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Grade 4/5 ELA Unit Plan
ERDG 317
Chauntel Baudu
Brooklyn Mantai
April 11, 2018
Essential Question
How has the concept of utopia changed overtime and/or across cultures or societies? (Heick, 2018)
Guiding Questions (Themes)
How are communities diverse?
How can identity impact societies?
Rational
This unit is based around the novel “The City of Ember” written by Jeanne DuPrau. This novel was chosen because it
represents a different perspective of life. In the grade 4/5 English Language Arts Curriculum, they express the importance of
analyzing text based around identity, community and social responsibility. This novel has young children taking on big roles in
their community. This unit will teach students how to understand the concept of utopia and dystopia and how it impacts how a
society functions. The students will complete a variety of assignments that are connected to the book. The purpose of this is to
have students make strong connections with the novel and understand that it is significant. This unit plan represents the first
10 lessons out of approximately 15 lessons. Students will answer questions about the novel to work on their reading and
comprehension skills and do hands on assignments to act out what happens in the novel. The final assignment for this unit will
be based around a science, technology, engineering, and mathematics (STEM) project (2018). The STEM project will consist of
students building what they think the new place will be like that Lina and Doon find in the end of the novel. Students will also
attach a report to this assignment explaining why they build it the way they did. The student’s main focus for this final
assignment will be to take the dystopia society that Lina and Doon use to live in and create a utopia society. Students will
explain what it will be like for people to live in a utopia society. The students will create what kind of government will be
operating and the rules and laws their city will have. This will be presented as a gallery walk and the teacher will invite
parents and other classes to view what the students created. The main reason behind this unit of study is to teach students
reading, writing and hands on skills.
Teacher Resource
My child magazine. (2017, August 23). An Introduction to Letter Writing. Retrieved April 11, 2018, from
https://www.readingrockets.org/article/ introduction-letter-writing
Dictionary.com. (n.d.). Retrieved April 11, 2018, from http://www.dictionary.com/
Goal to train 100,000 teachers in STEM no longer lofty. (n.d.). Retrieved April 11, 2018, from http://imaginethat.org/stories/goal-to-
train-100000-teachers-in-stem-no-longer-lofty/?gclid=Cj0KCQjw5LbWBRDCARIsALAbcOcc-
0Ssnh8jlAxCCrK8lm8ohHE7cWWMSBh4mbiGyi_McaCJDpqHGqgaArotEALw_wcB&utm_referrer=https://www.google.ca
Joseph, B. (n.d). 8 key issues for Aboriginal people in Canada. Retrieved April 11, 2018, from https://www.ictinc.ca/blog/8-key-
issues-for-aboriginal-people-in-canada
Saskatchewan Curriculum
Heick, T. (2018, February 26). Many, Many Examples Of Essential Questions. Retrieved April 11, 2018, from
https://www.teachthought.com/pedagogy/examples-of-essential-questions/
Student Resources
DuPrau, Jeanne. (2004). The City of Ember: The First Book of Ember. United States of America: Yearling, an imprint of Random
House Children’s Books a division of Random House, Inc., New York
Her Majesty Queen Rania of Jordan Al Abdullah & DiPucchio Kelly. (2010). The Sandwich Swap. New York: Scholastic.
Community Resources - A speaker from the City (TBT)
Grade 4Outcomes & Indicators I Can StatementsEnglish Language ArtsCC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.a) Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentationd) Organize information and ideas in visual and multimedia texts that are clear, meaningful, logical, and illustrative of the topic and are properly labelled and captioned.f) Use visual aids (e.g., pictograms, graphs, charts, tables, diagrams, maps, illustrations, movement) to enhance spoken or written productsCR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.e) Ask thoughtful questions that probe deeper thought and respond to questions with elaborationf) Summarize and paraphrase major ideas and supporting evidence presented in spoken messages and formal presentations.
CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
identity (e.g., Expressing Myself) community (e.g., Building Community) social responsibility (e.g., Preserving a Habitat) and support response
with evidence from text and from own experiences
c) Connect the insights of an individual or individuals in texts to personal experiences
CC4.1 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.
I can represent my knowledge in a variety of different ways
I can organize my ideas in a chart or diagram
I can organize my ideas to determine what is important
I can add visuals to my written products
I can understand the purpose of something that I am listening too
I can reflect on listened to information to ask questions
I can understand the purpose of a spoken message
I can understand and reflect on texts related to identity, community and social responsibility
I can relate with a person in a given text
I can write to produce descriptive, narrative, and expository compositions to relate to a main idea
a) Work through the stages of a writing process (e.g., pre-writing, drafting, revising successive versions)d) Write clear, coherent sentences and paragraphs that develop a central idea.j) Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgments through references to both the text and prior knowledge
Social Studies
PA4.2 Demonstrate an understanding of the provincial system of government.
a) Differentiate between rules and laws.
b) Differentiate between rights and responsibilities.
PA4.3 Demonstrate an understanding of the First Nations system of governance.a) Research the structures of governance in First Nations communities (e.g., local band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations).
HealthUSC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or disagreements in relationshipsh) Represent what disagreements look like, sound like, and feel like.I) Recognize that disagreements are part of healthy and of unhealthy relationships.
Treaty Education
I understand what the stages of writing are and how to work through them
I can write a sentence and develop it into a paragraph with a main ideaI can create my own text and response to ideas
I can understand what the provincial system of government is
I can determine the difference between a rule and a law
I can determine the difference between a right and a responsibility
I can understand how the First Nation Government works
I can find information on First Nation communities
I can determine how to develop new relationships and I can disagree in a relationshipI know what a disagreement looks likeI know what a healthy and unhealthy disagreement is
TR41: Analyze how relationships are affected when treaty promises are kept or broken.
- Represent examples of promises experienced in their families, classrooms and communities.
- Discuss the impact on relationships when promises are kept or broken.
I understand that a broken promise can impact something significantly
I know what a promise is and how to make one
I understand that a promise can make or break a relationship
Grade 5 Outcomes & Indicators I Can Statements
English Language ArtsCC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.a) Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for various tasks and identified purposes.f) Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.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.a) Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).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 (e.g., Teamwork) social responsibility (e.g. What is Fair?)
c) Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts
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.h) Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).i) Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader's need for clarity.
I can show and represent my knowledge through a poster
I can decide how to represent and organize my new understandings
I can organize my ideas through illustrations, graphs, maps, and graphics into written and oral presentations
I can determine when a visual and multimedia text is persuading something
I can get information from more than one source
I can understand and reflect on text that is related to identity, community and social responsibility
I can use my own knowledge to reflect on a text
I can write more than one paragraph with a specific topic and apply transitions to my writing
I can use the computer to help me with my drafting process
I can write a letter to someone to state my opinion on a topic
Treaty EducationTR51: Examine the concepts of colonization and decolonization and analyze their effects.
- Examine effects of racism on relationships among Saskatchewan people.
ScienceFM5.3 Assess how natural and man-made forces and simple machines affect individuals, society, and the environment.h) Examine how agricultural, industrial, automotive, marine, and household applications of pulleys (e.g., combine, swather, crane, fan belt, block and tackle, clothesline, and flagpole) have changed the lives of individuals and affected society and the environment.
I understand what the difference is between colonization and decolonization and the impacts of each
I understand that not everyone in Saskatchewan is treated equally
I can create simple machines that affect individuals, society, and the environment
I can create things that impact society and the environment
Lesson 1 – Introduction to Utopia and DystopiaOutcomes/Indicators: General Content: Students will create posters to represent what a
dystopia and utopia society looks like to them.
PresentationSet: 20 minutes
Introduce to the students on the board Utopia and Dystopia Give each student 2 sticky note to write down what they know
about each word on the board One of their sticky notes will be for utopia and one for dystopia
Assessment:
FormativePre-assessment: Having students write down what they know about the two topics.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
Indicator CC5.2A) Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for
Encourage students that mistakes are ok and if they do not know anything about the word then to state that
After the students have collaborated their ideas on the board the teacher will read out-loud what students put on their sticky notes
After the teacher will then give the students the definitions Utopia is “any real or imaginary society, place, state, etc.,
considered to be perfect or ideal” (Dictionary). Dystopia is “an imaginary place where everything is as bad as it
can be” (Dictionary). A word wall will be created for the students to add to
throughout the unit At the end of each class the students will get the option to add
words to the word wall This will be a poster created by the teacher that states Utopia
on top and then Dystopia on the bottom with a line drawn in-between to separate the words from each other
Development: 30 minutes After the students understand the difference between utopia
and dystopia, they will think of characteristics for each one Students will use a think-pair-share method to collaborate their
ideas with each other The teacher will then have a class discussion about what
students came up with After the students will work with a partner and draw out what
they believe the difference is between a utopia society and a dystopia society
The teacher will explain to the students that a society is the world we live in
As the students are working together on this, the teacher will
Formative Assessment- Think-pair-shareIndependently thinking about the content, sharing their ideas with a partner and creating something, then sharing with the class
various tasks and identified purposes.
CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.
Indicator CC4.2d) Organize information and ideas in visual and multimedia texts that are clear, meaningful, logical, and illustrative of the topic and are properly labelled and captioned.
CC4.2 Indicatora) Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentationf) Use visual aids (e.g., pictograms, graphs, charts, tables, diagrams, maps, illustrations, movement) to enhance spoken or written products.
ask the students why they drew some of the pictures they did The teacher will tell the students that they will be sharing their
posters with the class when they are complete
Closure: 10 minutes With the time left over students will begin to present their work
to the class Students will explain why they drew what they did and what
they think the difference is between a utopia and dystopia society
Students will write down words that come to mind for utopia and dystopia as an exit slip to add to the word wall
Teaching Strategies: Allow for students to lead the discussion by asking questions Write down definitions on the board Use wait time when asking students questions Circulate the classroom when students are working on their
posters
Formative Assessment Exit slip: Adding to the word wall
Frequently ask the students why they put/drew what they did
Lesson Preparations/Materials: Sticky notes Poster paper
Classroom Management Strategies: Give students a time line and a list of things they need to
complete Writing down instructions on the board and orally telling
students Pair EAL students with students who work well in groups Have predetermined groups
Adaptive Dimension: Writing down instructions on board and orally telling students
what they need to complete Provide different sizes of paper for students to work on
Multiple Intelligences: Kinaesthetic: Having students get up to find partners (moving
around) Interpersonal: students get to work with others
Prerequisite Learning: How to collaborate respectfully and responsibly in groups
Lesson 2 – Predicting and Analyzing
Outcomes/Indicators:
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.
Indicatora) Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters,
General Content: Students will use visual images to determine and write what they believe a chosen text might be about.
PresentationSet: 20-30 minutes
Students will be finishing up their presentations on their drawings of utopia and dystopia
Teacher will hang the students posters around the classroom The teacher will introduce to the class that we will be working
on a novel study for the next few classes The novel of the book is called “The City of Ember” by Jeanne
DuPrau The novel will be portrayed to the students on the smart
board/whiteboard using Kobo (2018) Ideally each student would have a copy of this book The teacher will have a booklet that students will work on
throughout this novel study
Development: 15 minutes The students will be given 10 minutes to analyze the cover of
the book Remind the students the terms they used yesterday (Utopia and
Dystopia) Tell the students that the book aligns with these topics Students will answer the two following questions 1. What do you predict the story will be about by looking at the
cover? 2. What is one question you have by looking at the cover? This will teach students how to make predictions The teacher will explain to the class that a prediction is thinking
about what will happen with minimal detail provided The teacher will provide an example of what a prediction is The example could be by looking outside, I see dark clouds, I
Assessment:
Appendix A
Stop Check: Students will self-assess their understanding of the content. They will either
videos, advertising, double bar graphs, maps, videos).CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.
Indicatore) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration
predict/think its going to rain The teacher will ask students to give examples of predictions
they have Before the students start working the teacher will do a stop
check to see how students are doing with the new content
Closure: 10-15 minutes Have students who finish early share their predictions with a
class member The teacher will introduce to the students that we will be doing
an assignment throughout the book This assignment will be based around potential jobs that
students have to learn more about As an exit slip each student has to list one or two potential jobs
Teaching Strategies: Have conversations with students as they are working through
the first two questions in their booklet Have students share with others their predictions
Lesson Preparations/Materials: Previously worked on posters Booklet
Classroom Management Strategies: Pace around the classroom as students are working Frequently checking in with students and asking them questions
put their thumbs up if they understand, thumbs to the side if understand but still a little confused or thumbs down if they need help
Conversations: discuss with students what their predictions were and questions they may have
Exit Slip: List at least one job you could potentially see yourself doing in the future.
Adaptive Dimension: Writing down instructions on board and orally telling students
what they need to complete Pairing up certain students who need additional support
Multiple Intelligences: Kinaesthetic: Having students get up and move around when
presenting their posters Intrapersonal: students work independently Linguistic: Students write down what they know Visual Linguistic: Students get to analyze an image
Prerequisite Learning: Remembering the terms discussed in the previous lesson,
utopia and dystopia Students are able to form sentences
Lesson 3- Assignment Day ProjectOutcomes/Indicators:
CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
identity (e.g., Expressing Myself)
community (e.g., Building Community)
social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences
General Content: Students will listen to the teacher read the book out-loud and start working on their first summative assessment that reflects on chapter 1 of “The City of Ember”
PresentationSet: 10-15 minutes
Read to the students the first chapter of The City of Ember called Assignment Day
Before reading ask the students what they think Assignment Day means
Teacher Read out-loud to students the first chapter After the chapter discuss with the students the jobs that Doon
and Lina receive Lina was messenger and Doon worked in the pipework’s
Assessment:
Formative: Conversation with the class about the first chapter
Summative Assessment Introduction to rubric and
Indicator
c) Connect the insights of an individual or individuals in texts to personal experiences
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 (e.g.,
Teamwork) social responsibility (e.g.
What is Fair?)
Indicatorc) Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts
Development: 30 minutes The teacher will ask the students what it would be like if they
were assigned a job that they had no say in This discussion will lead into the students first summative
assessment with this unit Each student will be paired up with another student and will be
randomly assigned a job that is determined by the teacher Students will draw out of a hat the job that they will have to
learn more about (representing how they draw for jobs in the book)
The teacher will pair the students up in groups of two One student from each group will choose a job title out of a hat The students will need to work together to fill out the next sheet
in their booklet labelled assignment day The jobs that the students could possibly get are:- Environmentalist- Pipe worker- Messenger- Doctor- Editor- Teacher- Police officer- Electrician- Cashier Teacher will use some of the jobs that students wrote down in
the previous lesson Therefore the teacher can take some of the students input
when decided what jobs to put Tell the students that next class we will be having a surprise
guest speaker come in to talk to us about his career and the responsibilities they have
criteria for assignment
Appendix B
Closure: 10-15 minutes Read chapter 2 out-loud to the class Stop during the book to ask students questions such as- What is happening to the city of Ember?- Why are their blackouts?- What is happening to the supply for the city of Ember?- What do you think the message that Lina has to tell the mayor
deal with?- What type of person is Lina?
Teaching Strategies: Have conversations with students as they are working through
the first two questions in their booklet
Lesson Preparations/Materials: Previously worked on posters Booklet
Classroom Management Strategies: Pairs are predetermined Teacher is monitoring group work by walking around the
classroom
Adaptive Dimension: Having the teacher orally read to the class and the students
follow along in their books Discuss questions in booklet before having students start
Multiple Intelligences: Interpersonal: working with others Kinaesthetic: moving around to work in groups
Prerequisite Learning:
Formative: Conversation with students to see if they are comprehending information that is getting read to them
Researching skills
Lesson 4- Modeling First Summative Assessment & Work PeriodOutcomes/Indicators:
PA4.2 Demonstrate an understanding of the provincial system of government.a) Differentiate between rules and laws.b) Differentiate between rights and responsibilities.PA4.3 Demonstrate an understanding of the First Nations system of governance.a) Research the structures of governance in First Nations communities (e.g., local band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations).
General Content: Starting
PresentationSet: 15 minutes
The teacher and the students will create a rubric together The teacher will write down what the rubric needs to provide
but will work with the class to fill it out Students will work together with their partner to analyze what
their job is A check-list will also be provided to the students therefore they
know exactly what is expected of them The teacher will introduce a guest speaker The guest speaker will be a City Counsellor (TBT)
Development: 30 minutes The City Counsellor will present to the students what their roles
and responsibilities are After the City Counsellors presentation, the teacher will
introduce to the students the First Nations system of government
This will be expressed to the students in a slide show to compare and contrast the different roles and responsibilities people have in through different cultures
Closure: 10-15 minutes Have the students start to work on their projects Students will get the computers to research about their given
topic
Assessment:
Appendix C
The students will have the rest of this class and the next class as a work period to prepare for their presentations
Teaching Strategies: Prepare the students for guest speaker Have students come up with questions to ask the guest speaker
before arrival
Lesson Preparations/Materials: Computers
Classroom Management Strategies: Pairs are predetermined
Adaptive Dimension: Having the teacher orally read to the class and the students
follow along in their books Discuss questions in booklet before having students start
Multiple Intelligences: Interpersonal: discussions with other people
Prerequisite Learning: Researching Skills Safety on internet knowledge Knowledge about the roles of the government Knowledge about self-government and the roles and
responsibilities of First Nation communities
Lesson 5 (Work Period) Lesson 6- Presentations and Continuing Novel StudyOutcomes/Indicators: General Content: Working on reading and comprehending skills when Assessment:
CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusionsf) Summarize and paraphrase major ideas and supporting evidence presented in spoken messages and formal presentations.
analyzing a novel
PresentationSet: 20 minutes
Students will present their presentations about their job they received
Students will get the opportunity if they want to do their presentation in front of the class or just in front of the teacher
When students are complete their lesson they will self-assess themselves with the rubric presented to them
Development: 30 minutes Have the teacher read chapter 3 out-loud to the class During this reading the teacher will keep students engaged by
having them answer and ask questions throughout
Closure: 10-15 minutes Students will complete a mini quiz that checks for their current
understanding of the novel This quiz will be based on the first 3 chapters and will be used
as a formative assessment
Teaching Strategies: Have discussions with students regarding previous chapters Have discussions throughout reading the book
Lesson Preparations/Materials: Computers
Classroom Management Strategies: Walk around the classroom when reading to make sure students
are paying attention
Adaptive Dimension:
Appendix DFormative assessment for checking students understanding on the first 3 chapters of the book
Having the teacher orally read to the class and the students follow along in their books
Read the questions that students have to answer in their booklets
Allow students to look back in the book for answers
Multiple Intelligences: Intrapersonal: Reflecting on what you know Linguistics: Listening and writing
Prerequisite Learning: Knowledge about the first 2 chapters from the book
Lesson 7- Comparing & Contrasting the city of Ember with other societiesOutcomes/Indicators:
OutcomeUSC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or disagreements in relationshipsIndicator(s)h) Represent what disagreements look like, sound like, and feel like.I) Recognize that disagreements are part of healthy and of unhealthy relationships.
General Content: Students will learn to examine and understand how different cities have different roles and responsibilities.
PresentationSet: 20 minutes
Start by reading to the students “The Sandwich Swap” by Queen Rania of Jordan and Kelly DiPucchio
Discuss with the students that we have to respect diversity and respect what other people value
Teach students that it is ok to have a disagreement with someone about something but it has to be done in an appropriate way
Assessment:
Development: 30 minutes Tell the students that we will be looking into other societies and
cultures The students will be comparing and contrasting these societies
with the city of Ember from the novel and other places around Saskatchewan
Students will get the option to choose three places One place will be the city of Ember The second option will be a city if Saskatchewan The third option that students have to choose between is
reserves around Saskatchewan Provided in the students booklet are types of cities and reserves
that the teacher could choose for students to look into The students will have to find specific detail about the cities and
reserves provided The details that the students will have to find include- Population- Where it is located on the map- Roles and responsibly- What is in this community Students will be able to use the internet to research these
topics
Closure: 10-15 minutes Students will be given the rest of the class time to answer and
research the communities that they chose in their handout
Teaching Strategies: Guide students through the steps they need to complete Write the steps and questions on the board Read the book clearly and show students the images Ask questions throughout the book- Is it ok to not like things that other people like?
Appendix E
Formative: Product, students will fill out what they know through researching the topics they have chosen
- What can you do if you do not like something that someone else does?
Lesson Preparations/Materials: “Sandwich Swap” by Queen Rania of Jordan and Kelly DiPucchio Computers
Classroom Management Strategies: Help students who are struggling to pick topics Have students work together to collaborate information
Adaptive Dimension: Provide students with websites that they can find information
on Allow students who are doing the same topic to work together
and collaborate information
Multiple Intelligences:- Kinaesthetic: Allow students to work anywhere in the classroom- Linguistic: students will write down their ideas
Prerequisite Learning: Understand how to respect other cultures and societies Researching skills Understand how a Venn Diagram works
Lesson 8: GovernmentOutcomes/Indicators: General Content: Acknowledging some of the struggles that
Indigenous communities have to go through due to broken promises with the federal government
Presentation
Assessment:
TR41: Analyze how relationships are affected when treaty promises are kept or broken.
Indicators
- Represent examples of promises experienced in their families, classrooms and communities.
- Discuss the impact on relationships when promises are kept or broken.
TR51: Examine the concepts of colonization and decolonization and analyze their effects.
Indicator
Examine effects of racism on relationships among Saskatchewan people.
Set: 20 minutes- Discuss with the students what a dystopia is- Ask the students what makes up a dystopia society- Create a word wall on the board representing what dystopia
means and characteristics that align with it- After the list is created on the board discuss if the city of Ember
is seen as a utopia or dystopia society- Hopefully students will state that it is a dystopia because not
everything is perfect- The government of the city of Ember is unfair to the people- Lead this into a discussion that acknowledges that the federal
government broke promises and treaties with our own Indigenous peoples
Development: 30 minutes The teacher will divide the class into four groups Each group will be given a scenario that Indigenous
communities have to face The possible scenarios may include:- Lack of educational resources- Poor housing conditions- High level of unemployment- Lower levels of income
(Joseph, 2018)
The students will have to answer the following questions regarding these scenarios:
- What are possibly issues with these scenarios?- What could you do?
Closure: 10 minutes
Formative assessment: Graffiti wall
- Students will get the opportunity to walk around the classroom and read each scenario
- Students will be able to write down their opinion and read others
Share and have a class discussion on what students added about each scenario
Teaching Strategies: Have discussions with students regarding previous chapters Have discussions throughout reading the book
Lesson Preparations/Materials: Have the scenarios ready and typed out for the students
Classroom Management Strategies: Have groups predetermined
Adaptive Dimension: Have students read scenarios out loud before answering
questions
Multiple Intelligences: Kinaesthetic learners: students are up and moving around the
classroom answering questions
Prerequisite Learning: Students know what a treaty is Roles and responsibilities of the federal government
opinions on a piece of paper
Lesson 9 : Composing a LetterOutcomes/Indicators:
CC4.1 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.Indicatorsa) Work through the stages of a writing process (e.g., pre-writing, drafting, revising successive versions)d) Write clear, coherent sentences and paragraphs that develop a central idea.j) Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgments through references to both the text and prior knowledge
CC5.4 Use a writing process
General Content: Learning how to write a formal letter that includes information on Indigenous communities and rights that Indigenous people should receive
PresentationSet: 20 minutes
Teacher will go over the graffiti papers that the students created in the previous lesson
Teacher will tell the students that they are going to choose one of the following issues that Indigenous communities face and write a letter to the government addressing their concern to this issue
Teach students the difference between a formal letter and an informal letter
An informal letter is a letter that you would write to a friend or family member
A formal letter would be used when addressing a concern or issue to someone of higher authority
Students should be able to recognize that we will be working on a formal letter
Typically a formal letter should have the following criteria:
- The senders address is put at the top right hand side- Include telephone number and email if available- The address of the person receiving the letter goes on the left
hand side below the sender's address- The date- Greeting — Dear Sir or Madam. You can use the titles Miss, Mrs.
Assessment:
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.Indicatorh) Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).i) Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader's need for clarity.
TR51: Examine the concepts of colonization and decolonization and analyze their effects.
or Mr. if you know the name of the person to whom you are writing
- The message- Complimentary close — Yours faithfully or Yours sincerely- Signature- Write name in block letters (this is to ensure that the person
receiving the letter knows exactly who has sent it. Signatures may not be very clear)
(An Introduction to Letter Writing, 2017)
- Before the students start this assignment, the teacher will go over the rubric with the students (created by the teacher)
Development: 30 minutes Students will be given the rest of their class time to write this
letter Students should plan out their ideas before working on their
draft When students are finished their draft, they have to get a peer
to edit it and then bring it to the teacher to check Teacher will monitor the students and frequently doing stop
checks
Closure: 10-15 minutes Students will be given the next class as a work period to finish
up their letters They will type them out on the computer and print them off The students will have to follow a check list when completing
this assignment to ensure that they have completed what is expected of them
Summative Assessment: Students will hand in their letters when complete and will be assessed using a rubric
Appendix F
Observation (formative): Teacher will be able to check the students work throughout this assignment
Formative: peer assessment
Indicator
Examine effects of racism on relationships among Saskatchewan people.
Teaching Strategies: Circulating around the room to help students individually Using wait time when asking students questions
Lesson Preparations/Materials: Computers (for some)
Classroom Management Strategies: Observing what the students are writing down Making eye contact with students when speaking Writing instructions and new leanings on the board
Adaptive Dimension: Some students can use computers to orally speak what they
want to write Have certain students sit at teacher desk for extra assistance Preparing a check list for students
Multiple Intelligences: Linguistics: expressing your knowledge in words and writing Intrapersonal: working independently
Prerequisite Learning: Understands how to write paragraphs and sentences Understands how to edit a draft
Lesson 10: Reading and ComprehendingOutcomes/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:
identity (e.g., Exploring Heritage)
community (e.g., Teamwork)
social responsibility (e.g. What is Fair?)
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.
General Content: Students will get the opportunity to read the novel out-loud to the class and reflect on what is read
PresentationSet: 20 minutes
Start the class by reviewing the last three chapters that were read in our novel study
The teacher will guide this conversation by going over the mini quiz that the students completed on the first three chapters
After the class discussion the teacher will have the students read out-loud to each other chapter 4
Since the book will be displayed on the screen through kobo (2018), the students will be able to read along out-loud to their classmates
The teacher will randomly choose on students to read to the class
Development: 20 minutes Discuss with the students what Linda is going through during
this time During this chapter Linda believes that there might be a way
out of the city of Ember Get the students thinking about how this book might end Ask the students questions:- Do you think that there is a way out of Ember?- Why do you think the blackouts are occurring? This will get students thinking about their final project of this
unit Students will start by working through their booklet to reflect on
questions that relate to deeper thinking
Assessment:
Formative: Observing students reading
Formative: Conversation with students about topic
CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
identity (e.g., Expressing Myself)
community (e.g., Building Community)
social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.
b) View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by:
retelling and explaining the ideas and information presented in texts
recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)
responding to and interpreting the texts, and explaining and supporting response with evidence
Closure: 15-20 minutes Have the students work on the questions in their booklet The teacher will also create a question jar at thing point in the
novel study This question jar will allow for students to ask questions they
have about the novel in a private way These questions will be answered out- loud before every lesson The teacher will encourage the students to ask questions and
teach them that there is no such thing as a bad question
Teaching Strategies: Teacher chooses the students to read Teacher chooses a variety of students to answer questions, not
just the students who put their hands up first
Lesson Preparations/Materials: Novel study booklet Kobo (2018)
Classroom Management Strategies: Frequently check the question jar Encourage students to write appropriate questions Know what students feel comfortable reading out loud and what
students don’t Determine how long students should read
Adaptive Dimension: Have students follow along in their books Students can write down questions and put them in the
question jar
Multiple Intelligences:- Linguistics- students who like to read words
from the texts. Prerequisite Learning: Students have read out loud in class before Students are capable and willing to read
Lesson 11Outcomes/Indicators:
CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.a) Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentationCC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters,
General Content: The teacher will give students instructions on prepare them for their final product. Students will start to work on their final project for this unit.
PresentationSet: 20 minutes
- Teacher will hand back to the students the posters that they created on the first day of this unit that represents what a utopia and dystopia society looks like to them
- The teacher will then lead the class into a discussion around what might be outside of Ember
- Teach the students that the city of Ember is seen as a dystopia society because of the lack of resources, unfair government and the lack of independence that individuals in the community have
- The teacher will then explain to the students the STEM project that they will be starting to work on
- This STEM project will consist of students creating a design on what they believe life is outside of the city of Ember
- The students will be creating their own utopia society- Students will be creating their own government for their society
and establishing rules that the community will follow
Assessment:
timelines, multimedia presentations, and summary charts.f) Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.
FM5.3 Assess how natural and man-made forces and simple machines affect individuals, society, and the environment.h) Examine how agricultural, industrial, automotive, marine, and household applications of pulleys (e.g., combine, swather, crane, fan belt, block and tackle, clothesline, and flagpole) have changed the lives of individuals and affected society and the environment.
- Students will work in groups of 2-3
Development: 30 minutes- The students will be given time to work on their writing portion
for this project- They will have to fill out specific questions that will guide them
to their write up in there booklets (these will only be guiding questions)
- The students will be assessed on their ability to organize their thoughts on a chart
Closure: 10-15 minutes Students will sketch out an idea of what they want to create for
their society The teacher will tell the students that they will receive class
time throughout the next week to construct their written piece and their building
Teaching Strategies: Have class discussions and small group discussions Pre-determined groups
Lesson Preparations/Materials: Novel study booklet with questions Previous used posters
Classroom Management Strategies: Walk around the classroom to ensure students are listening to
others Groups are working together and collaborating ideas
Adaptive Dimension:
Appendix G
Summative Assessment:The students will be assessed on their time management skills and their ability to create a draft. Students are able to organize their thoughts in a graphic organizer.
Pair specific students together Create larger groups or smaller groups
Multiple Intelligences: Visual spatial- students will be able to sketch out their ideas Linguistics- students will be able to write out their ideas Naturalist- students will create it towards nature
Prerequisite Learning: Students have some knowledge on how simple machines work
References
An Introduction to Letter Writing. (2017, August 23). Retrieved April 11, 2018, from https://www.readingrockets.org/article/
introduction-letter-writing
Dictionary.com. (n.d.). Retrieved April 11, 2018, from http://www.dictionary.com/
DuPrau, Jeanne. (2004). The City of Ember : The First Book of Ember. United States of America: Yearling, an imprint of Random
House Children’s Books a division of Random House, Inc., New York
Goal to train 100,000 teachers in STEM no longer lofty. (n.d.). Retrieved April 11, 2018, from http://imaginethat.org/stories/goal-to-
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issues-for-aboriginal-people-in-canada
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Saskatchewan Ministry of Education (2010) English Language Arts 5 Curriculum. Retrieved from:
https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/English_Language_Arts/English_Language_Arts_5_201
0.pdf
Saskatchewan Ministry of Education (2010) English Language Arts 4 Curriculum. Retrieved from:
https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/English_Language_Arts/English_Language_Arts_4_201
0.pdf
Saskatchewan Ministry of Education (2010) Health Education 4 Curriculum. Retrieved from:
https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/Health_Education/Health_Education_4_2010.pdf
Saskatchewan Ministry of Education (2011) Science 5 Curriculum. Retrieved from:
https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/Science/Science_5_2011.pdf
Saskatchewan Ministry of Education (2010) Social Studies 4 Curriculum. Retrieved from:
https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/Social_Studies/Social_Studies_Education_4_2010.pdf
Saskatchewan Ministry of Education (2013) Treaty Education Outcomes and Indicators. Retrieved from:
https://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/Treaty%20Education%20Outcomes
%20%26%20Indicators%20-%20Feb%2021%202013.pdf
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