grade 2- social studies heritage identity

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Grade 2 Heritage and Identity: Changing Family and Community Traditions

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Table Table of Contents: Overall Expectation …………………………………………………………………………………….. .3 Specific Expectations …………………………………………………………………………………... .3 Critical Questions ………………………………………………………………………………………. .4 Overview of the Unit ……………………………………………………………………………………. 4 Objectives ……………………………………………………………………………………………….. 4 Broa Unerstanin! ………………………………………………………………………………….… 4 Bac"!roun #nowle!e ……………………………………………………………………………….... 4 Subivisions ………………………………………………………………………………………….….. $ %ni!enous &erspectives an #nowle!e …………………………………………………………….….. $ 'ocabular( …………………………………………………………………………………………..…... ………………………………………………………………………… ………………..…... $ Concepts of )isciplinar( *hin"in! ……………………………………………………………………… $ Overall Unit +esson Strate!ies…………………………………………………………………………… , *wo *wo )etaile +esson &lans …………………………………………………………………………… …- /ssess0ent an Evaluation ……………………………………………………………………………… - 1eferences …………………………………………………………………………………………….…..-/ppenix / ……………………………………………………………………………………………….-3 /ppenix B ……………………………………………………………………………………………….2, /ppenix C ……………………………………………………………………………………………….3$

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Overall Expetations!Ob"etiv Expetations!Ob"etives: es: #$% #ppliation co0pare so0e si!nificant traitions an celebrations a0on! iverse !roups an at ifferent ti0es an ientif( so0e of the reasons for chan!es in these traitions5celebrations traitions5celebrations #2% In&uiry: use the social stuies in6uir( process to investi!ate so0e of the past an present traitions an celebrations within their own fa0il( an the co00unities to which the( belon! #'% (nderstanding Context: escribe so0e of the 0ajor !roups in their co00unit( incluin! ifferent t(pes of fa0ilies an so0e of the wa(s in which traitions an herita!e are passe on b( such !roups )peifi Expetations!Ob"etive Expetations!Ob"etives: s: #$%$ co0pare wa(s in which so0e traitions have been celebrate over 0ultiple !enerations in their fa0il( an ientif( ientif( so0e of the 0ain reasons for chan!es in these traitions #$%2 co0pare their fa0il(7s structure an so0e of their traitions an celebrations with those of their  peers7 fa0ilies #$%' co0pare so0e of the past an present traitions an celebrations of ifferent ethno8cultural !roups in their local co00unit( an ientif( so0e of the 0ain reasons for the chan!e #2%$ for0ulate 6uestions to !uie investi!ations into so0e of the past an present traitions an celebrations in their own fa0il( an the co00unities to which the( belon! #2%2 !ather an or!ani9e infor0ation on so0e of the past an present traitions an celebrations within their fa0il( an the co00unit( to which the( belon! usin! pri0ar( an5or seconar( sources that the( have !athere the0selves or that have been provie to the0 #2%' anal(9e an construct si0ple 0aps as part of their investi!ations into past an present traitions an celebrations in their local co00unit( #2%* co00unicate the results of their in6uiries usin! appropriate vocabular( #'%$ ientif( an escribe ifferent t(pes of fa0ilies #'%2 ientif( so0e ifferent !roups in their co00unit( #'%' ientif( countries of personal or fa0ilial si!nificance an locate the0 on a !lobe an5or print i!ital or interactive 0ap #'%+ escribe so0e si!nificant traitions an celebrations of their fa0ilies their peers an their own co00unities as well as of so0e other co00unities in Canaa #'%* ientif( so0e wa(s in which herita!e is passe on throu!h various co00unit( celebrations an events #'%, ientif( so0e wa(s in which herita!e is passe on throu!h various fa0il( celebrations an practices

Critial -uestions: $% :hat fa0il( traitions were celebrate in the past an what are celebrate in (our fa0il( now; 2%
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Overvie. of the (nit: *his unit teaches =rae 2 stuents about ollowe b( an exploration of traitions an how the( i0pact an influence one?s ientit(. Stuents will then learn about how traitions chan!e across !enerations an how certain thin!s !et passe between fa0ilies. Stuents will then learn about herita!e throu!h 0aps of Canaa now an then an a fiel trip to the :oolan :oolan Cultural Centre so stuents can explore an learn about /bori!inal life before settlers arrive in Canaa. :e will explore 0ore about /bori!inal /bori!inal wa(s of life throu!h art an an exploration of how /bori!inal culture blens with Canaian culture to i0pact ientit(. ientit(. *his will be followe b( loo"in! at ifferent fa0il( structures an !roups within Canaa. *he final Cul0inatin! activit( for stuents will be to create a Scrapboo" calle @/ Boo" of 0(
- %n explorin! fa0il( an co00unit( traitions5celebrations traitions5celebrations stuents will unerstan the existence of iversit( within their local an !lobal co00unit( 2 %n iscoverin! past an current fa0il( traitions custo0s an celebrations of their fa0il( an the local co00unit( in which the( belon! stuents will explore who the( are an ientif( the0selves as part of a culture or co00unit( 3 Stuents will be able to unerstan iverse perspectives of iniviuals livin! in Canaa /road (nderstandings

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Stuents Stuents will beco0e beco0e aware aware of iversit( iversit( that exists exists in classroo0 classroo0 &eople7s &eople7s cultu cultural ral reli!ious reli!ious an an fa0il( experie experiences nces influenc influencee their perspect perspectives ives an beliefs beliefs *hat traition traitions s custo0s custo0s fa0il( fa0il( structure structures s celebrat celebrates es 0a"e 0a"e their their ientit( ientit( *raiti *raitions5 ons5celeb celebratio rations ns chan!e chan!e an an evelo evelop p over over ti0e /a0ground 1no.ledge:

&rior to this unit stuents nee to have a !eneral unerstanin! of their role an responsibilities in a co00unit( an within their fa0il(. /lthou!h /lthou!h the unit will allow stuents to in6uire eepl( about the0selves an their fa0il(7s past experiences stuents are re6uire to "now about their own positions within a co00unit( or fa0il(. %n this unit as stuents en!a!e in unerstanin! concepts li"e fa0il( traitions an herita!e the( will !ather 0ore infor0ation about the0selves an their relationships with others in relation to their ientit(.

)ubdivisions:

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*raitions
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     

Chan!e Chan!ess in *ra *raiti itions ons acro across ss =ene =enerat ration ionss Daps Daps the the irs >irstt at atio ions ns &ast &ast an an Cult Cultur uree /rt an an %ent %entit( it( Finc Finclu lues es /rt /rt Curri Curricul culu0 u0 >a0 >a0il( Struc tructu ture ress 1eli 1eli!i !iou ouss an an Ethn Ethnic ic =rou =roups ps Indigenous perspetives and 0no.ledge:

Our unit infuses %ni!enous perspectives b( exposin! stuents to a variet( of ini!enous lifest(les fa0il( structures traitions an histor( histor( in ifferent lessons throu!hout throu!hout the unit. Stuents will evelop an unerstanin! of fa0ilies traitions an herita!e b( loo"in! at the experiences of %ni!enous iniviuals an co00unities across Canaa such as the Detis an %nuit. *hrou!h an exploration of %ni!enous stories li"e the Stor( of Dala an %nuit bo( who shares infor0ation about his co00unit(?s7 past an present traitions stuents expan their "nowle!e of local co00unities an explore be(on to !lobal co00unities li"e that of %ni!enous %ni!enous co00unities that are an essential part of Canaian societ(. societ(. *his exploration of %ni!enous cultures an traitions will be si!nificant to stuents7 unerstanin! unerstanin! an reflection of their own fa0il( traitions. oabulary:

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*raitions a0 >a0il( Struc tructu ture re %entit( >a0i a0il(
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Stuents will be learnin! about the si!nificance of traitions associate with cultures. *he( will be loo"in! at how the traitions in their fa0ilies are ifferent fro0 the traitions in their class0ates7 fa0ilies. /n /n what is the reason an ifference between the e0phasis on the specific specific traitions. Stuents will also be exa0inin! the i0portance of the lan to /bori!inals throu!h their fiel stu(. Cause and Conse&uene: Stuents will exa0ine fa0il( traitions fro0 the past an what has cause the0 to chan!e an wh(. *he( will be exa0inin! what causes chan!es within their fa0ilies an societ(. societ(. Stuents will be loo"in! at Canaian herita!e an how the lan has chan!e since the settlers arrive. 4atterns and Trends: Stuents will explore the characteristics of ifferent fa0ilies an co00unities to iscover si0ilarities an  patterns in herita!e an an ientit( across !roups !roups of people in Canaian Canaian societ(. societ(. Stuents will unerstan unerstan that trens are persistent a0on! ifferent traitions as the( co0pare experiences an 0a"e connections with %ni!enous perspectives presente in class an their peers7. Overall (nit 5esson )trategies: F/ll resources wor"sheets an references for each lesson can be foun in /ppenix /ppenix B 5esson 6$: 7hat are Traditions8

*his introuctor( lesson will as" stuents to reflect on the ter0 @*raitions.A *he lesson will be!in with stuents brainstor0in! brainstor0in! their thou!hts an ieas Fwrite or raw about the ter0 as a whole !roup an then  brea"in! up into !roups !roups to create a !raffiti !raffiti wall of ifferent t(pes t(pes of @foosA @clothin!A @holia(sA an @entertain0entA. *his will be le b( a whole !roup iscussion on traitions throu!h a !uie reain! of @/ a0e for DetisA followe b( b ( a iscussion 0a"in! connections to personal traitions in stuents7 fa0ilies in relation to foo holia(s clothin! an entertain0ent. /s a follow8up stuents co0plete @:hat are (our fa0il( traitions;A wor"sheet. Stuents will be invite to brin! their wor"sheets ho0e an !et aitional infor0ation fro0 fa0il( 0e0bers. #ssessment Stuents will be assesse on their unerstanin! of concepts an their abilit( to reflect on the0 throu!h their own fa0il( experiences usin! the @:hat are (our fa0il( traitionsA wor"sheet. *eachers *eachers will !ather anecotal notes as stuents iscuss what the( learne urin! the reain! follow up an throu!h observations of stuent interactions about their own lives. )urin! this lesson stuents will also be introuce to a self8assess0ent chec"list F:or"sheet F:or"sheet G2 that the( will use to 0onitor co0plete wor" an "eep trac" of what is !athere for the final cul0inatin! boo" on >a 0il( traitions an herita!e.

 ote Sen ho0e a letter to parents parents infor0in! the0 of of the start of this Unit Unit an as" the0 to encoura!e stuents to brin! to class so0ethin! to share Fan object or picture that relates to a fa0il( traitions celebrations holia(s an5or culture. Stuents will be provie a unit foler to co0pile all wor"sheets an pa!es of their final project. 5esson 62: Heritage and Tr Traditions aditions on Identity

*his lesson will be!in with a Show an *ell of objects brou!ht fro0 ho0e. ext stuents will follow up with @:hat are (our fa0il( traitions;A wor"sheet as a whole class. Stuents will be introuce to the

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*hrou!h Dala7s e(es stor( where the( will !ain perspective about traitions an herita!e b ( learnin! about an %nuit fa0il( in orthern Quebec. Stuents will follow up on the rea out lou of Dala7s introuction pa!e b( iscussin! what the( learne about Dala an his fa0il( their traitions an experiences with chan!in! traitions across !enerations. *hen stuents will be encoura!e to 0a"e connections with Dala7s life an co00unit( throu!h self8reflection an throu!h in6uir( if necessar(. necessar(. *he critical challen!e will be acco0plishe as stuents 0a"e connections between traitions an herita!e an how it contributes to sense of self in relation to ientit(. Stuents will e0onstrate this b( co0pletin! the /bout De introuction pa!e F:or"sheet G3 that involves ientif(in! five wors that escribe the0 an creatin! a poster of their ientit( that woul be inclue as a cover pa!e for their final @/ Boo" of D( inall( stuents will share their stories an posters throu!h a *hin"5&air5Share *hin"5&air5Share strate!(. *his will be followe up with a final consoliation of learnin! throu!h whole class reflection on the process of  presentin! self in relation relation to fa0il( an traitions traitions thereb( si!nif(in! si!nif(in! ientit(. ientit(. #ssessment: Stuents will be assesse on their "nowle!e an unerstanin! of traitions an herita!e in relation to their application of "nowle!e in new contexts such as the %ni!enous %nuit co00unit( as teacher observes an 0a"es anecotal co00ents urin! reain! follow8up. Doreover stuents will be assesse on how the( appl( what the( learne about Dala7s life an introuction of hi0self within fa0iliar contexts of their own fa0ilies an experiences in conversations with others an in co0pletin! their introuction wor"sheet. *eachers *eachers will chec" for stuents7 abilit( abilit( to thin" criticall( about si!nificance an perspective in aition to continuit( an chan!e an cause an conse6uence as the( e 0onstrate co0prehension of Dala7s stor(. >inall( in this lesson teachers can assess stuents7 co00unication co00unication of "nowle!e as the( express their learnin! throu!h oral iscussions an written creation.

5esson 6': Changes in traditions aross generations

*he lesson will be!in with a Show an *ell of objects brou!ht fro0 ho0e. ext stuents will wor" in !roups an explore two ifferent excerpts fro0 the stor( @*hrou!h Dala7s E(esA that inclue Dala7s interactions with his !ranparents. Stuents7 tas" will be to in6uire an iscover specific chan!es that have occurre in Dala7s co00unit( throu!hout throu!hout the (ears in relation to transportation an huntin!. >inall( >inall( in a whole class iscussion stuents will present their finin!s on chan!es that have occurre an investi!ate reasons for these chan!es to!ether as a whole !roup. *he lesson will en with stuents reflectin! on their own traitions throu!hout the (ears. /n en tic"et will re6uire stuents to iscuss with fa0il( 0e0bers traitions an lifest(les in past !enerations. Stuents will be invite to brin! in a  photo!raph of a present present or past traition of their their fa0il( to inclue in in their >inal Boo". / sheet will be  provie for stuents stuents to attach their picture picture to in orer to a to @/ Boo" of D(
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5esson 6+: 7here do you ome from8 9#'%' #2%';

*he lesson will be!in with a Show an *ell of objects brou!ht fro0 ho0e. *he lesson will be!in with teacher explainin! to stuents the co0ponents of a 0ap an how to locate ifferent countries. ext a floor  worl 0ap woul be lai out an stuents with the help of teacher will will locate Canaa. *eacher *eacher will show th stuents a 0ap of Canaa fro0 the -H  centur( Fsee picture an lin" in /ppenix B an iscuss the e0o!raphics of >irst ations livin! livin! in various areas of Canaa. *eacher *eacher will pose the 6uestion to stuents :hat o (ou thin" was on this lan before the school was built an let stuents iscuss in !roups Fnu0ber8hea !roups. *eacher *eacher will briefl( aress the histor( of the local lan in which the school is locate. *his will be followe up with a class iscussion on @Countr( of Ori!inA an on how to fin infor0ation about where (our fa0il( ori!inate fro0. Stuents are encoura!e to share stories about their an their fa0il(7s experiences in a countr( of ori!in or a countr( the( have live in. Stuents will be invite to locate an recor re!ions fro0 which their fa0il( ori!inate fro0 usin! a stic"er with their na0e. >or stuents who o "now about their fa 0il(7s countr( countr( of ori!in will be !iven the opportunit( to explore a countr( of interest throu!h 0aps an atlases that woul be accessible to stuents urin! the lesson. /t the en stuents will co0plete a 3828- assess0ent strate!( where the( will will reflect on 3 thin!s the( re0e0ber fro0 the lesson 2 exa0ples of thin!s the( learne an - 6uestion or concern that the( still have. #ssessment: Stuents will be assesse on their unerstanin! of re!ions on a 0ap an "nowle!e on ientif(in! an locatin! various re!ions. *hrou!h interactions the teacher will assess stuents7 unerstanin! of local histor( an lan. /n assess0ent of stuent7s stuent7s abilit( to appl( an co00unicate unerstanin! will be conucte as stuents iscuss their experiences about fa0il(7s experiences. *he teacher will chec" stuent7s unerstanin! of content throu!h observations as stuents appl( it b( locatin! a countr( of ori!in on the worl 0ap. >inall( >inall( a self assess0ent b( stuents usin! the 3828strate!( will allow teachers to conuct a for0ative assess0ent. 5esson 6<: Field )tudy of First =ations> 4ast!Culture 4ast!Culture

*his lesson will entail a full a( fiel trip to the :oolan :oolan Cultural Centre for hans on in the fiel learnin!. Stuents will be provie with a recorin! recorin! sheet where the( can express their observations observations learnin! an reflections throu!h rawin!s an writin! throu!hout the a(. Stuents will be provie with a tour of the 0useu0 followe b( a scaven!er hunt of @traitionalA objects or wor"shop relate to traitional %ni!enous %ni!enous life. *he critical challen!e will be to explore explore traitions an herita!e throu!h %ni!enous perspectives an interrelationships. interrelationships. *he a( will en with a visit to the art collection where stuents will be expose to the learnin! of traitions throu!h the lens of art. #ssessment: Stuents will conuct a self8assess0ent of "nowle!e an unerstanin! usin! recorin! sheet of observations an rawin!s. 5esson 6*? @ainab?#rt and Identity

*his lesson be!ins with show8an8tell of objects brou!ht fro0 ho0e. Stuents will then listen to a stor( title @Claire an la! of Canaa. One sie will be

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coloure in with an /bori!inal st(le paintin! one sie will be to show the 0ulticulturalis0 in Canaa. >inall( the leaf will be coloure in to represent each stuents own ientit(. ientit(. 1efer to /ppenix / for the full )etaile +esson &lan #ssessment: Stuents will be assesse throu!h a ia!nostic to use their use of prior "nowle!e an application to the tas" at han. Stuents will also be assesse throu!h their abilit( to appl( an co00unicate the teachin!s in the class an previous lessons to the wor" assi!ne. 5esson 6,?family strutures!groups #=3 #=3 religious groups ethni groups and heritage

*he lesson will be!in with a Show an *ell of objects brou!ht fro0 ho0e. *he lesson will start with stuents brainstor0in! @>a0il( StructuresA throu!h a whole class iscussion on how fa0ilies loo" li"e feels li"e an souns li"e usin! a I8Chart I8Chart !raphic or!ani9er. Stuents will ientif( their previous "nowle!e an unerstanin! of the topic throu!h conversations with peers an self8reflection. *his will  be followe b( an auio auio listenin! of the the boo" @*he >a0il( Boo"A with with visual references Flin" to to clip in /ppenix B. /fter the reain!s stuents will be encoura!e to pair up with an elbow partner to as" 6uestions in relation to the boo" an topic of fa0il( structures an exchan!e responses. Stuents will then  be invite to pose pose a 6uestion to the whole whole class that will !uie !uie a iscussion or a critical critical in6uir( on the topic. *he lesson will en with an inepenent tas" where stuents will co0plete a I8chart of how their own fa0il( loo"s li"e feels li"e an souns li"e throu!h self8reflection. Stuents who re6uire aitional assistance will be !iven the chance to brin! their wor" ho0e. Stuents will also be provie with aitional resources urin! the lesson li"e the =reat Bi! Boo" of >a 0ilies to use as a reference Fsee lin" for iscussion !uie in appenix. *eacher will conuct a ia!nostic assess0ent of stuents7 prior "nowle!e an #ssessment: *eacher unerstanin! of fa0il( structures as stuents7 contribute to whole class7 iscussion an co0plete a I8 Chart. 5esson 6A?Culminating #tivity BFinal /oo0 and 3isplays

*his final lesson will ta"e place for two a (s. Stuents will spen so0e ti0e urin! the first lesson co0pletin! unfinishe wor" an eitin! an ain! final touches to their final boo". )urin! this wor"  perio stuents will will be !iven ti0e to !ather !ather 0ore infor0ation fro0 in8class in8class an ho0e resources. resources. *his lesson will also involve one on one stuent8teacher conferences where stuents will iscuss their pro!ress with the teacher an receive constructive feebac". Stuents who are one earl ( will be able to share their  wor" with a partner an receive peer8feebac". )urin! the en of the lesson teacher will provie instructions for Stuent )ispla( a( an stuents will collectivel( co0e up with the success criteria for the cul0inatin! project. *he teacher will use this success criteria as a reference when assessin! the final  project. On the final a( stuents will present their fa0il( an cultural herita!e b( settin! up a ispla( in the classroo0 that inclues their final boo" @/ Boo" of D(
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*hen for the secon half of the class the( woul switch roles. Stuents will be provie with a @two stars an a wishA tic"ets so that the ( are able to provie feebac" to their peers. %n the en stuents will be !iven ti0e to conte0plate an self8reflect on @:hat went well; :hat in7t !o so well; :hat can we o  better next ti0e;A #ssessment *eacher will assess stuents on their final cul0inatin! prouct presentation of ispla( an oral presentation. %n aition stuents will conuct peer assess0ent of their peers7 wor" as the( o a !aller( wal" an provie feebac" to each other usin! the *wo Stars an a :ish. >inall( stuents will o a self8assess0ent of their cul0inatin! project b( reflectin! on the process.

>inall( >inall( stuents7 "nowle!e "nowle!e an unerstanin! thin"in! application an co00unication of content learne in this unit will be evaluate usin! the rubric foun in /ppenix C. T.o 3etailed 5esson 4lans

>ull lesson plans can be foun in /ppenix /.

#ssessment and Evaluation

  

)etaile )etaile escript escriptions ions of assess0 assess0ent ent throu!hou throu!houtt the Unit plan can can be foun in each inivi iniviual ual lesson. lesson. Chec"list Chec"list 0entio 0entione ne in +esson +esson - for throu!h throu!hout out observa observation tionss an accounta accountabili bilit( t( can be foun foun in /ppenix B lesson -. >inal >inal asses assess0e s0ent nt 1ubri 1ubricc can be foun foun in in /ppe /ppeni nix xC

eferenes

11

/ &roject of the ounations F2-2. +esson &lan *he =reat Bi! Boo"  of >a0ilies )iscussion =uie. 1etrieve fro0 http55www.welco0in!schools.or!5pa!es5lesson8  plan8the8!reat8bi!8boo"8of8fa0ilies8iscussion8!uie  plan8the8!reat8bi!8boo"8of8fa0ilies8 iscussion8!uie /bori!inal /ffairs /ffairs an orthern )evelop0ent )ev elop0ent Canaa. F2--. Claire an ebruar( -$. +earnin! =oals /chieve0ent +evels an *wo *wo Stars an / :ish. :ish. 1etrieve fro0 http55loo"in!fro0thirtofourth.blo!spot.ca52-$525learnin!8!oals8achieve0ent8levels8an8 2.ht0l Bur"e S. F2-3 Lune 2K th. *he Basic I8Chart. 1etrieve fro0 https55www.interactivel https55www .interactivelessons.co0.au5inex.ph essons.co0.au5inex.php5resources;searchM( p5resources;searchM(Nchart Nchart .

CBC51aio8Canaa. F2-,. /bori!inals &eoples Canaa a0ilies -Hth centur(. 1etrieve fro0 http55www.cbc.ca5Kthfire50ap.ht0l >lani!an <. F2-3 /pril 3. 1ea with De ree +ar!e %0a!es. F2-$. >la! Colourin! &a!es. 1etrieve fro0 http55www.freelar!ei0a!es.co05fla!8colorin!8pa!es8-K$5 %ni!enous an orthern /ffairs Canaa. F23. *hrou!h Dala?s E(es. 1etrieve fro0 https55www.aanc8aanc.!c.ca5en!5-32KKK2$J2J5-32KKK$-$K-#ir"us 1eviews. F2-- Darch -. *he =reat Bi! Boo" of >a0ilies 1eview. 1etrieve fro0 https55www."ir"usreviews.co05 https55www ."ir"usreviews.co05boo"8reviews50ar(8hoff0an5!reat8bi!8boo"8fa0 boo"8reviews50ar(8hoff0an5!reat8bi!8boo"8fa0ilies5 ilies5 +ets =o Da"e. F2-- Lul( Lul( ,. /bori!inal &icture. 1etrieve fro0 https55www.(outube.co05watch;vM(L/ https55www .(outube.co05watch;vM(L/wbHJl"6! wbHJl"6! Ontario Dinistr( of Eucation. F2-3. The Ontario Curriculum Grades 1-6: Social Studies. Ontario Dinistr( of Eucation. F2J. The F2J. The Ontario Curriculum Grade 1-8: The Arts. Stron! ations &ublishin! %nc. F2$. / a0e a0e for a Detis. 1etrieve fro0 http55www.stron!nations.co05store5ite0Pispla( http55www. stron!nations.co05store5ite0Pispla(.php;iM22,2 .php;iM22,2 Drs,JShell?s channel. channel. F2-- ove0ber --th. *he >a0il( Boo" b( *o *o &arrP-.w0v 1etrieve fro0 https55www.(outube.co05watch;vMc81a:9tt%Qo

12

 :elco0in! Schools ounation.  :elco0in! >oun ation. F2-2. *he =reat Bi! Boo" of >a0ilies )iscussion =uie. 1etrieve fro0 http55www.welco0in!schools.or!5pa!es5lesson8  plan8the8!reat8bi!8boo"8of8fa0ilies8iscussion8!uie  plan8the8!reat8bi!8boo"8of8fa0ilies8 iscussion8!uie *he ational /ssociation for the Eucation of Ioun! Chilren. F2-,. Chilren?s Boo"s about >a0ilies. 1etrieve fro0 http55www. http55www.nae(c.or!5files5t(c5fi nae(c.or!5files5t(c5file5Chilrensboo"saboutfa0ilies.pf  le5Chilrensboo"saboutfa0ilies.pf 

#ppendix #ppendi x #

13

5esson 4lan 62 9#"itha Daniyaran; )(/ECT!G#3E )(/EC T!G#3E::

)oiall )tudie )oia )tudiess Grade 2

CO()E!)T#=3:

Heritage and Identity

)uggested )ugge sted Time Time::

* minute minutess

5E))O= TIT5E: Communal and Family Traditions!Heritage Traditions!Heritage on Identity Connetion to C(5DI=#T C(5DI=#TI=G I=G #CTIIT: Stuents will co0plete an %ntrouction pa!e that inclues text an i0a!es about stu fa0il( traitions an celebrations that will be ae as the cover pa!e of the cul0inatin! boo" on the stuent7s ientit( fa0il( ientit( 4lanning Information: Curriulum Connetions: Overall and )peifi Expetation9s;: Social Stuies Curriculu0 2-3R Overall #$. /pplication /pplication co0pare so0e si!nificant traitions an celebrations a0on! iverse !roups an at ifferent ti0es an ientif( so reasons for chan!es in these traitions5celebrations #2. %n6uir( use the social stuies in6uir( process to investi!ate so0e of the past an present traitions an celebrations within their fa0il( an the co00unities to which the( belon! #'. Unerstanin! Context escribe so0e of the 0ajor !roups in their co00unit( incluin! incluin! ifferent t(pes of fa0ilies an so0e of the wa(s in which traitions an herita!e are passe on b( such !roups Specific #$%2 Stuents will co0pare their fa0il(7s structure an so0e of their traitions an celebrations with those of their  peers7 fa0ilies #2%$ for0ulate 6uestions to !uie investi!ations into so0e of the past an present traitions an celebrations in their own fa0il( an the co00unities to which the( belon! #'%$ ientif( an escribe ifferent t(pes of fa0ilies #'%2 ientif( so0e ifferent !roups in their co00unit( 5earning Goals: • Stuents will be able to ientif( the lifest(le5fa0il( structure5traitions structure5traitions of an iniviual an its si!nificance in their lives an contributions to ientit( • Stuents will evelop an unerstanin! of the iversit( that exists within their local an national co00unities • Stuents will be able to connect an co0pare their own lifest(le lifest(le fa0il( structure traitions traitions celebrations with those of an %ni!enous bo( an other peers /a0ground 1no.ledge and oabulary: Stuents will have bac"!roun "nowle!e on how to ientif( an escribe traitions holia(s an celebrations of iniviuals. Stuents 0a( have a !eneral unerstanin! of their roles an responsibilities in a co00unit( an within their fa0il( in aition to infor0ation about personal5fa0il( experiences traitions traitions an herita!e. %f not stuents will be pro0pte to further in6uir( on fa0il(7s fa0il(7s past an present traitions. Dore i0portantl( in this lesson stuents stuents will use this bac"!roun "nowle!e their roles in a fa0il( or co00unit( to !ain better unerstanin! an reflect on their iniviual ientities.

14

Critial Thin0ing -uestion9s; :hat are si0ilarities an ifferences between (our fa0il( traitions5celebrations traitions5celebrations an the traitions5ce traitions5celebrations lebrations of others; :h( is it i0portant to learn about people7s fa0il( fa0il( structures celebrations an traitions; :hat is ientit(; eebac" on wor"  81ecorin! stuents responses an e0onstration of content learne 8@/bout DeA introuction pa!e 8Stuents7 co0pletion of @/bout DeA introuction pa!e 8 >inal Unit 1ubric FSu00ative #hievement Chart Category: Stuents7 assess0ent will be base on… 8Stuent7ss "nowle!e of iverse fa0il( an co00unit( traitions in their co00unit( an 8Stuent7 unerstanin! of its si!nificance in contributin! to one7s ientit( 8Stuent7ss abilit( to appl( "nowle!e about fa0il(5co00unit( traitions an herita!e in new 8Stuent7 contexts li"e within an %ni!enous %nuit co00unit( co00unit( an within fa0iliar contexts li"e li"e that of their  own personal an fa0il( life 8Stuent7ss abilit( to appl( interiscipl 8Stuent7 interisciplinar( inar( thin"in! concepts across various iscussions an abilit( to !ather an for0ulate 0ore infor0ation about "nowle!e !aine. 8Stuents abilit( to e0onstrate unerstanin! b( co00unicatin! to others an expressin! in oral written an creative for0s 3ifferentiated Instrution 3etails 1no.ledge of )tudents )ifferentiation )ifferent iation base on stuent 1eainess teacher will chec" for stuents7 unerstanin! unerstanin! of ter0s an reainess for activit( urin! whole class iscussions %nterests teacher will !ather infor0ation infor0ation on ifferent co00unities base on stuents7 interests interests an curiosities  

15 

+earner &rofile stuents stuents will be place in 0ixe abilit( !roups or ho0o!enous !roups epenin! on stuents7 learnin! profiles =eed to 1no. *eacher7s *e acher7s unerstanin! of stuents7 reainess reainess an abilit( prior to o the inepenent tas" of creatin! an %ntrouction pa!e on fa0il( experiences is critical. *e *eachers achers nee to "now whether stuents have enou!h "nowle!e about their own fa0il( bac"!rouns culture traitions. *herefore *herefore in this case a pre8writin! in6uir( process 0a( be re6uire prior to the inepenent tas" if stuents e0onstrate "nowle!e about their personal lives fa0ilies or bac"!rouns. *hat is wh( the lesson inclues an in6uir( process where stuents are opportunit( to for0ulate 6uestions an woners about their own personal lives an iscuss how the( can !ather 0ore infor0ation thr  ifferent sources Ffa0il( 0e0bers photo!raphs boo"s. 3ifferentiated Instrution esponse  +earnin! 0aterials Fcontent offer aitional resources an tools so stuents can !enerate 0ore infor0ation about traitions :a(ss of +earnin! Fprocess conuct stor(tellin! throu!h alternate 0eans Fauio5vieo :a( :a(ss of e0onstratin! learnin! Fprouct stuents !iven choice to express their learnin!5infor0ation throu!h rawin!s or pictures :a( +earnin! environ0ent epenin! on stuents7 "nowle!e an capacities stuents will be assi!ne partners of 0ixe    

=eessary 4rior 1no.ledge  )0ills &rior to this lesson stuents will have • #nowle!e of ter0s traitions holia(s fa0il( an co00unit( •
#genda *eacher will present the state objective in class *oa( *o a( (ou are !oin! to learn about traitions an fa0il( lifest(les of i !roups of people in the co00unit(. Iou will learn about the herita!e a traitions of the %nuit !roup of %ni!enous people livin! in a local co0 Canaa throu!h a stor( tol b ( an %nuit bo( na0e Dala who introuce throu!h his fa0il( co00unit( an traitions. :hile reain! the introuction pa!e of Dala7s stor( % want (ou to thin (our own lives fa0ilies an co00unities in which (ou belon!. /fter t 0a"e (our own introuction pa!es that (ou will attach to (our final bo ever(one is one their wor" (ou will share it with one another. % will be to see if ever(one practices 0utual respect listens carefull( an ta"e tu

Opening: *he lesson will be!in with a Show an *e *ell ll of objects brou!ht fro0 ho0e where stuents !ather at the carpet an share their ite0s with others. Stuents will be !iven an opportunit( to escribe their object in relation to prior learnin! of traitions an celebrations.

*his will be le b( a follow up iscussion of @:hat are (our fa0il( traitions;A wor"sheet wor"sheet where stuents share etails of their traitions an an( extra infor0ation the( learne fro0 tal"in! to fa0il( 0e0bers F*hin"5&air5Share F*hin"5&air5Share with peer an whole class iscussion

Initial #tivity minds onJ 7hole Class 8Stuents will !ather aroun teacher for !uie rea out lou of @+et7s Deet DalaA about an %nuit  bo( livin! in a co00unit( in orthern Quebec F1esource G-

8>ollow up class iscussion on Dala7s introuction introuction !uie b( these pro0pt 6uestions 9Fous on )ignifiane 4erspetive 4atterns and Trends Trends Interrelationships Continuity and Change  Cause and Conse&uene; - :ho are the %nuits; Fteacher provies brief intro on >irst ations !roups in Canaa

Connetions +an!ua!e Oral Co00unicati Co00unication on /ssess0ent for +earnin! 8On!oin! teacher feebac" 8Con with stuents 8class iscussions on bac"!roun "nowle!e /ssess0ent of +earnin! /neco Co0pletion of wor"sheet /ssess0ent as +earnin! stuent contribution to whole cla iscussions

Strategy/Assessment Tools (diag  8conversation 8anecotal5observation 8anecotal5obser vation notes 8reain! follow up 6uestions an

16

2 :ho is Dala; 3 :hat fa0il( traition oes Dala have; 4 :hat o (ou "now about Dala7s fa0il(; +ifest(le; /n Co00unit(; $ :hat i (ou learn about Dala Dala fro0 his introuction; introuction; , /ccorin! to Dala what traitions have chan!e fro0 the ti0e his !ranpa was a chil an what has sta(e the sa0e; H :h( o (ou thin" thin!s are ifferent in Dala7s co00unit( now co0pare to the past; >inall( stuents will be as"e to thin" about how 0i!ht their own life be si0ilar or ifferent >inall( fro0 Dala7s

#tion 9Dain 5esson .or0; CITIC#5 CH#55E=GE) Tas0: Create an #bout me Introdution page about your o.n life using the .or0sheet provided

Strategies and Assessment Tools

8Observation5 Steps /necotal otes - *eacher *eacher will present a picture of Dala an his fa0il( to 0oel expectations5en prouct of  8Conversation an %ntrouction &a!e F1esource G2 teacher points to the picture of his fa0il( traition traition 8>eebac" F%nu"shu" 8Stuents7 self8reflection self8reflection throu!h 2 Stuents will be as"e to write $ wors that escribe their own life on the space provie conversation an wor"sheet in :or"sheetG3 9Fous on )ignifiane; 8Co0pletion of wor"sheet 3 ext stuents will be as"e to fill up the botto0 space with a rawin! or portrait that 8En!a!e0ent in in6uir( process escribes the0 their fa0il( an their co00unit(  journal 9Fous on Interrelationships 4atterns and Tr Trends; ends; 4 Stuents who co0plete wor"sheet will write own so0e 6uestions the( still have about their lifest(le an fa0il( in their journals usin! the starter I am still .ondering aboutK% FStuents will be !iven the opportunit( to brin! these 6uestions ho0e to !et 0ore infor0ation fro0 fa0il( 0e0bers T This This is an in!uiry "rocess that may #e re!uired $or  some students to to conduct #e$ore #e$ore com"leting com"leting their %or&sheet. %or&sheet.

Consolidation! Connetions!)tudent efletions

Thin0!4air!)hare: Stuents fin a partner an share their own pa!es an iscuss how it co0pares to another stuents7 or Dala b( answerin! the followin! 6uestions  :hat i i (ou (ou inclue in in (o (our introuction pa pa!e;  s one>s family! family!ultur ulture!om e!ommunity munity and their traditions and elebrations8

Strategy/Assessment 8Stuent interactions urin! *hin Share 8Stuents7 contribution to whole reflection 6uestions 8Stuent7s self8reflection throu!h conversation 8/necotal otes 8Observations

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#ommodations!)peial =eeds: Stuents with %E& or E++ will be acco00oate in their writin! tas"s b( rawin! pictures rather  than writin!

Teaher efletion on 5esson 

Fto be co0plete after teachin! (ou o not nee to fill this out for this assi!n0ent just an >I% for reflective practice /spects that wor"e

Chan!es for next ti0e

)oial )tudies 5esson 4lan 6* 9@ainab )yed; )yed; )(/ECT!G#3E: )oial )tudies Grade Grade 2 )uggested Time One 5esson #pproximately $ hour CO()E!)T#=3:

Stran / a0ilies an Co00unit( *raitions *raitions

5E))O= TIT5E

/rt %entit( an the Canaian >la!

Connetion to C(5DI=#TI=G #CTIIT *he( will be creatin! creatin! a fla! of Canaa with paint paint the( will inclue three ifferent esi!ns -. /bori!inal art 2. Canaa7s 0ulticulturalis0 3. Iour own ientit(. *he( will be able to explain on the final presentation a( to their class0ates their connections. 4lanning Information: Curriulum Connetions: Overall: /2. %n6uir( use the social stuies in6uir( process to investi!ate so0e of the past an present traitions an celebrations within their own fa0il( an the co00unities to which the( belon! F>OCUS O Continuit( an Chan!e Social Stuies Curriculu02-3R )peifi Expetation9s;: /-.2 co0pare their fa0il(7s structure an so0e of their traitions an celebrations with those of their  peers7 fa0ilies Fe.!. traitions5celebrations traitions5celebrations relate to rites of passa!e holia(s holia(s foos Social Stuies Stuies Curriculu0 2-3R

/2.2 !ather an or!ani9e infor0ation on so0e of the past an present traitions an celebrations within their fa0il( an the co00unit( to which the( belon! usin! pri0ar( an5or seconar( sources that the(

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have !athere the0selves or that have been provie to the0 Fe.!. photo albu0s fa0il( stories interviewsartefacts interviewsartefacts newspaper clippin!s paintin!s Elers7 stories stories Social Stuies Curriculu02-3R /3.4 escribe so0e si!nificant traitions an celebrations of their fa0ilies their peers an their own co00unities as well as of so0e other co00unities in Canaa Fe.!. fall fairs faith holia(s such as Easter &assover Ei ul8>itr special a(s such as 1e0e0brance )a( Canaa )a( ational /bori!inal )a( #wan9aa Earth )a( reli!ious cere0onies ethnocultural festivals Social Stuies Curriculu02-3R Overall )2. 1eflectin! 1esponin! an /nal(sin! appl( the critical anal(sis process Fsee pa!es 23T2K to co00unicate feelin!s ieas an unerstanin!s in response to a variet( of art wor"s an art experiences *he /rts Curriculu0 2JR

)3. Explorin! >or0s an Cultural Contexts e0onstrate an unerstanin! of a variet( of art for 0s st(les an techni6ues fro0 the past an present an their social an5or co00unit( co 00unit( contexts *he /rts Curriculu0 2JR )peifi )-.3 use ele0ents of esi!n in art wor"s to co00unicate ieas 0essa!es an unerstanin!s Fe.!. use tints of a colour to create li!ht areas for e0phasis in a collaborative 0ural of favourite places in the nei!hbourhoo nei!hbourhoo use a si0ple action pose to 0oif( for0 in a sculpture of a pet or other ani0al 0ae with 0oellin! cla( *he /rts Curriculu0 2JR

)2.2 explain how ele0ents an principles of esi!n are use to co00unicate 0eanin! or unerstanin! in their own an others7 art wor" Fe.!. use of ifferent colours for achievin! ifferent effects such as war0 sunn( colours for a beach or cool colours for a wet forest epiction of various textures such as rou!h tree bar" s0ooth plastics an ri!e coruro( elaboration an variation to create variet( in otherwise s(00etrical builin!s *he /rts Curriculu0 2JR )3.2 e0onstrate an awareness of a variet( of wor"s of art an artistic traitions fro0 iverse co00unities ti0es an places Fe.!. epictions of nature of people oin! thin!s to!ether to!ether or of people at wor" 0iniature paintin!s fro0 %nia /bori!inal textiles cera0ics an petro!l(phs conte0porar( %nuit rawin!s of life in the orth b( /nnie &ootoo!oo" *he /rts Curriculu0 2JR 5earning Goals: *he overall learnin! !oal of this lesson plan is to !et stuents to thin" about the histor( of Canaa the lan 0ulticulturalis0 0ulticulturalis0 an how as iniviuals we fit into all of this. Stuents will be encoura!e to reflect an create uni6ue pieces of art8wor" that ientit( how the( perceive /bori!inal art Canaa an the0selves. % choose a fla! to create this representation because a fla! is ivie into three portions. *he( will use the leaf in the 0ile to raw picture that represents the0selves one sie to represent /bori!inal art an one sie to represent Canaa7s 0ulticulturalis0. *his will teach the stuents about ifferent t(pes of expression throu!h art.

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/a0ground 1no.ledge and oabulary: &rior to this lesson stuents will have ha exposure to ifferent t(pes of /bori!inal art that was explore an exa0ine on the fiel trip the previous a( a ( at :oolan :oolan Cultural Center. *he( will also have alrea(  been stu(in! about about traitions of ifferent ifferent !roups an tal"e tal"e about their own own fa0il( traitions so the( the( will have a previous "nowle!e about 0ulticulturalis0 in Canaa. Stuents will also have ha previous experiences with ifferent t(pes of paintin! st(les an uses of ifferent colours. *he( will also be startin! to unerstan the roles of iniviuals in a lar!er societ(. societ(. 'ocabular( %entit( 0ulticulturalis0 Critial Thin0ing -uestion9s;: V :hat is ientit(; /n how are we able to unerstan our own ientit(; V
Consierin! how our own ientit( is a co0bination with Canaian histories an 0ulticulturalis0. 3isiplinary Thin0ing Conepts

&erspective *he stuents will be explorin! ifferent perspectives in t(pes of art especiall( the ifferent t(pes of art use b( /bori!inals.  Cause an an conse6uence conse6uence %f %f the /bori!inal /bori!inalss were not not in Canaa Canaa before before the settlers settlers arrive how ifferent woul Canaa loo"; Exa0inin! the 0ulticulturalis0 of Canaa an the effects of i00i!ration an people 0ovin! here fro0 all over the worl. :oul :oul thin!s be ifferent in Canaa if people were not 0ovin! here;  %nterrelationships Explorin! the relationships between /bori!inals an settlers.
5in0s to #boriginal 1no.ledge and Curriulum /fter havin! the fiel trip at the :oolan :oolan Cultural center stuents will be able to unerstan 0ore about /bori!inal art an how it has chan!e over ti0e. *he( can use this "nowle!e when the( are co0pletin!  part of their fla!. *he *he stuents will also also be learnin! a new t(pe t(pe of /bori!inal /bori!inal art calle )ot &aintin!. &aintin!. Stuents will raw a picture with colours an exa0ples of what the( have learnt to represent /bori!inals /bori!inals in Canaa. Stuents will also unerstan the si!nificance an i0portance of colours an expression throu!h art that /bori!inals en!a!e in. abori!inal an >irst ations use of colours when proucin! art. :e will will also be explorin! the lin" to the lan we are are currentl( livin! on an the histor( of it.
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#ssessment and Evaluation #ssessment!)uess Criteria /uthentic /ssess0ent  )iscussions  Observations  Questions  Co0pleteness Once co0plete loo" over the whole Canaian fla! that was create. )i stuents express about their ientit( an Canaian ientit(;

/chieve0ent Chart Cate!or(  #nowle!e an Unerstanin! "nowle!e an unerstanin! of content  *hin"in! *hin"in! use use of iffere ifferent nt s"ills s"ills when when usin! usin! critical critical an an creative creative thin"in thin"in! !  Co00unicat Co00unication ion expressio expression n an or!an or!ani9at i9ation ion of ieas an infor0at infor0ation ion  /pplication application of "nowle!e an unerstanin! thin"in! s"ills an

co00unications. #ssessment Tools *hrou!hout this lesson a nu0ber of ifferent assess0ents will be use to observe the stuents unerstanin!s.  &articipation  Observations  /necotal notes  Co0pletion of fla!  1ubric 1ubric for for iffer ifferen entt 6ualiti 6ualities es an char charact acteri eristi stics cs #ssessment Tools *hrou!hout this lesson a nu0ber of ifferent assess0ents will be use to observe the stuents unerstanin!s.  &articipation  Observations  /necotal no notes  Co0 Co0plet pletio ion n of fla! fla!  1ubric 1ubric for for iffer ifferen entt 6ualiti 6ualities es an char charact acteri eristi stics cs 3ifferentiated Instrutions 3etails 1no.ledge of )tudents )ifferentiation )ifferentiation base on stuent  1eainess  %nterests  +ear +earn ner &ro &rofile file *hrou!hout the lesson stuents will have the consist support of the teacher an with ❏ ifferentiate instruction. instruction. Since this activit( is base on art the stuents onl( have three steps to follow. *he *he stuents are allowe free expression in how the( ispla( their art. =eed to 1no.

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Stuents7 who who re6uire aitional support will be !iven the opportunit( to watch an aitional stor( about birs an their colours Fcalle @
3ifferentiated Instrution esponse  +ear +earni nin! n! 0at 0ater eria ials ls Fco Fcont nten ent t  :a(s a(s of +ear +earni nin! n! Fpro Fproce cess ss  :a(s a(s of e0ons e0onstra tratin tin! ! learni learnin! n! Fpro Fprouct uct  +ear +earni nin! n! env environ iron0 0ent ent =eessary 4rior 1no.ledge  )0ills &rior to this lesson stuents will have  Been previous previousl( l( introuc introuce e to ifferen ifferentt st(les st(les of /bori! /bori!inal inal art art that the( will will have have exa0ine at the :oolan Cultural Centre an other art for0s in the classroo0.

 Stuents Stuents will have a previous previous "nowle!e "nowle!e of fa0ili fa0ilies es an traiti traitions ons in Canaa. Canaa. *he( will "now about their own fa0ilies an traitions. Daterials  esoures Daterials: i.e. chart paper 0ar"ers co0puters etc Evidene (sed: %nternet 1esources

@Stor( Claire an
 on8internet 1esources 1esources 1eferences

Blan" fla! of Canaa  &aint 0ar"ers 0ar"ers pencil pencil cra(ons cra(ons88 stuents stuents provie provie with with the the choice choice 

#genda Steps for the +esson.

-. 2. 3. 4. $. ,.

=o over the previous a(s fiel trip. )iscussin! on t(pes of art that was observe. Show an tell =o over the stor( Explain the activit( :atch :a tch the (outube vieo on the /bori!inal art st(le ot  ot paintin!. Conclusions 6uestions concerns

Opening:



% will ensure that there is an environ0ent that follows the *ribes principals.

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% will pro0ote in6uir( base learnin! an thin"in! criticall( criticall( while incorporatin! the isciplinar( concepts.  % will will connect connect to prior prior lessons lessons an other other subject subject 0atter 0atter.. Connections  /rt this this lesson lesson connect connectss to the art curricul curriculu0 u0 throu!h throu!h expressi expressin! n! their their ientit( ientit( an the ientit( of Canaa an /bori!inals. /ll three parts co0bine to!ether to create a  picture of expression of ientit(. ientit(. 

Initial #tivity minds onJ  *he openin! activit( will be!in as has been the tren urin! the lesson thus far with a show an tell. Stuents can share an object fro0 ho0e artefact or fa0il( traition with the class.  *his allows stuents to all share a little so0ethin! s0all about their fa0il( an traitions so the stuents can see a variet( of traitions an fa0ilies within Canaa.  *he :hole :hole class class will then listen listen to the stor( stor( @Claire @Claire an
 *he en!a!e0ent en!a!e0ent of the stuents stuents will will be eter0ine eter0ine to to continue continue the co0plete co0plete stor( or stop it half wa( throu!h #tion: Dain 5esson 7or0 7hole Class or Groups: #tivity9ies; #tivity9ies; and!or )trategy9ies; )escription of Steps5*as" 

-. /fter finis finishin! hin! the stor( stor( the the teacher will will lea lea the iscussi iscussion on on the stor( stor( of @Claire an her =ranfatherA 2. Stuents Stuents will be encoura! encoura!e e to tal" about about the iffe ifferent rent t(pes t(pes of art art the( hear hear about in the stor( an what the( ha seen at the :oolan :oolan Cultural Center  3. % will show show the stuents stuents a vieo clip clip fro0 (outube (outube about /bori!i /bori!inal nal )ot art. art. / new st(le of art. *he stuents will then have a iscussion about how this t(pe of art iffers fro0 the art the( ha exa0ine (estera(. 4. :ill :ill rea an excerpt fro0 @Clare @ Clare an her =ranfatherA $. *he teacher teacher will show show the stuents stuents a blan" fla! fla! of Canaa. Canaa. *he teacher teacher will will then explain their tas"s to the stuents. *he( will be colourin! one sie with a t(pe of /bori!inal art the( have learnt about. *he ot art fro0 toa(7s lesson or so0ethin! the( ha previousl( exa0ine. ext the stuents will colour in the other sie of the fla! with a  blen of pictures to represent Canaa an it7s 0ulticulturalis0. >inall( the leaf will be coloure in to represent each stuents own ientit( an what the( choose to escribe the0selves with. ,. :ill raw a escription on the boar of what is re6uire of the0 on the fla!.

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H. *he stuents stuents will will be !iven !iven a0ple a0ount a0ount of class class ti0e ti0e an can continue continue to wor" wor" on the assi!n0ent urin! their art perio if re6uire. Inlude:



  

 

 

Stron! critical 6uestion )isc )iscip ipli lina nar( r( Conc Concep epts ts Use of Dultiple Evience Fiverse pri0ar( ocu0ents /ssess0ent base on the unerstanin! of )isciplinar( Concepts %ni %ni!e !eno nous us #now #nowle le! !es es Dultiple perspectives Stu Stuent ent ire irect cte e res resear earch ch wor wor"  "  #nowle!e8/pp #nowle!e8/pplicat lication ion an an Dultip Dultiple le options options for Co00unicati Co00unication on

)trategies and #ssessment Tools 9formative;

 *eacher *eacher will will 0otivate 0otivate stuent stuentss an provie provie en!a!in! en!a!in! 0aterial 0aterial to "eep "eep the0 intereste  *eacher *eacher will help "eep the stuents7 interest interest throu!h e0phasi9in! what is i0portant an focusin! their attention  *eacher *eacher will 0onitor their wor" throu!hout the lesson  *eacher *eacher will be available ava ilable for assistance throu!hout the activit(  *eacher *eacher will ientif( areas in which stuents nee assistance  *eacher *eacher will encoura!e !oal settin! in orer to help the stuents achieve their !oals  *eachers *eachers will will ajust ajust an 0oif( 0oif( the lesson lesson accorin! accorin! to what what is fit fit for the stuents Consolidation! Connetions!)tudent efletions


7rap?(p: Further 7hole Class or Groups )escription of Steps5*as" 

Once the stuents have co0plete their assi!n0ent a ssi!n0ent the( will be !iven the opportunit( to share their pictures with follow class0ates. *o encoura!e stuents the( will be allowe to explain their reasonin! behin their paintin! how it relates to the0 an Canaa as a whole 

Co00unication of +earnin!

 *he stuents stuents will will be able to to express express their their learnin!s learnin!s verball( verball(.. *his *his final final fla! the( the(  prouce will also be ae to their @/ Boo" about D(
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%f stuents nee extra assistance another stor( will be share with the stuents. @
#ommodations!)peial #ommodations!)pe ial =eeds: o% %ill you accommodate accommodate $or students students %ith )*+s, *s etc.

*he first stor( shoul be helpful for stuents with E++ because the( can follow alon! with the pictures F6uite escriptive.  Stuents can as" 6uestions in the class iscussion spea" with a class0ate while co0pletin! the tas" or as"in! for extra help.  *eacher *eacher will will be wal"in! wal"in! aroun aroun 0onito 0onitorin! rin! urin! urin! the activi activit( t( ensurin! ensurin! that that stuents are followin! alon! an unerstanin! what the !oal of the lesson 

)trategy!#ssessment

 *he wrap8up wrap8up of this this assi!n0 assi!n0ent ent will will consist consist of a ia!nostic ia!nostic asses assess0ent s0ent of stuents use of prior "nowle!e an application to the tas" at han.  Stuents will also be assesse throu!h their abilit( to appl( an co00unicate the teachin!s in class to the class wor" assi!ne.

25

#ppendix / 5esson 6$  1esource G- : / a0e >or a Detis

http55www.stron!nations.co05store5ite0Pispla(.php;iM22,2 :or"sheet :or"sheet G-

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>inal &roject Chec"list F:or"sheet F:or"sheet G2

5esson 62 1esource G- F+et7s Deet Dala stor( 1esource G2 F&icture of Dala

27

eferene:

http55www.aanc8aanc.!c http55www.aanc8aanc.!c.ca5)/D5)/D8 .ca5)/D5)/D8 %*E18
text5achPlrP"sPrrsP0alaP-32H text5achPlrP"sPrrsP0alaP-32HK,K,-$KKPen!.pf  K,K,-$KKPen!.pf 

 :or"sheet Sheet G3

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5esson 6' Excerpt G- FDala tal"s about *ravel

29

Excerpt G2 FDala7s =ranpa tells Dala about huntin! an ca0pin!

eferene:

http55www.aanc8aanc.!c.ca5)/D5)/D8%*E18
30

:or"sheet G 4

5esson 6+ 1esource G- Dap of -Hth Centur( Canaa

31

Can be assesse  http55www http55www.cbc.ca5K .cbc.ca5Kthfire50ap.ht0l thfire50ap.ht0l

5esson 6*: 1esource G-  @Claire an her =ranfatherA F/uio an written text available https55www.aanc8aanc.!c.ca5en https55www .aanc8aanc.!c.ca5en!5-33-4$$-J$4 !5-33-4$$-J$425-33-4$H4 25-33-4$H4JK3$ JK3$

1esource G2  Ioutube clip on )ot /rt https55www.(outube.co05watch;vM(L/wbHJl"6! /itional Stor( if necessar( @
https55www.(outube.co05watch;vM9u!B$j*2$/

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1esource G4 F:o F :or"sheet r"sheet G$ 

http55www.freelar!ei0 http55www.freelar!ei0a!es.co05fla!8colorin a!es.co05fla!8colorin!8pa!es8-K$5 !8pa!es8-K$5

5esson 6, 1esource G- 1esource G 2 I8 Chart Fassess0ent

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Can be accesse https55www.(outube.co05watch;vMc81a:9tt%Qo

https55www.interactivelessons.co0.au

Classroo0 /i /i =reat Bi! Boo" of >a0ilies

https55www."ir"usreviews.co05 https55www ."ir"usreviews.co05boo"8reviews50ar(8hoff0an5!reat8bi!8boo"8fa0 boo"8reviews50ar(8hoff0an5!reat8bi!8boo"8fa0ilies5 ilies5 +in" to iscussion !uie http55www.welco0in!schools.or!5pa!es5lesson8plan8 http55www. welco0in!schools.or!5pa!es5lesson8plan8the8!reat8bi!8boo"8of8fa0ilies8iscus the8!reat8bi!8boo"8of8fa0ilies8iscussion8 sion8 !uie

5esson 6 A: 1esourceG - *wo Stars an a :ish Ffor assess0ent

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1eference http55loo"in!fro0thirtofourth.blo!spot.ca52-$525learnin!8!oals8achieve0ent8 levels8an82.ht0l

#ppendix C >inal /ssess0ent /ssess0ent Unit 1ubric 5evel $

5evel 2

5evel '

5evel +

1no.ledge and (nderstanding? 1no.ledge of text ontent and omprehension of its meaning and signifianes 1no.ledge of Content %entifies an e0onstrates "nowle!e of fa0il( an co00unit( traitions b( incluin! all re6uire ele0ents

 emonstrates limited &no%ledge o$ content 

 emonstrate  emonstrates  emonstrates  emonstrates  s some considera#le thorough &no%ledge o$  &no%ledge o$ &no%ledge o$ content  content  content 

(nderstanding of Content %entifies an co00unicates the 0eanin! an si!nificance of fa0il( an co00unit( traitions in relation to ientit(

 imited understanding o$ content 

Some understandin  g o$ content 

Considera#le understandin  g o$ content 

Thorough understanding o$ content 

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Thin0ing ? (se of ritial and reative thin0ing s0ills!or proesses

0ses "lanning  s&ills %ith %ith limited e$$ecti'eness

0ses  "lanning  s&ills %ith %ith  some e$$ecti'eness

0ses  "lanning  s&ills %ith %ith considera#le e$$ecti'eness

0ses "lanning  s&ills %ith high degree o$ e$$ecti'eness

0ses critical (se of Critial Thin0ing 4roess /bilit( to appl( concepts of isciplinar( thin&ing thin" thin"in! in! usin! usin! in6uir in6uir( ( an ecisi ecision on  "rocesses  "rocesses %ith 0a"in! processes limited e$$ecti'eness

0ses critical thin&ing  "rocesses  "rocesses %ith some e$$ecti'eness

0ses critical thin&ing  "rocesses  "rocesses %ith considera#le e$$ecti'eness

0ses critical thin&ing  "rocesses %ith high degree o$ e$$ecti'eness

demonstrates  some degree degree o$ creati'ity in their creation and/or dis"lay

demonstrates considera#le degree o$ creati'ity in their creation and/or dis"lay

demonstrates high degree o$ creati'ity in their  creation and/or dis"lay

#ppliation of 1no.ledge and )0ills /bilit( to appl( "nowle!e an s"ills in fa0iliar contexts

 A""lies  A""lies &no%ledge and &no%ledge  s&ills in $amiliar  $amiliar  and s&ills in contets %ith  $amiliar limited contets %ith e$$ecti'eness  some e$$ecti'eness

 A""lies &no%ledge and s&ills in  $amiliar contets %ith considera#le e$$ecti'eness

 A""lies &no%ledge and  s&ills in $amiliar $amiliar contets %ith high degree o$ e$$ecti'eness

Transfer of 1no.ledge and )0ills Transfer )0il ls /bilit( to transfer "nowle!e an s"ills in new contexts

Trans$ers &no%ledge and  s&ills to ne% ne% contets %ith limited e$$ecti'eness

Trans$ers &no%ledge and s&ills to ne% contets %ith some e$$ecti'eness

Trans$ers &no%ledge and s&ills to ne% contets %ith considera#le e$$ecti'eness

Trans$ers &no%ledge and  s&ills to ne% contets %ith high degree o$ e$$ecti'eness

Da0ing Connetions .ithin! bet.een various ontexts /bilit( to 0a"e connections between ever(a( life an traitions of various !roups of people an between past an  present traitions traitions

 A#le to ma&e ma&e connections %ithin and #et%een 'arious contets %ith limited e$$ecti'eness

 A#le to ma&e ma&e connections %ithin and #et%een 'arious contets %ith  some e$$ecti'eness

 A#le to ma&e ma&e connections %ithin and #et%een 'arious contets %ith considera#le e$$ecti'eness

 A#le to ma&e connections %ithin and #et%een 'arious contets %ith high degree o$ e$$ecti'eness

(se of 4lanning )0ills /bilit( to !ather an or!ani9e relevant infor0ation in relation to their own fa0il( an co00unit(

(se of Creativity )0ills )e0onstration of creativit( in stuents7 creation an ispla(

demonstrates limited degree o$  creati'ity in their creation and/or dis"lay

#ppliation

36

Communiation of 1no.ledge and Thin0ing Expression of Information /bilit( to clearl( express infor0ation about fa0il( an co00unit( traitions in visual written an oral for0

Student e"resses in$ormation %ith limited e$$ecti'eness

Student e"resses in$ormation %ith some e$$ecti'eness

Student e"resses in$ormation %ith considera#le e$$ecti'eness

Student e"resses in$ormation %ith high degree o$ e$$ecti'eness

(se of Conventions!o Conventions!oabulary abulary /bilit( to use proper conventions !ra00ar an vocabular( of the iscipline in visual written an oral for0

0ses con'entions,  grammar and 'oca#ulary %ith limited e$$ecti'eness

0ses con'entions,  grammar and 'oca#ulary %ith some e$$ecti'eness

0ses con'entions,  grammar and  'oca#ulary %ith considera#le e$$ecti'eness

0ses con'entions,  grammar and 'oca#ulary %ith high degree o$ e$$ecti'eness

 # /oo0 of my Heritage The #oo& is /bilit( to effectivel( or!ani9e an  "resented  "resented using  present all re6uire re6uire ele0ents ele0ents of the boo"  limited organi2ation

The #oo& is  "resented  "resented using some organi2ation

The #oo& is  "resented  "resented using considera#le organi2ation

The #oo& is  "resented using high degree o$ organi2ation

OrganiMation of This is my Heritage Student is a#le )tudentJ 3isplay to e$$ecti'ely  /bilit( to effectivel( or!ani9e ispla( of  organi2e a 0aterials in a neat 0anner  dis"lay o$ heritage %ith limited e$$ecti'eness

 Student is a#le to e$$ecti'ely organi2e a dis"lay o$ heritage %ith  some e$$ecti'eness

Student is a#le to e$$ecti'ely organi2e a dis"lay o$ heritage %ith considera#le e$$ecti'eness

Student is a#le to e$$ecti'ely organi2e a dis"lay o$ heritage %ith a high degree o$ e$$ecti'eness

Final Culminating 4ro"et

37