom meant, and how important it was. Now there was nothing about freedom Paula didn’t understand.To know all about it she only had to remember those sad days she had spent down in Tidyland.

Lesson 7: Freedom – November 4La – 60 Minutes


CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • identity • community • social responsibility b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:

understanding, retelling, and explaining the ideas and information presented in the texts analyzing the text structures and features analyzing the texts and developing responses with evidence from the texts, personal experience, and research.




h. Deliver oral responses to literary and other texts (including First Nations and Métis texts) or presentations that include both personal responses and textual evidence or examples from the work to support insights and conclusions.

i. Participate in a variety of oral presentations including dramatization (role play), discussion circles, introducing a visitor to the class or school, and giving directions.


Materials: Students will have their stories from yesterday::

The Experiments of Ms. Ellis (8copies) http://freestoriesforkids.com/children/stories-and-tales/experiments-miss-ellis Trapped in Tidyland (8 copies) http://freestoriesforkids.com/children/stories-and-tales/colourless-tiger The Colorless Tiger (7 copies)http://freestoriesforkids.com/children/stories-and-tales/trapped-tidyland Prediction worksheet (1 per student)

http://freestoriesforkids.com/children/stories-and-tales/trapped-tidyland

http://freestoriesforkids.com/children/stories-and-tales/colourless-tiger

http://freestoriesforkids.com/children/stories-and-tales/experiments-miss-ellis

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MarkerPiece of chart paper

Set:

Have students meet with others who have the same story. Have them read the story together and discuss what type of freedom your story is telling you about.

Divide students into jigsaw groups – give each student a number so that the new groups of 3 will each have someone with a different story. They will share their stories in the group by reading and sharing their answers to the questions on the second page of their prediction worksheet from yesterday’s class.

Ask them to pay close attention to the different freedom examples they here about from each story.

Development:

Gather back as a class and create a chart of chart paper. Have students share the three different types of freedoms from the stories they discussed. On the chart, there will be the story title and then the example of freedom.

Name: ____________________Date: November 3, 2011

Connecting – Stories to Freedom

Story: What the story tells you about freedom:

The Experiments of Miss Ellis

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The Colourless Tiger

Trapped in Tidyland

Story Freedom

The Experiments of Miss Ellis For freedom to exist you have to choose between different options.

You can only choose freely if you know the whole truth of the situation.

Whether we know it or not, our freedom always has limits, and that these limits are not always outside ourselves. They can be inside us too.

The Colourless Tiger Not being held captive and forced to follow others, we are able to move and to live our own ways; to be free.

Trapped in Tidyland Able to choose what to do and where to go, we are not forced to do something.

Students can copy these three points down onto the worksheet.

Closure:

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Students can work to finish the questions on “Children Who Work” – due at the end of class.They can finish supporting their paragraphs and writing a topic sentence – due at the end of class.If they are done everything, students can silent read.

The students will work individually and quietly – if not, their names go on the board.

Lesson 8: Introduction to Expository WritingNovember 7 La – 45 Minutes

Outcomes and Indicators


a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent organization of ideas and a competent use of language and conventions.

b. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written format using inquiry.

CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.

e. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph that summarizes important ideas.

g. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.

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Compose and Create Strategies:

Direct InstructionModelled Writing

Materials: Data projector Document – description of expository writing Document – steps to follow for expository writing Document – writing process 5 steps, poster Document – transitional words Handout – expository writing Handout – writing process 5 steps Handout – transitional words Modeled example – images scanned to the computer

Set:

We have been learning how to write a paragraph. Now, we are going to learn how to write a specific style – Expository. This writing style helps you focus your writing and is one way to communicate ideas to others, especially if they do not have background knowledge on a topic or idea.

Introduce the expository writing style. Introduce the 5 steps to the writing process.

Discuss the handout with the students.

Development:

Model for students an example of an expository writing style paragraph.Review the parts of a paragraph, expository style, and transitional words. Discuss the transitional word sheet.

Closure:

Review the expository style and discuss how this modeled example fits into the writing process and is an example of expository writing.

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Expository Writing:

Explains ideas Presents true and accurate information It give directions:

o How to do somethingo How something workso How to get from one place to another

Must be clear and well-organized It must contain adequate information to support the main idea

Writing Steps to Follow:

1. Pick a topic2. Think about the type of writing you will use

a. An explanationb. A news articlec. Directionsd. An informational paragraph

3. Make an outline4. Write a rough draft

a. State the subject or main idea b. Provide facts and/or examples to support it

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5. Revise the language of your piece6. Edit the punctuation and grammar of your piece7. Share your writing with others.

Transitional Words:

Transitional words are ‘signal’ words used in Expository Writing for various reasons:

To show order: first, secondly, lastly, finally; after that; then; next

To show important thoughts most of all

To show examples for instance

To add information also; in addition to; and

To emphasize or clarify again

To compare or contrast however; but; or

To show more is on the way furthermore; even more

To explain or reason nevertheless; because

To identify problems or solutions a reason for

To conclude or summarize in conclusion

Other transition words: so; unfortunately; anyway

5 Steps of the Writing Process:

Step Description Strategies

PrewritingThe writer: Chooses a topic. Considers the purpose for writing and

the type of writing Generates and organizes ideas for

writing

The writer can use the following strategies: Draw pictures Talk List ideas and thoughts Read stories, books and other texts Retell a story Use a graphic organizer Make connections

DraftingThe writer: Begins to write their ideas down on

paper. Focuses on writing and not yet

mechanics (spelling, capitals, grammar).

The writer can: Take notes Organize their sentences into

paragraphs Write their first draft

RevisingThe writer begins to refine the piece of writing. They add to their original ideas

This includes: Rereading the rough draft

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and can reorganize their sentences and paragraphs. The writer shares their story with others to gain their input.

Done 2-3 times.

Peer editing (Read the writing, offer compliments, ask questions to clarify, offer suggestions)

Conferencing Revising based on the feedback

received

EditingWriters look for and fix the following: Capitalization Punctuation Spelling Grammar Sentence structure

You can use: Checklists Rubrics Proofread (read to locate and mark

errors that need to be fixed)

PublishingThe writing piece is prepared in final form. The writing is written neatly or typed and may include illustrations. Once complete, students share their writing with others.

Writers can: Read aloud Read to a group Display their writing in the room Create a book Publish writing on the internet

Rubric – Expository Essay Name:____________________November 17, 2011

Excellent Good Fair ScoreTopic Sentence

3Topic sentence is clearly stated and relates to the topic of the essay.

2Topic sentence is clear but does not relate to the essay topic.

1The topic sentence is unclear or not included and does not relate to the topic.

Support 5All paragraphs provide specific ideas and relate to, support and explain the topic of the essay.

3The majority of the paragraphs provide specific details and relate to the essay’s topic.

1Some paragraphs are supported but they all do not relate to the topic of the essay.

Organization 5Introductory, body and concluding paragraphs are in order and make the essay flow.

3Introductory, body and concluding paragraphs are in order.

1Introductory and concluding paragraphs are in order, but the paragraphs in the body are not in order.

Transition 3 2 1

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Words Includes a variety of 5 or more transition words throughout the essay.

Includes 3-4 transition words throughout the essay.

Includes 1-2 transition words throughout the essay.

Legibility 3Handwriting is neat and very legible. The writing is double spaced.

2Handwriting is legible and double spaced.

1Writing is un-legible and double spaced.

Mechanics and Grammar

5The essay has correct punctuation, grammar, capitalization, and spelling throughout the essay.

3There are 1-3 errors in spelling, grammar, capitalization and punctuation.

1There are 4 or more errors in spelling, grammar, capitalization and punctuation.

Stages of the writing process

3Includes their brainstorming, paragraph planning, rough copies and editing and revising sheets with their good copy.

2Includes their final copy and rough drafts.

1Only includes their final copy.

Lesson 9: Expository WritingNovember 8 La – 60 Minutes




b. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written format using inquiry.


e. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph that summarizes important ideas.

g. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.

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Compose and create strategies:

Before:Considering the task or prompt, finding a topic. Activating prior knowledge, experiences and expectationsConsidering information that might be includedCollecting and focusing ideas and informationPlanning and organizing ideas for drafting

During:Creating drafts and experimenting with possible productsReflecting, clarifying, self-monitoring, self-correcting

After:Revising for content Revising for organizationProofreading

Materials:

Overhead/projectorAssignment sheet – 1 per studentBrainstorming web – 1 per studentExpository writing planning sheet – 1 per student Modelled example

Set

Briefly review with students the expository writing style, the steps to follow.Review the style of an essay – introductory paragraph, body (2 paragraphs with a separate idea) and a closing paragraph.

Share with students and example of a modelled expository essay, and showing the writing process.Today, students will be working on pre-writing possible drafting.

Development

Pass out the assignment sheet to the students. Have them read it silently to themselves and then read it over together as a class. Answer any questions the students may have.

Pass out the brainstorming web and the expository writing planning sheet. Explain how to use them – refer back to the modelled example for clarification.

Closure

Students will begin the following independently:1. Choose a topic from the assignment sheet.2. Write a specific topic in the middle of your brainstorming web.3. Brainstorm ideas for their essay on the brainstorming sheet.4. Start to plan their paragraphs on the planning sheet.

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Expository Writing Assignment:

Name: Date:

Objective: To write a clear and well organized essay explaining a topic using facts (not opinions). It must contain adequate information to support the topic. This expository writing piece will be an explanation piece.

Steps to help you get started:

1. Choose one of the following main topics:a. Explain why you admire a particular person. (Who is that person, why?)b. Explain why you live a privileged life. (Compared to other children in the city or world)c. Explain why it is important to have rights. (List 1 specific example and explain)d. Explain why it is important to have responsibilities. (List 1 specific example and explain)

2. Brainstorm ideas for your topic. Make your topic specific. Write down different main ideas for your essay and list examples for each. Record your ideas on the brainstorming worksheet.

3. Complete the Expository Paragraph planning sheet.

4. Begin writing your rough draft of your essay.

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5. Revise your draft (proof-read) on your own.

6. Revise your draft with a partner.

7. Edit your draft.

8. Publish – write your good copy.

Make sure to include the following in your essay:

1. 4 paragraphs in total.2. The first paragraph will introduce the topic of the essay and will have a strong topic sentence.3. The second and third paragraphs create the body of the essay and will support and explain and support the

introductory paragraph. 4. The last paragraph will conclude your essay and will finish with a closing sentence that summarizes your

essay and relates back to the topic sentence in the introductory paragraph.5. Transition words – use a variety of transition words and a minimum of 5 throughout your essay.6. Each paragraph should contain 5 sentences minimum. Some paragraphs will be longer than others.

Lesson 10: Expository WritingNovember 9La – 60 Minutes



c. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent organization of ideas and a competent use of language and conventions.

d. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written format using inquiry.


f. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph that summarizes important ideas.

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h. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.


Before:Planning and organizing ideas for drafting

During:Creating drafts and experimenting with possible productsReflecting, clarifying, self-monitoring, self-correctingConferring with others


Materials:

Computer projectorLoose leaf Modelled example

Set

Recall the five steps of the writing process – briefly review the poster. Go over and review the modelled example from yesterday, highlighting pre-writing and drafting.

Review the assignment and expectations.

Development

Today students should be finishing their brainstorming, their paragraph planning sheet and they can begin working on their first rough drafts – handwriting on loose leaf.

Have Keegan, Daniel at the back for 10 minutes where you work on getting them started and focused and help them transfer from their brainstorming web to their paragraph planning sheet.

Closure

Students will continue to work on completing rough copy 1. By the end of today’s class, students should be completed: brainstorming and organizing paragraph planning. They should be completed their introductory paragraph for sure and started on the first paragraph for the body for their essay.

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For Tuesday – students should be completed their rough copy #1. Keegan and Anri and Daniel should have their introductory and 1 body paragraph completed.

Guided Reading group – Walker and Keegan

Adaptations

Have Keegan, Anri and Daniel at the back – make sure they are focused and are writing in their brainstorming web – as long as they have 2 boxes completed on their web, that will be good enough. And then they should start their planning paragraph sheet.

Set a goal for Anri and Daniel: by the time it is recess, you need try your best to be focused and to complete the paragraph planning sheet and the introductory paragraph??

Lesson 11: Expository WritingNovember 15La – 30 Minutes



e. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent organization of ideas and a competent use of language and conventions.

f. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written format using inquiry.


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g. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph that summarizes important ideas.

i. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.





Materials:

Computer projectorLoose leaf Modelled example - Proofreading checklist – 1 per student

Set

Homework check – rough copy #1Homework check: Walker, Keegan, Anri, Daniel – paragraph planning sheet completed.

Introduce the proof-reading/editing checklist to the students. – Share a modeled example.

Explain that they fill it out reading their own work over and look for the points on the checklist. Then they give their work to someone else who is ready to also edit. They switch and fill out the sheets for one another – now they are acting as an editor. The editor also marks on the rough copy: spelling, punctuation and other changes that need to be made. They return the work to the person they switched with and then read over the comments and checklist. The author reviews the edits and begins to write a rough copy number 2.

Development

Students will proof-read and edit their own work filling out the checklist and then they will switch with a classmate who will edit and read their work completing the checklist as well.

Closure

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Students will begin writing rough copy #2.

Adaptations

Have Keegan, Anri and Daniel and Walker at the back. Help them to start writing their first rough copy. Provide them with a worksheet to help them plan out their essay.

Proofreading and Editing Checklist

Place a check mark in the box when you have completed each step.

Name of author: _________________________

Name of editor: __________________________

Author: Editor: Steps:1. I have checked that each paragraph is indented.

2. The introductory paragraph has an interesting topic sentence.

3. The body of the paragraph supports and explains the topic sentence.

4. I have circled the words that might be misspelled.

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5. I have checked that there is proper sentence structure throughout the paragraph.

5. I have checked that all sentences begin with capital letters.

6. I have checked that all sentences end with the correct punctuation marks.

7. Transitional words are included.

8. The essay explains an idea.

Comments and suggestions:

One thing positive:

One thing to improve on:

A question to think about is:

Rough Copy 1 Name: __________

Introductory paragraph needs: 1 topic sentence, 4 other sentences that tell what will be talked about in your essay.______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Body: The first paragraph explains one reason why you admire someone. You will explain that reason and will provide an example. (5 Sentences)

______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Body: The second paragraph explains a second reason why you admire that same person. You will explain this second reason and will provide an example. (5 sentences)

______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Concluding paragraph: 1 closing sentence (relates to the topic sentence) and 4 other sentences that conclude your essay.

______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Lesson 12: Being Canadian November 15La – 50 Minutes


CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: identity, community and social responsibility.

a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range of personal identities, and backgrounds.

c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.

CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning when viewing.

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f. Identify the values underlying visual messages and recognize persuasive techniques and purposes in oral presentations and various media (e.g., promises, dares, flattery, comparisons).

h. Identify how the language, explicit and implicit messages, and visual and multimedia features (sound, color, movement) are used to influence the intended audience.

Comprehending and Responding Strategies:

Before: Activating and building upon prior knowledge and experience. Previewing text

During: Constructing visual imagesInterpreting visualsDrawing conclusions

After: Recalling, paraphrasing, summarizing and synthesizing Interpreting Responding personally, giving support from text View again

Other: KWL chart Viewing guidelines

Mental images that go beyond imagery

Materials:

Chart paper and a marker – one for each groupLoose leaf – 1 sheet per studentProjector and speakersYouTube clip: http://www.youtube.com/watch?v=BRI-A3vakVg Imagery sheet – 1 per student

Set 10 Minutes

Introduce a KWL chart: this is a chart where we can organize information: what we know, what we want to learn and what we did learn.

Divide students into six groups of four students. Give each group a chart paper and a marker. The top of their chart will be titled Being Canadian. With three sections on it: what we know, what we want to know and what we want to learn.

Model an example for students.

Then let the groups answer what they know and what they want to know.

Development 10 Minutes

View the video clip: I am Canadian. Stop the video at 0:51.Before: Explain to the students that the video compares Canadians and Americans.

http://www.youtube.com/watch?v=BRI-A3vakVg

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Watch the video again 2 more times having students write down points (on a piece of loose leaf) on the following: Symbols – images they see, sounds, colors Stereotypes – an idea that many people have about a thing or a group and that may often be untrue or only

partly true If they think the video is persuasive – trying to make you believe something.

Closure 25 Minutes

Students will work individually and quietly on the Imagery Chart.

Topic: Being Canadian They will reflect on the video and prior knowledge they have about being Canadian and will list and explain two examples of items that can fit into the chart using complete sentences.

Examples to share with the students:Hear – the Canadian National Anthem Smell – trees Taste – poutineTouch – snow Sight – different people

When done this, students can work on writing their second copy.

Lesson 13: Writing and Editing November 16La – 60 Minutes



g. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent organization of ideas and a competent use of language and conventions.

h. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written format using inquiry.

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h. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph that summarizes important ideas.

j. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.




After:Revising for content, Revising for organizationProofreading

Materials:

Loose leaf

Set:

Briefly review steps of the editing and revising process. Students should finish writing out their second copy.

Development:

Students should have their second rough copy edited.

Closure:

Students should begin the good copy of their essay.

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Adaptations:

Keegan, Anri, Daniel and Walker and Hope – write a closing paragraph together. Have them read over their essay and edit it, switch with someone in the group and read each other’s essays’.

Edit their essays at recess – give them back at home time and have them write out another copy of their essay that night.

Sheets provided for Keegan, Anri, Daniel, Walker and Hope.

Lesson 14: WritingNovember 17La – 40 Minutes



i. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent organization of ideas and a competent use of language and conventions.

j. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written format using inquiry.

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i. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph that summarizes important ideas.

k. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.




After:Revising for content , Revising for organization, Proofreading

MaterialsLoose Leaf

Set: Review the publishing stage of the writing process.

Development: Students will work on finishing their good copy of their essay – due at the end of class.Hand-written on loose leaf paper, double spaced and they will attach all of their rough copies and editing and revising pieces of paper.

Closure: Students will hand in the good copy of their essay with their rough copies attached.

Adaptations:

Keegan, Hope, Daniel, Walker and Anri – sitting at the back of the room.Edited by the teacher and then the students write out a good copy – neatly and it will be handed in by the end of the day.

Lesson 15: Canadian PeopleNovember 18La – 60 Minutes





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During: Identifying key ideas and supporting ideas Drawing conclusions

After: Recalling, paraphrasing, summarizing and synthesizing Interpreting Evaluating author’s/creator’s message(s)Responding personally, giving support from text

Other: KWL chart Finding important information and not just one main idea Text to text connections

Resources:

http://ssrsbstaff.ednet.ns.ca/aripley/canadian_identity.htm Canada the People – Bobbie Kalman

Materials:

Copy of information – 1 per student Copy of “We Are Canadian” – 1 per studentText to Text connections sheet – 1 per student Sticky note – 1 per student Chart paper – 1 piece Markers – 1 per group KWL charts from lesson 12Masking tape

Set 20 Minutes

On a handout, have notes from the following book: “Canada the People” by Bobbie Kalman.Information will be about the people in Canada.Have students’ whisper read with a partner.

Have students write down on a sticky note, one important fact that relates to the main idea from the information they read on the overhead.

A main idea is the central meaning or purpose of what they are reading – in this case, the main idea revolves around Canadian people.

Have students continue to think about rights, responsibilities and freedoms.

http://ssrsbstaff.ednet.ns.ca/aripley/canadian_identity.htm

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Model an example for the students.

Students will share their sticky notes with the class and will stick them on a piece of chart paper. Not everyone will have the same point written down.


Have students go back into their groups that they created their KWL charts with. Have them fill in what they have learned information about what they have learned about being Canadian.

Hang the charts in the room so that the groups can walk around and view each other’s charts.

Closure 30 Minutes

Students will individually read the “We Are Canadian” story.Students will work individually and quietly on the Text to Text connections sheet.

Students will connect this story with the video – I Am Canadian.

Model an example for the students. When this is complete, students can silent read.

We Are Canadian

By: Christie MacNeil and Kim Croft

People may think we live in igloos, it’s winter all year long, and to get around we have to hitch up our best sled pulling dogs and be on our way. Some people also think that we don’t have phones and indoor plumbing. Well we are just like other countries. We do have cars, and we drive to our jobs, which aren’t only fishing and farming.

One of the best parts about Canada is the freedom. We have religious freedom. We are not persecuted for our religious beliefs. We have political freedom. We can have our own opinions and not get shot while walking down the street because our opinion is different from another. We have social freedom. We can talk to who we want, and not have to wear veils to cover our faces, and we’re allowed to talk to guys in the street.

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Canadians are fortunate to have one of these best health care systems there could be, where we don’t have to pay upfront to get treated in a hospital, if someone had an accident, or needs a doctor.

Some of the things that make Canada unique are the fact that we say “eh?” and don’t even know it. Another one is our Tim Hortons. We are the only country with Tim Hortons. Some people can’t even go a day without their Tim Hortons coffee. We also have the beaver as one of our Canadian symbols. I don’t know what other countries think, but the beaver is pretty cool animal.

One famous Canadian is Alexander Graham Bell. Without him, we wouldn’t even have telephones to use. Another famous Canadian is Terry Fox. He ran across Canadian to raise money for cancer. Now once a year, people all across Canada run to raise money for cancer in his memory. One more famous Canadian is Pierre Trudeau. He was one of Canada’s former Prime Ministers and a very charismatic political leader. He was a Prime Minister for 16 years, and he basically put Canada on the map.

Making Connections Name: _______________________Text-to-Text Connections

Text 1: We Are Canadian By: Christie MacNeil and Kim Croft

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Text 2: I am Canadian - Video

Directions: After reading We Are Canadian, compare how it is similar and different to I Am Canadian by using the questions in the chart below.

We Are Canadian - Story I Am Canadian - Video

Discuss what is happening in the story you are reading.I am reminded of: (Provide an example)

I Am Canadian and We Are Canadian are similar because: (Provide an example)

I Am Canadian and We Are Canadian are different because: (Provide an example)

Lesson 16: Introducing the novel Pit Pony November 22La – 60 Minutes



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b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by: understanding, retelling, and explaining the ideas and information presented in the texts analyzing the text structures and features analyzing the texts and developing responses with evidence from the texts, personal experience, and research.


CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation.

a. Listen purposefully to a range of texts, and identify and summarize main ideas, supporting ideas and opinions heard.

f. Listen to differentiate between fact and opinion, to analyze the message and presentation, and to draw conclusions presented and strategies used.


b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.

i. Evaluate the author’s use of various techniques (appeal of characters, logic and credibility of plots and settings, use of figurative language and imagery, strength of argument based on evidence) to influence reader’s perspectives.



During: Making connections to personal knowledgeMaking, confirming, and adjusting predictions and inferencesConstructing mental imagesIdentifying key ideas and supporting ideas Drawing conclusions

After: Recalling, paraphrasing, summarizing and synthesizing Interpreting Responding personally, giving support from text

Resources:


Materials:

Pit Pony novelLoose leaf – one per student PowerPoint presentation and projector

Set (10-15 Minutes)

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PowerPoint presentation:Review and talk about rights, freedoms and responsibilities Canadian people have now.Ask the students to discuss with a partner and then the class – did Canadian people always have these rights, freedoms and responsibilities?

Development (20 Minutes)

PowerPoint presentation continued:Look back in time – to when the novel is set. Talk about life then, and ask: what kinds of rights and responsibilities, freedoms and fair treatment do you think these people had (think to self and then share as a class).

Information on coal miners (main job in the story)Think about: were these men treated fairly? Was this type of job easy or hard? Would you like to have this job? Were workers treated fairly/? Were their rights respected?

Based on previous discussions and information, students will look at the book cover and will write down a prediction for the story.

8 sentences o Setting o Characterso Eventso Possible problem and solution

Students will then be given information about the main character, setting, and a definition for pit pony.

Closure (30 Minutes)

Define vocabulary words – have students give you an answer and then provide them with the definition.Preview questions to think about as they listen to chapter 1.

Chapter one is read aloud to the class. – Students are listening to the story.

Go over together answers to the questions thought about during reading.

Students will answer after reading questions for deeper understanding. – written on loose leaf.

Pit Pony – Joyce Barkhouse Name: ____________________

Prediction: (Setting, Characters, Events, Possible Problem and Solution)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

During Reading Questions: Think about these as you listen to the story

1. What do we learn about how the characters live? a. Setting

2. What do we learn about Willie?

After Reading Questions: Answer the questions individually, using complete sentences.

1. Why does Willie not want to be a miner?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________________________________________________________

2. What types of conditions do you think miners work in?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

3. What rights do you think miners had?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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Lesson 17: Introducing Literature Circles November 23La – 30 Minutes



a. Listen purposely to instructions and procedures and decide the best way to carry them out.

Resources:


Materials:

Literature circle doutang – 1 group for each group (4) Role sheets in each doutang – discussion director, illustrator, connector, summarizer, vocabulary enricher and literary luminary

Set

Introduce and explain literary circles to the students. Small groups of students will meet to read a novel together. When your group meets, you will read one chapter in the novel. You will be given a task to role to complete for that chapter. (This role will change each time you meet

together to read). The roles are:

o Discussion directoro Illustratoro Connectoro Summarizer o Vocabulary enrichero Literary luminary

Students will be divided into groups of 6 people – this is your literature circle group. When you read the reading, you will read in groups of 3 from your literature circle group Once you are done reading, you will complete your role sheets which are found in the doutang.

o I will keep the doutangs and the novels

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Development

Explain each of the six different role sheets to the students.Use chapter 1 as an example.

Closure

Tell students their Literature circle and reading groups.

Literature circle groups: Group 1

o Karalie, Taya, Tyler, Matthew, Cassidy, Keegan Group 2

o Katelyn, Ashley, Nolan, Daniel, Tia, Ivan Group 3

o Carson S. Tamara, Kiara, David, Hope, Walker Group 4

o Brady, Tess, Cattlin, Carson P. Anri

Reading groups: Group 1:

o Karalie, Taya, Keegano Tyler, Cassidy. Matthew

Group 2:o Katelyn, Nolan, Danielo Ashley, Tia, Ivan

Group 3:o Carson S. Walker, Kiarao Tamara, David, Hope

Group 4 o Brady, Anri, Tesso Cattlin, Carson P.

Guidelines while in groups: quietly reading, sitting with each other, working on your role sheets.

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Discussion Director:

Name: _______________________________

Novel: Pit Pony

Assignment:Chapter: _____________ Pages: _______ to ________

Role: Your job is to develop a list of questions that your group might want to discuss about this part of the book. Help the members in your group talk about the big ideas/events/issues in the reading and to share and express their reactions. Usually the best discussion questions come from your own thoughts, feelings and concerns as you read. Use the following sample directions as guidelines, but come up with your own topics.

Examples:

1. What was going through your mind while you read this reading?2. How did you feel while reading this part of the book?3. What was discussed in this section of the book?4. Did today’s readings remind you of any real-life experiences?5. Predict some of the things you think will be talked about next or will happen next in the novel.

Your possible discussion questions or topics for today:

1.2.3.4.5.

Illustrator:

Name: _______________________________

Novel: Pit Pony


Role: Your job is to draw a picture related to the reading. It can be a sketch, cartoon, diagram or scene. No stick people! You can draw a picture of something that is discussed specifically in the book, or something that the reading reminded you of, or a picture that conveys any idea or feeling you felt from the reading. You must also include a brief explanation of what the drawing is about and how it relates to the story. You may use the rest of this sheet of paper or the backside of the paper.

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Connector:

Name: _______________________________

Novel: Pit Pony


Role: Your job is to find connections between the book and the world today. This means connecting the reading to your own life, to events happening in the community or school, to similar events at other times and places, people or problems you were reminded of and other stories you are reading.

Some connections I found between this reading and other people, places events …..1.2.3.4. 5.

Summarizer

Name: _______________________________

Novel: Pit Pony


Role: Your job is to prepare a brief summary of today’s reading. The other members of your group will be counting on you to give a quick speech that conveys the main ideas, events, points of today’s reading assignment.

Summary: _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Key Points:

1.

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2.3.

Vocabulary Enricher

Name: _______________________________

Novel: Pit Pony


Role: Your job is to find words that are puzzling or unfamiliar. Write them down while you are reading, and then find their definition when you are finished reading. You may also find words that are repeated a lot – these words may be important so define them as well. When your circle meets, help members find and discuss these words.

Page Number and Paragraph Word and Definition1. ______________________ ________________________________________________________________

2. ______________________ ________________________________________________________________

3. ______________________ ________________________________________________________________

4. ______________________ ________________________________________________________________

5. ______________________ ________________________________________________________________

6. ______________________ ________________________________________________________________

Literary Luminary

Name: _______________________________

Novel: Pit Pony


Role: Your job is to choose parts of the story that you would like to read aloud to the group. The idea is to help students remember interesting, puzzling, powerful or important sections of the text that is being read. You must decide which passages or paragraphs are worth reading aloud, and justify the reason for selecting them.

Example: I chose to read page six, paragraph numbers three and four because ………

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Lesson 18: Pit Pony - Chapter 2, Literature Circles November 23La – 60 Minutes








f. Read and use grade-five appropriate informational and reference texts (dictionaries) to identify main ideas, details, opinions and reasons.

CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and social responsibility.


b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and written form using inquiry.



During: Making connections to personal knowledgeConstructing mental imagesIdentifying key ideas and supporting ideas Drawing conclusions

After: Recalling, paraphrasing, summarizing and synthesizing Interpreting

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Before: Activate prior knowledgeConsidering and generating specific idea and information that might be includedCollecting and focusing ideas and information

During: Using language and its conventions to construct messageConferring with others

After: Sharing

Resources:


Materials:

Pit Pony novelsLiterature circle doutangs Pencils

Set 10 Minutes

Review with the students the roles for literature circles.Divide the students into their literature circles.

Have each member choose a role for this chapter.

In their groups of 6 – students will recall chapter 1 and will share a brief summary.


Students will read chapter 2 with in their small groups of 3. They will then work on their role sheets.

Closure 30 Minutes

Students will finish their role sheets and will silent read.

Assessment:

Literature circle self-evaluation. Role sheets will be marked.

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Self – Assessment: Literature Circles Name: ____________________

Date: _____________________ Role: _____________________

3 2 1 MarkOn task Is on task while

reading and completing the role sheet

Is on task most of the time during reading and completing the role sheet

Is not on task, is distracted and is not reading or working on the role sheet

Collaboration Works well with group members, is positive and helps them

Works well with group members

Does not work well with group members and is negative

Answers relate to the story and role

The answers relate to the story and the role you have

Most answers relate to the story and the role

Answers do not relate to the story or the role

Group participation

Is respectful and listens to others, contributes to the group

Listens and contributes to the group but needs to be respectful

Does not listen, interrupts and does not contribute to the group

Total = / 12

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Lesson 19: Pit Pony - Chapter 3 Literature Circles November 24La – 60 Minutes








f. Read and use grade-five appropriate informational and reference texts (dictionaries) to identify main ideas, details, opinions and reasons.







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After: Sharing

Materials

Literature circle doutangs Pit Pony novels

Pit Ponies – short story taken from: http://www.dmm-pitwork.org.uk/html/menu3.htm

Set 10 Minutes

Students will divide into their literature circle groups and will discuss their role sheets from chapter 2.


Students will choose a role for chapter 3 and will then read the chapter with in their small groups of 3. They will then work on their role sheets.

Closure 30 Minutes

Explain making inferences to the students. Drawing conclusions from words and images in a story or from points that are not explained to you. You look and interpret the author’s words and images to form a greater understanding of the information you

are reading. This can be done for events, vocabulary words, main ideas and pictures or images. From what you know and what you read, you make sense and understand the information. Supported from the text.

Read the short story – Pit Ponies. Students will complete the making inferences sheet.

Once this is finished, students will finish their role sheets for chapter 3 and will silent read.

Assessment:

Inference sheets will be marked.

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Literature circle self-evaluation.Role sheets will be marked.

Pit Ponies

They were some lovely animals. They ranged in height from small Shetland ponies, to others which were 15 hands high.

Most miners were very fond of the ponies and many took bread for them to eat.

Often they would put their own sandwiches in one of their jacket pockets and the ponies’ bread in the other pocket.

While miners worked they hung their jackets up on the side of the roadway. The ponies got used to receiving bread and often couldn't wait till bait time, so they went sniffing around the jackets.

On many an occasion they succeeded in eating 'their' bread by chewing through the wrapping paper, no doubt quite pleased at their achievement.

The owner of the jacket was less pleased when on arriving in the roadway (often towards the end of his long hard shift) and looking forward to having something to eat, he discovered, not only that the pony had helped itself, but that it had eaten his jam or spam sandwiches and left the dry bread.

Who said that animals were dumb?

In the summer when the pit was on holiday for two weeks the ponies would be brought to the surface for their holidays. It was great to see them enjoying themselves in the fields, jumping and running and throwing their heads about and having a good time in the fresh air and in the sunlight.

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Making InferencesA conclusion about words or images supported from the text.

Quote or Picture from the Text Inference

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Lesson 20: Pit Pony - Chapter 4November 29La –60 Minutes










CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations and summary charts.


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Before: Activating and building upon prior knowledge and experience.

During: Making connections to personal knowledgeConstructing mental imagesDrawing conclusions





After: Sharing

Materials

Pit Pony novels Pit Ponies taken from: http://www.dmm-pitwork.org.uk/html/menu3.htm

Literature circle doutangs Summary charts -1 per student Making inferences worksheet – 1 per student

Assessment

Role sheets from chapter 3 will be marked for completion and understanding. Mark the students making inferences sheet.

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Set 15 Minutes

Divide students into their literature circle groups. Discuss their role sheets from chapter 3. Monitor students and their discussions by rotating around the room.

Call the students back to their desks.

Pass out and introduce a summary chart to the students. A summary chart is a short statement that reminds us of the main events that are happening throughout a story. This helps us recall and remember the story each time we read and helps with our understanding of the story.

Chapter one and two are completed for you. Let’s complete a summary for chapter three together.


Reading aloud – Chapter 4Pass out the copies of the novels to students.

The teacher starts reading chapter 4. Students will be listening.Pause to discuss events and to clarify any challenging words.

Students will individually write a brief summary of chapter 4 into their summary charts.

Closure 15 Minutes

Explain making inferences to the students. – Highlight the following key points by writing them on the board. Drawing conclusions from words and images in a story or from points that are not explained to you. You look at and interpret the author’s words and images to form a greater understanding of the information

you are reading. This can be done for events, vocabulary words, main ideas and pictures or images. From what you know and what you read, you make sense and understand the information. Supported from the text.

Explain an example to the students.

Pass out the story – Pit Ponies and the making inferences sheet.Students read the story and then complete the making inferences sheet.

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PIT PONY – Summary Chart

A summary is a short statement that reminds us of the main events that are happening throughout a story.

Keep track of the main events for each chapter in the summary charts listed below.

Chapter SummaryChapter 1 We meet an 11 year old boy named Willie Maclean. He

has three sisters (Sara, Nellie and Maggie). His older brother John works in the coal mines with his father Rory. Willie often comes home late and does not complete his chores so he receives a thrashing from his father. Willie loves horses and he does not want to work in the coal mines.

Chapter 2 Willie goes to see the horses every day after school. He meets Gem – a horse who used to be wild. Willie jumps onto Gem and rides her until he is thrown off. Gem runs away Willie sneaks into the stables and Willie falls asleep in the hay.

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

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Chapter 10

Lesson 21: Pit Pony - Chapter 5, Inferring and QuestioningNovember 30La –60 Minutes







a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis texts.








During: Making connections to personal knowledge

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Constructing mental imagesIdentifying key ideas and supporting ideas Drawing conclusions




During: Using language and its conventions to construct messageConferring with othersAfter: Sharing

Materials

Pit Pony novels Inferring and Questioning sheet – 1 per student

Assessment

Take in students inferring sheet from yesterday to mark for comprehension – due Friday.Take in the students and questioning sheet to mark for comprehension – due Friday.

Set 20 Minutes

Briefly review chapter 4 – have students share their summaries with the class. Yesterday they share them with their partners.

Main idea: o We know that Willie is going to work in the mines because his father and brother we injured and the

family needs someone to earn money.

Recall what the term inferring means. Drawing conclusions from words and images in a story or from points that are not explained to you. You look and interpret the author’s words and images to form a greater understanding of the information you

are reading. This can be done for events, vocabulary words, main ideas and pictures or images. From what you know and what you read, you make sense and understand the information. Supported from the text.

Give students 5 minutes to work on their inferring sheet from yesterday.

Inferring and QuestioningAs we read, we ask questions and infer meaning to those questions.

Brainstorm together background knowledge about mines using a graphic organizer.

We know mines are dark places. They are underground or are in tunnels. There are men down there, as well as horses or ponies. Coal is being mined – chipped away at using pickaxes, this is a hard job. This is not a place for young boys.


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Pass out the inferring and questioning sheet. Discuss the two examples provided. Read chapter 5 together as a class – interactive read aloud. As we read, have them students write down questions they have about the story.

Closure 15 Minutes

After reading a selection, students can write down their inferences on the sheet from chapter 5. Then, students will write a summary for chapter 5 into their charts.They can finish and work on their inferring sheet from yesterday – due Friday. Lesson 22: The Last PrincessDecember 1La –30 Minutes






d. Compare the challenges and situations encountered in daily life with those experienced by people in other times, places and cultures as portrayed in a variety of texts including First Nations and Metis texts.

e. Compare individuals and situations portrayed in various texts and to those encountered in real life.


d. Evaluate the content of a variety of oral communications and ask questions to seek information not already discussed.




d. Understand how text features (format, graphics, sequence diagrams, illustrations, charts and maps) make information and ideas accessible and usable.


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a. Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audience.

d. Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to say it; clarify and support spoken ideas with evidence and examples.

h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual evidence or examples from the work to support insights and conclusions.








After: Sharing

Materials

The Last Princess – Fay Stanley Group presenters will need their sheets

Assessment

The presenting group will be marked on oral communication, communication of their story to the audience and understanding.

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Set

Briefly review chapter 5.Discuss as a class the story so far.

Main characters, setting, events – create a web on the board.

Development

In your guided reading groups, you have been reading different books. These books tie into our theme of fairness, rights and freedoms.

The group that has been reading The Last Princess by Fay Stanley will come up and will present how their book connects to our theme and how it relates to our novel. They will discuss connections, people, events and information and will share what they have already read with the class. They will also share a prediction as to what they think will happen next in the book.

Closure

The class can ask the group questions they may have about the story.

The Last Princess – The story of Princess Ka‘iulani of Hawai‘i

Biography Begins in October 1875 Setting so far: Hawai‘i and London, England The story communicates sadness

People Summary

Main Events How it relates to Pit Pony

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Other Connections Prediction

Her mother’s prophecy:

Guided Reading Presentation Rubric

Name: __________________________ Date: ____________________________

Story: _________________________________

Group Members:

_______________________________________________________________________

4 3 2 1Group preparation The performance

runs smoothly, without interruptions, suggesting excellent preparation

The performance is generally smooth with few interruptions, suggesting adequate preparation

Occasional pauses and corrections during performance suggest minimal preparation

Frequent stops and corrections during the performance suggests a lack of preparation

Individual clarity, speed and volume

All speech is clearly enunciated, spoken slowly and loudly enough to be hear effectively throughout the entire classroom

Most speech is clearly enunciated, spoken slowly and loudly enough to be heard effectively throughout the entire classroom

Speech is frequently unclear, soft and/or too fast, through most of the presentation can still be understood.

Speech is unclear, soft and/or too fast so as to impede understanding of the presentation.

IndividualSpeaking

Spoke throughout the presentation and helped support group members. Was able to answer questions from the audience.

Spoke throughout the presentation and answered questions from the audience.

Spoke throughout the presentation.

Did not speak throughout the presentation

Individual contribution to their group’s performance

Stood tall, was quiet when not speaking, made eye contact and spoke to a variety of audience members

Stood tall, was quiet when not speaking, made eye contact and spoke to some of the audience.

Did not stand straight, was mostly quiet when not speaking, made little eye contact and spoke to a couple of audience members

Did not stand straight, talked when not speaking, made no eye contact and did not speak to the audience

Comments:

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Lesson 23: Pit Pony - Chapter 6December 1La –50 Minutes









f. Read and use grade-five appropriate informational and reference texts (dictionary, encyclopedia, how-to, explanations, biography) to identify main ideas, details, opinions and reasons.





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j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions and interpretations of others.


c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphphonic, and other cues and conventions to communicate meaning when writing.







During: Using language and its conventions to construct message

Materials

Pit Pony novels Literature circle doutangs Pitch Black (http://www.dmm-pitwork.org.uk/html/dark.htm) - 1 per studentLiterature circle-self assessment

Assessment

Self-assessment on literature circle participation.Role sheets will be marked for understanding and comprehension. Paragraphs will be marked for understanding, comprehension and communication of ideas.

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Set

Pass out the Literature circle books and the novels.Students will read in their groups of three, chapter 6.

Development

After reading, students will individually complete their role sheets and will write a summary for chapter 6 into their summary sheet.

Closure

Students will read Pitch Black. As they read the story, they should imagine and create a mental image of what it would be like to be a miner in the tunnels.

They will write a paragraph explaining what it would be like if they were in the mines working. Their paragraphs will need: a topic sentence, supporting sentences and a closing sentence.

Model an example for the students.

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Pitch Black It took a while to become used to the conditions underground. It was pitch black except for the places illuminated by the cap lamps which were fastened to miner’s helmets.

If you wanted to see something you had to learn to point your head in the direction of a particular object, this may have been, up or down, left or right, or a combination of all four with any amount of variations in between depending on the situation and circumstances.

The roadways were often low in places and were supported by either straight or arched girders.

Men had to walk with a stoop and had to watch the roof in case they bumped their heads on the girders as they walked. When they did bump their heads it gave a sharp jolt which would go all the way down to the base of the neck and was very painful.

Miners soon learned to keep their heads down. The trouble with this was that when they kept their eyes on the roof they found they were tripping. The floor underfoot was terrible it was up and down, there were holes just big enough to catch a foot in; it was uneven, and often wet and slippery. No wonder tripping, falling and slipping accidents were so frequent in the pits.

Imagine the difficulty, if they kept their eyes and lamp pointing to the roof they would trip. If they pointed their lamp and looked at the floor, they would bumped their head. After tripping and slipping a few times and bumping their head even more times, they realized the trick was to continually look up and down, up and down until they reached a point in the roadway where it was possible to walk upright, and the danger of hitting their head was reduced.

There was a lot more to this mining lark than they first thought. Miners had to look everywhere and keep their wits about them; a small fall in concentration could lead to major problems.

As more and more machinery was introduced into the pits their awareness and that of their work mates became more and more important.

Vocabulary words:

Stoop: to stand or walk with the head and shoulders or the upper part of the body bent forward.

Girders: a horizontal main supporting beam; a wood board supporting the roof of the tunnel

Lark: something done for fun or for adventure

Wits: normal state of mind

Mates: fellow workers

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Name: _____________________Due: December 5

PITCH BLACK - Paragraph Assignment

The information in Pitch Black describes and provides you with an idea of what it would be like if you were in a mine.

As you read the story, imagine that you are down in the mines.

Assignment:

Write a paragraph explaining how you think it would to be working in a mine.

You will need to include the following in your paragraph:

A topic sentence – tells what your paragraph will be about6 supporting sentences – explaining and supporting your topic sentenceA closing sentence – concludes and summarizes your paragraph

BRAINSTORMING IDEAS:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Topic: _______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________Lesson 24: Coal Miner’s Daughter December 2La –60 Minutes













During: Making connections to personal knowledge

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Constructing mental imagesIdentifying key ideas and supporting ideas Drawing conclusions





Materials

Coal Miners Daughter – Loretta Lynn Audio - http://www.youtube.com/watch?v=Pnpbxw43Nq0&ob=av2ePrinted lyrics – 1 per student

Cd player Questions and connections sheet – 1 per student

Assessment

Question sheet and connections will be assessed for comprehension and understanding.

Set (15 Minutes)

Background information: Loretta Lynn wrote a song Coal Miner’s Daughter. This song tells of her life as a daughter of a coal miner and how she and her family grew up.

From hearing the title of the song, what do you think the song is about?

Write the following questions on the board that students will think about while listening.What is the song telling you about?What is the message in this song?Can you picture any images from hearing this song?

Play the song Coal Miner’s Daughter.Listen carefully to the words.

Development (20 Minutes)

http://www.youtube.com/watch?v=Pnpbxw43Nq0&ob=av2e

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Pass out lyrics of this song to help the groups discuss the song. Briefly discuss the song the following 2 questions together as a class:

Why do you think the girl is proud to be a daughter of a coal miner?What are some things that you think have changed since way back then?

Pass out the questions and connections sheet – explain the connection sheet and share an example.

Closure (25 Minutes)

Students will individually work on the connections and questions sheets.

Coal Miner’s Daughter – Loretta Lynn

Well, I was born a coal miner's daughterIn a cabin on a hill in Butcher HollerWe were poor, but we had loveThat's the one thing that daddy made sure ofHe shovelled coal to make a poor man's dollar

My daddy worked all night in the Van Lear coal mineAll day long in the field a-hoin' cornMommy rocked the babies at nightAnd read the Bible by the coal oil lightAnd everything would start all over come break of morn'

Daddy loved and raised eight kids on a miner's payMommy scrubbed our clothes on a washboard ever' dayWhy I've seen her fingers bleedTo complain there was no needShe'd smile in Mommy's understanding way

In the summertime we didn't have shoes to wearBut in the wintertime we'd all get a brand new pairFrom a mail order catalogueMoney made from selling a hogDaddy always managed to get the money somewhere

Yeah! I'm proud to be a coal miner's daughterI remember well, the well where I drew waterThe work we done was hardAt night we'd sleep 'cause we were tiredI never thought of ever leaving Butcher Holler

Well a lot of things have changed since way back thenAnd it's so good to be back home againNot much left but the floorNothing lives here anymoreExcept the memories of a coal miner's daughter

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Name: ___________________Questions and Connections

Make 4 connections between the song Coal Miner’s Daughter and the novel Pit Pony.

Example:In the song Coal Miner’s Daughter, the little girl’s father is a coal miner. In the novel Pit Pony, Willie’s father is a coal miner.

Coal Miner’s Daughter Pit Pony

http://www.google.ca/imgres?q=coal+miners+daughter&um=1&hl=en&sa=N&biw=1821&bih=829&tbm=isch&tbnid=a4e4EJG-8vix0M:&imgrefurl=http://www.art.com/products/p13877228-sa-i2769815/carl-mydans-coal-miners-daughter-yorkshire.htm&docid=5-XKYWMFkTfetM&imgurl=http://cache2.artprintimages.com/p/LRG/26/2694/9KTUD00Z/art-print/carl-mydans-coal-miners-daughter-yorkshire.jpg&w=338&h=450&ei=vRnRTqL0Gejw0gHru8zoDw&zoom=1

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Coal Miner’s Daughter

Answer the following questions using complete sentences.

1. Why do you think the girl is proud to be the daughter of a coal miner? Explain. /2

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. List and explain 3 things you think have changed since way back then? /6

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Lesson 25: Chapter 6 Discussion, Through My Eyes and Bessie Coleman PresentationsDecember 5La –30 Minutes













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After: Sharing

Materials

Through My Eyes – Ruby Bridges

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Bessie Coleman – Bruce Brager *Group presenters will need their sheetsAssessment rubric for presentations – 1 per student

Literature circle doutangsLiterature circle self-assessment – 1 per student

Assessment

The presenting group will be marked on oral communication, communication of their story to the audience and understanding.Literature circles – self evaluation

Set

Literature circle group discussions - chapter 6.

Groups will gather. The summarizer with start the presentations – followed by the discussion director who shares their questions and the group discusses them and then the other roles are presented.

Development

The group that has been reading Through My Eyes – Ruby Bridges and the group reading Bessie Coleman will present how their book connects to our theme and how it relates to our novel. They will discuss connections, people, events, information and will share what they have already read with the class as well as key words.

Closure

The class can ask the group questions they may have about the story.

Bessie Coleman By: Bruce Brager

Biography Begins in 1982 – A time that was hard for African–American peopleSetting: Texas, Chicago, France, New YorkThe story communicates strength

People Summary

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Inferences What will happen next?

Through My Eyes – Ruby Bridges

Biography Begins in 1954 – A time when African American’s were fighting for the right to be known.Setting: Southern United States The story communicates sadness

People Summary


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Key Terms What will happen next?












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After: Sharing

Materials

Pit Pony novels Literature circle doutangs Illustrated scene sheet – 1 per student

Assessment

103

Self-assessment on literature circle participation.Role sheets will be marked for understanding and comprehension. Illustrated scene will be marked for understanding and comprehension.

Set 5-10 minutes

As a class, review the students’ summary charts – briefly discuss the novel so far (chapters 1-6). Have students (2 or 3) share a prediction of what they think may happen in chapter 7.

Development 20-25 Minutes

As we are reading, the author gives us clues to help us create an image in our minds of the events that are happening. Sometimes, there are illustrations in the novel that can give us an idea of how the author sees the characters, but most of the time when reading novels, it is up to the reader to create these images.

When you read chapter 7, there is no illustrator this time for literature circle role sheets. You will each be given a sheet and will complete an illustration from the chapter, once you complete your role sheet. After you draw your illustration, you will explain it using 4 complete sentences: what your image describes and why it is important into this chapter. So, today while reading, pay attention to an event that is described in detail - listen and look for descriptive words that help you create an image in your mind. *Model an example for the students.

Pass out the Literature circle books and the novels.

Students will read in their groups of three, chapter 7 – you need to sit together as a group so that you can hear one another and so that you can see the novel.

Once you are done reading, you will write a summary into your individual summary chart, you will then complete your role sheet and will then work on your illustration for chapter 7.

Closure 30 Minutes

After reading, students will individually complete their role sheets and will write a summary for chapter 7 into their summary sheet.

They will then complete their illustration and with a written description.

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Name: ___________________

Pit Pony – Chapter 7: Illustrated Scene

Title: ____________________________________________ /1

/3

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___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

/4

Total: /8










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f. Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.








After: Sharing

Materials

Pit Pony novels Literature circle doutangs

Assessment

107

Self-assessment on literature circle participation.Role sheets will be marked for understanding and comprehension.

Set 20 Minutes

Pass out the Literature circle books and the novels.Students will meet in their literature circles and will complete their role sheets for chapter 7 and will write a summary in their summary chart.


Students will have time to work on their imagery – create an illustrated scene from chapter 7 assignment. Students will create a detailed picture and in 4 sentences will explain their image and why it is important to the chapter.

Closure 20 Minutes

Pass out the novels to pairs of students. There will be 3 groups of three students.They will fallow along as you read aloud chapter 8. Have students take turns reading.

Students will write a summary for chapter 8 into their charts,

Lesson 28: Wanted Dead or Alive December 9La –30 Minutes










108


















During: Using language and its conventions to construct message

109

Conferring with others

After: Sharing

Materials

Wanted Dead or Alive – Ann McGovern Group presenters will need their sheets

Assessment

The presenting group will be marked on oral communication, communication of their story to the audience and understanding.Spelling test – marked. Literature circle sheets will be marked – each sheet, marked for comprehension, out of 5.

Set 15 Minutes

Spelling test:

Express clue success compress continue *frequency

High famous avenue announce fright *evacuee

Argue voyage depressed glue lighthouse *influential

Destroy surround balloon annoy coin Numerous loyal entertain paid true bonus: carbohydrate


Literature circle group discussions.Pass out the literature circle role sheets.

Have students sit in their groups of 6. As a class, discuss role sheets, have each group member share points with the class.

Closure 5 Minutes

Then the group that has been reading Wanted Dead or Alive by Ann McGovern will come up and will present how their book connects to our theme and how it relates to our novel. They will discuss connections, people, events and information and will share what they have already read with the class. They will also share a prediction as to what they think will happen next in the book.

They can ask any questions they have about the story.

Wanted Dead or Alive By: Ann McGovern

Biography The story communicates strength, faith and courage Harriet Tubman – an African American slave who dreams of freedom.

http://www.amazon.com/gp/product/images/0590442120/ref=dp_image_0?ie=UTF8&n=283155&s=books

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Setting – begins in Maryland, United States

People Key Terms

Summary Main Events

How it relates to Pit Pony What will happen next?








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Materials

Pit Pony novelAsking Questions – Before, During and After Reading sheet – 1 per student

Assessment

112

Question sheet – marked for completion (did they write questions and did they give possible answers.

Set

Introduce the asking questions – before, during and after sheet to the students.

Hand the sheets out and have students write down a question they might still have from reading other chapters.

Development

Read chapter 8 aloud to the class. – Students will write down a question or two that they have while listening to the story.

After reading, students will write down a question they have that have not been answered yet.

Closure

Students will list possible answers to the questions they have written down. Answers could come from what they have just read, what they remember reading, they could infer meaning or some answers may have been explain throughout the chapter.

They will write a summary for chapter 8 into their summary sheet.

Lesson 30: Reading chapter 9December 13La –45 Minutes







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After: Sharing

Materials

Pit Pony – novel Chapter 10 worksheet – 1 per student

Assessment

The presenting group will be marked on oral communication, communication of their story to the audience and understanding.Chapter 10 worksheets will be taken in and marked once completed on December 14.

Set

Recall chapter 8 and the story so far.

Development

Read aloud to the class chapter 9 and then discuss the chapter.

As you are listening, listen for key events that are happening. What do they describe to you?

Closure

Students will write a summary for chapter 9 into their summary chart.

Students will then write a prediction for chapter 10 – what they think will happen in the last chapter of the novel and how they think it will end.

When students are done this, they can silent read.

Name: __________________________Date: December 13,14 ___ _______

Pit Pony - Chapter 10 Prediction - How will the novel end?

Write a prediction as to what you think may happen in Chapter 10 of Pit Pony. Also, explain how you think the novel will end.

Prediction (8 detailed and descriptive sentences).

Think about setting, characters, events, possible problem, and a solution to that problem.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

/8

How I think the novel will end (3 detailed and descriptive sentences):

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

/3

Once we have read Chapter 10 and you have written a summary in your Summary Chart, look back to your prediction and how you thought the novel would end.

Below, explain if your predictions were correct or if they were not, explain how they were different. (Use 5 detailed and descriptive sentences).

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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_______________________________________________________________________________

_______________________________________________________________________________

/5

Total: /16

Lesson 31: Pit Pony – Chapter 10December 14La –60 Minutes





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j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions and interpretations of others. Comprehending and Responding Strategies:







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After: Sharing

Materials

Pit Pony novels Literature circle doutangs

At the end of silent reading: Golden GamesGroups will need their papers Rubric for presentation

Assessment

Role sheets will be marked for understanding and comprehension. Collect summary charts and chapter 10 worksheets for assessment of comprehension.

Set

Have students share their predictions and how the novel will end for chapter 10 with their partner. Then select 2 or 3 students to share them with the class.

Development

Divide students into their literature circles and pass out the novels and doutangs.Students will read chapter 10 in their literature circle groups – as group of 6.

Students will complete their literature circle role sheets.

They will write a summary for chapter 10 into their summary sheet.

Closure

They will also finish their chapter 10 worksheet from yesterday, saying if their prediction was correct or not and explaining why.

Read the epilogue to the students.

At the end of the next period, silent reading:

The group that has been reading Golden Games will come up and will present how their book. They will discuss connections, people, events and information and will share what they have already read with the class.

The class can ask the group questions they may have about the stories.

Golden Games By: Stella Zemanski

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Olympic Athletes Brief biographies about Olympic athletes 1908, 1912, 1932, 1936- Summer Olympics

Dornando Pietri James Connolly

Jim Thorpe Mildred Didrikson `Babe

Jesse Owens How it relates to Pit Pony

Lesson 32: Pit Pony ReviewDecember 15La –60 Minutes





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Before: Activate prior knowledge

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Considering and generating specific idea and information that might be includedCollecting and focusing ideas and information


After: Sharing

Materials

Pit Pony novels Literature circle doutangs Students – need their summary sheetsGraphic organizers

Setting and Vocabulary Words – 1 per studentEvents – 1 per student Problems and Solutions – 1 per studentCharacters – 1 per student

Set 20-25 Minutes

Students will have time to finish their role sheets. Discuss chapter 10 as a class.

Development 20-25 Minutes

Hand back the students’ summary charts. Pass out the graphic organizers to the students and have them put them into their binders.

Characters, events, problems and solutions, setting and vocabulary words

Work with a partner to fill in the sheets. Discussion, literature circle sheets and the summary chart and novel can be referred to for information.

Closure 15 Minutes

Review as a class, the graphic organizer sheets. Lesson 33: Pit Pony Test December 16La

Materials

Pencil EraserTest – 1 per student

Assessment

The tests will be marked.

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Adaptations

Keegan, Daniel, Anri and Hope at the back table. Read through the questions and clarify that they understand how to answer the question.

Set

Have students move their desks apart. Read over the test together – giving clear expectations, clearly expressing what is expected for full marks. Short answers will be in complete sentences and they will explain and support your answer.

Development

Students will have _____ minutes to complete the test. Multiple choice questions Matching vocabulary Ordering events Short answer questions (2)

Closure

Have students review their answers. Once they hand in their test, they can silent read.

Name: _____________Date: December 16

Rights, Responsibilities, Freedoms and Fairness and Pit Pony – Unit Test

Total: /31

Part AMultiple Choice – Circle the best answer in each question. /6

1. The story Pit Pony is set in:

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a. St. John’s Newfoundland

b. Cape Breton, Nova Scotia

c. Sable Island

2. Fairness means:

a. Neither good or bad; just

b. Powers given to act, speak, or think as one pleases, without being under the control of others.

c. An obligation or duty for which a citizen is held accountable for.

3. The story takes place in the following year:

a. 1908

b. 1910

c. 1902

4. The main character in the novel is:

a. Ned

b. Willie Maclean

c. Simon

5. Which two people are not characters in the story?

a. Willie b. Ned c. Simon d. Ralph Allen

e. Sarah f. Nellie g. Charley h. Maggie

i. Gem j. Sandy k. Grandma l. One-armed Joe

m. Rory n. John o. Mrs. Maclean p. Sparky

Part B Put the following events in order by numbering them from 1 to 9. /9

Example: 1 = first event, 9= last event

_______ Willie’s birthday

_______ Gem dies and gives birth to Sandy

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_______ Willie goes to work in the mine

_______ Simon takes Willie’s money

_______ Rory and John are hurt in an explosion

_______ There is a party for Willie’s family

_______ Willie is in an explosion in the mine

_______ Willie runs away to find Gem and meets Charlie

_______ Willie tries to help Simon

Part CMatch the word to its definition by writing the letter beside the term. /6

_______ bairn a) an informal social gathering featuring traditional Scottish songs and dances

_______ seam b) a string of cars that runs on rails inside a mine

_______ ceilidh c) a coal miner

_______ Gaelic d) a young child

_______ rake e) a layer of coal

_______ collier f) the Scottish language

Part D Answer the questions using complete sentences.

1. Throughout the story, do you think Willie is treated fairly? Explain and provide an example to support your answer.

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2. List one right, freedom or responsibility that you think Willie had. Support and explain your answer using an example from the story.

__________________________________________________________________________________________

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cynthiaschultz1.files.wordpress.com · Web viewChildren need to look outward and examine their relationships with others, their community, and the world. Children also need to consider