Unit Four How We Express Ourselves

Dear parents, here is a breakdown of this halfterms learning. If you have any questions or would
like to discuss any of the content please feel free to
contact us. Thank you for your continued support.
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Miss. Sheri, Mr. Mike & Ms. Joanne

Central Idea:

Key Concepts:

Literature can inspire and develop our

communication and expression.

Function, Perspective, Reflective

Related Concepts:

An inquiry into:

Communication, Characterization, Expression.

The role of literature (Function)

How experiences can be
interpreted differently
(Perspective)
How thoughts, ideas and
emotions are expressed through
literature- (Reflective)

Teacher Questions:
What role does literature have in our world?

Why do we have different responses to the same experiences?

How are thoughts, ideas and emotions communicated through literature?

Why are stories created and shared?
How are stories constructed?
How does literature make us feel?
How can stories be told?
What are some different genres of literature?
Can your imagination grow?

Summative Assessment

Students will incorporate the skills and

understanding from this UOI to write their own
piece of literature that communicates meaning
to others.

Transdisciplinary Skills
Social skills

Vocabulary

Literature, Prediction, Fairytale,

Imagination, Characters, Beginning,
Middle, End, Genre, Vocabulary,
Narrative, Setting, Plot,
Conflict/Problem, Solution, Drama/Play,
Expression, Motive

Cooperating: working with partners and small groups, sharing and listening to the ideas of
others.
Adopting a variety of group roles: to take on the role of a scribe, a group manager, a
recorder, an actor, a narrator etc. To use Blooms Thinking Hats to look at different
perspectives.
Thinking skills
Comprehension: understanding what they have read, viewed or listened to.
Application: to use their knowledge and understanding of narrative to apply to their own
story creations.
Analysis: Students will be exposed to different genres of literature and through asking and
answering questions will be able to analyze the text and the authors intentions towards
the reader.
Synthesis:. As students read more and listen to different types of literature they will be
encouraged to modify their initial predictions and alter their viewpoints about characters
and motives.
Evaluation: students will be making their own judgments and asked for their
interpretations about characters and plots in literature.
Dialectical thinking: This thinking skill involves viewing issues or concepts from multiple
perspectives. Students will be asked to role play characters and Hot-seat others
characters to consider different viewpoints. We also have some alternative versions of
traditional tales to share with them which might alter their views on some well-known
characters.
Metacognition: Metacognition means, thinking about your thinking. When we stop to think
during reading, it helps us understand the text better. We can make our thinking visible by
telling others what we are thinking while reading a book. This is called "Thinking Aloud".
When we are thinking aloud we are being metacognitive.
Communication skills
Listening: Listening to others during group tasks, appreciating the ideas of others and
responding to them.
Speaking: Express ideas with clarity and reason. Reading aloud with fluency and
expression. Being able to adopt voices for characters when they read and act.
Reading: See reading skills below
Writing: See writing skills below
Viewing: See viewing skills below
Presentation: to follow the process of creating their narrative to the end and to present a
final version of a narrative to others.

Learner Profiles
Communicator: to communicate thoughts, feelings and ideas in oral and written form.
Courageous: to challenge themselves to improve their ability to be an author and
produce their own narrative. To take appropriate risks and act out parts of a story for an
audience.

Attitudes
Confidence:
Creativity:
Enthusiasm:

GIS Standards

Language
Reading:

Conceptual Understandings
Different types of texts serve different purposes.
What we already know enables us to understand what we read.
Applying a range of strategies helps us to read and understand new texts.
Wondering about texts and asking questions helps us to understand the
meaning.
The structure and organization of written language influences and conveys
meaning.
Learning Outcomes
participate in collaborative learning experiences, acknowledging that people see
things differently and are entitled to express their point of view
Wonder about texts and ask questions to try to understand what the author is
saying to the reader.
read texts at an appropriate level, independently, confidently and with good
understanding
recognize a range of different text types, for example, letters, poetry, plays,
stories, novels, reports, articles
identify and explain the basic structure of a story - beginning, middle and end;
may use storyboards or comic strips to communicate elements
make predictions about a story, based on their own knowledge and experience;
revise or confirm predictions as the story progresses
use a range of strategies to self-monitor and self-correct, for example, meaning,
context, rereading, reading on, cross-checking one cue source against another
discuss personality and behavior of storybook characters, commenting on
reasons why they might react in particular ways
discuss their own experiences and relate them to fiction and non-fiction texts
develop personal preferences, selecting books for pleasure and information

Writing:
Conceptual Understandings
We write in different ways for different purposes.
The structure of different types of texts includes identifiable features.
Applying a range of strategies helps us to express ourselves so that others can
enjoy our writing.
Thinking about storybook characters and people in real life helps us to develop
characters in our own stories.
When writing, the words we choose and how we choose to use them enable us to
share our imaginings and ideas.
Learning Outcomes
use feedback from teachers and other students to improve their writing
use a dictionary, a thesaurus and word banks to extend their use of language
keep a log of ideas to write about
over time, create examples of different types of writing and store them in their own
writing folder
participate in teacher conferences with teachers recording progress and noting new

learning goals; self-monitor and take responsibility for improvement

With teacher guidance, publish written work, in handwritten form or in digital
format.
engage confidently with the process of writing
write about a range of topics for a variety of purposes, using literary forms and
structures modelled by the teacher and/or encountered in reading
use graphic organizers to plan writing, for example, Mind Maps, storyboards
organize ideas in a logical sequence, for example, write simple narratives with a
beginning, middle and end
use appropriate writing conventions, for example, word order, as required by the
language(s) of instruction
use familiar aspects of written language with increasing confidence and accuracy,
for example, spelling patterns, high-frequency words, high- interest words
use increasingly accurate grammatical constructs
write legibly, and in a consistent style
proofread their own writing and make some corrections and improvements

Listening and Speaking:

Conceptual Understandings
Spoken communication is different from written communication - it has its own set
of rules.
Spoken language varies according to the purpose and audience.
People interpret messages according to their unique experiences and ways of
understanding.
Learning Outcomes
begin to understand that language use is influenced by its purpose and the
audience
understand and use specific vocabulary to suit different purposes
listen attentively and speak appropriately in small and large group interactions
listen to a variety of oral presentations including stories, poems, rhymes and reports
and respond with increasing confidence and detail
pick out main events and relevant points in oral texts
retell familiar stories in sequence
anticipate and predict when listening to text read aloud
participate in a variety of dramatic activities, for example, role play, puppet theatre,
dramatization of familiar stories and poems

Math

Mathematics Shape and Space (UNIT 6)

Conceptual Understandings
Changing the position of a shape does not alter its properties.
Shapes can be transformed in different ways.
Geometric shapes and vocabulary are useful for representing and

describing objects and events in real-world situations.

Learning Outcomes
understand the common language used to describe shapes
understand the properties of regular and irregular polygons
understand congruent or similar shapes
understand that lines and axes of reflective and rotational symmetry
assist with the construction of shapes
understand an angle as a measure of rotation
sort, describe and model regular and irregular polygons
analyze angles by comparing and describing rotations: whole turn; half
turn; quarter turn; north, south, east and west on a compass
Describe and/or represent mental images of objects, patterns, and paths.
analyze and describe 2D and 3D shapes, including regular and irregular
polygons, using geometrical vocabulary
Mathematics Number (UNIT 7)
Conceptual Understandings
The operations of addition, subtraction, multiplication and division are
related to each other and are used to process information to solve
problems.
Even complex operations can be modelled in a variety of ways, for
example, an algorithm is a way to represent an operation.
Learning Outcomes
model numbers to thousands or beyond using the base 10 place value
system
model multiplication and division of whole numbers
use the language of multiplication and division, for example, factor,
multiple, product, quotient, prime numbers, composite number
read, write, compare and order whole numbers up to thousands or beyond
develop strategies for memorizing addition, subtraction, multiplication
and division number facts
Describe mental and written strategies for multiplication and division.
use whole numbers up to thousands or beyond in real-life situations
use fast recall of multiplication and division number facts in real-life
situations
use mental and written strategies for multiplication and division in reallife situations
select an efficient method for solving a problem, for example, mental
estimation, mental or written strategies, or by using a calculator
use strategies to evaluate the reasonableness of answers
Technology Integration

Technology UOI 4: Grade3

How we express ourselves
Central idea: Literature can inspire and
develop our communication and expression.
Technology Connection

Art

Learning Objectives: In Unit 4- The students

will be able to:
Construct three dimensional clay relief
artwork
Explore the art of various illustrators

Create a stop frame animation to tell a

story using a narrative structure.
Students research safely and choose a method
of making a video using stop frame animation.
Students will develop a story with narrative
structure using text and story boards. Students
use laptops, iPads to take a sequence pictures
that are then inserted into video editing software
to create a stop frame animation. Teams of 4 is
optimum but flexible.
Explore the following
1) 2D using cuts outs and collage method.
2) 3d using figures made with plasticine & pipe
cleaners.
Key Concepts: Function, Perspective, Reflection
Related Concepts:
Function: Communication
Perspective: Characterization
Reflection: Expression
Technology Skills: Safe searching and
research, developing a story board, still fame
digital photography, archiving, labeling and
organizing images. Importing images into video
editing software, editing the video, adding text
and sound FX, rendering the final product,
uploading safely to YouTube (under supervision)
as an unlisted video, embedding a video into
their ePortfolio.
Technology Learning outcomes

Research safely stop frame

animation techniques using a kid safe
browser

Create a story board for a narrative

sequence

Use effective digital photography and

different shot types.

Understand frames per second and

use stop frame animation techniques

Import & edit images using video

editing software

Render and manipulate digital video

to understand file size and
compression.

Combine different formal elements of art

to assist in creation, focusing on shape
and form
Use their imagination to tell a visual
story
Make preliminary sketches
Improve individual brainstorming skills

Activities/Projects/Connections:
How we express ourselves UOI- Form:
Students will observe various illustrations from
book, magazines, and posters. They will then
create two dimensional preliminary sketches to
guide their construction of their clay work.
They will form a three dimensional piece of
relief artwork from clay showing a character in
a visual story devised from their imaginations.

Music

Learning Objectives: In Unit 4- The students

will be able to:
Read all treble clef notes on the staff
Read B, A,G on the recorder in rhythm
Play the recorder alone
Compose and perform recorder melodies
Activities/Projects/Connections:
Play and read songs with B, A and G,
such as, Find a Happy Place
Sight read measures on the recorder in
the game Roll and Read
Create a set of rhythmic and melodic
ostinati about school
Connection to How We Express
Ourselves Function- how music can be
used to enhance stories

Embed a video into their ePortfolio

Resources & Suggested viewing:

How It's Made - Stop-Frame Animation - a good

Introduction
https://www.youtube.com/watch?
v=irOecGxh36g
Claymation Basics | Stop Motion
https://www.youtube.com/watch?
v=PHTQr0kfA98
How to Create a Clay Character | Stop
Motion
https://www.youtube.com/watch?v=S0LoYOuC51M

Puppet Animation Basics | Stop Motion

https://www.youtube.com/watch?v=-4qjMmLpX7g

How to Create Clay Scenery | Stop Motion

https://www.youtube.com/watch?
v=ybNQ16A7ukE

Arabic
See weebly posting for details

PE

Learning Objectives: In Unit 4 The students

will be able to:
Learn a variety of different games such
as endball, capture the flag and ultimate
handball
Students will learn to break down games
and determine things that all games
have in common and what differentiates
one games from another
Begin to use technology to communicate
with group members and to collaborate
effectively
Use their communication and thinking
skills to come up with a new and unique
idea for a game that could be played in
class
Activities/Projects/Connections:
Students will work on game
appreciation, tactical awareness and skill
execution in game situations
Students will use peer and selfassessment techniques to evaluate
performance
Students will use Edmodo to
communicate with team members in
order to collaboratively create an
imaginative game
Students will be encouraged to research
a variety of games to get ideas for their
own unique game

Islamic
See weebly posting for details.

Activities that you can do with your child at home

This Unit of Inquiry is all about story, poetry and drama. The children should be reading as
much fiction as possible and discussing the characters and the plot. Ask them to predict
what they think might happen next. Share picture books with them and talk about the
messages in the illustrations. Why the characters are depicted the way they are. When an
author writes in a certain way or uses specific words what are they inferring to the reader?
What experiences has your child had of seeing drama live on stage or even taking part in
drama? Have some fun at home acting out characters and practicing talking with different
voices.
When you read with your child discuss the new vocabulary related to this UOI.
If your child has some costumes at home allow them to bring them to school to show
their peers

Continue to support your child as they practice quick mental recall of the multiplication
tables. They should learn the tables in order of ease; 2x, 10x, 5x, 3x, 4x, 6x, 8x, 9, 11,
12x.
They should first be able to skip count.
Follow this by linking it to the times tables e.g. 1 x 4 = 4, 2 x 4 =8, 3 x 4 = 12 (in order)
When a times table can be recited without too many errors call out random facts for your
child to answer.
Continue to incorporate all the times tables they know so far.
Unit 6 is a Geometry unit, please read the family letter in the home link book and help
your child find examples of shapes in and around the house, it is important for them to
see them visually in real life contexts. Label some items around the house with the names
of 2D and 3D shapes.
Look for patterns and objects that are symmetrical.
Paint a picture on half a sheet of paper, fold over and look at the symmetrical pattern
created.
Talk about direction when you are out and about, find which direction is North etc and
practice turning to face different directions.