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AROUND THE WORLD

IN 30 DAYS

Grade 3 Unit Plan

Sydney Milligan

Social Studies, Language Arts, Science, Health, Physical Education, Art

Why is it important to know about other countries around the world?

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TABLE OF CONTENTS
AROUND THE WORLD IN 30 DAYS

 Rationale………………………………………………………………..3-
4
 Alberta Education Competency
Connection………….5-7
 Month Overview……………………………………………………8
 Week Calendar……………………………………………………...9
 Resource
List…………………………………………………………..10-11
 Curricular
Connections…………………………………………..12-15
 Student learning and
Goals……………………………………16
 Differentiation
Strategies……………………………………...17-18
 Week Activity
Overview………………………………………..19-28
 Parent
Communication……………………………………………29-30 2
 Assessment Tool
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RATIONALE
A successful classroom climate helps to create a sense of belonging and

promotes positive learning and high academic achievement. This unit in particular

focuses on communities in the world with the inquiry question focus, “why is it

important to know about other countries in the world?”

Building relationships in the classroom while fostering a growth mindset will

allow students to flourish and develop a better understanding about themselves and

other people around the world. This unit addresses cross-curricular connections with

a focus on “around the world in 30 days” as the theme. This theme will allow students

to connect where they belong in Canada and how they can contrast their lives to

those who live in Ukraine, India, and Peru. This unit will allow for students to reflect

on their lives and conceptually think about cultural aspects such as citizenship,

diversity, and community.

Students will develop an understanding of who they are, as well as be able to

contrast the lives of other individuals living in different countries across the world.

This unit plan is designed for grade 3 classrooms with a variety of subject areas that

allow students to feel like they are traveling around the world.

This unit is inquiry based, so students have an opportunity to explore each

country that is included in depth. There are opportunities for structured and guided

learning and teaching, and open levels of inquiry. This allows students to synthesize

the information and reflect on their learning. It also allows for critical, historical,

geographic and creative thinking along with decision-making and problem solving.

This unit is designed in one month, but could be elongated to increase the amount of

exploration in the classroom as well as to fully immerse in the cultures that are 3

explored.
 In this unit plan, students will get the opportunity to explore Canada, India, 4

Ukraine and Peru in a variety of hands- on, practical activities. By the end of this

unit, students will be able to demonstrate their understanding and appreciate the

geography, culture, language, heritage, economics and resources that shape each of

the countries visited, and also be able to compare and contrast how each country is

unique in it’s own way.

Throughout the four weeks, I have provided multiple learning opportunities for

students to explore around the world in hands on, exploratory activities. Including

potlucks, gallery walks around the ‘world’ including passports, art projects including

materials from around the world, as well as physical education cultural games and

dances. I believe this will allow for Social Studies, the subject that is the main focus,

to be a more hands-on experience, making it more engaging and fun.

I believe this unit plan can be successful if the sequence of activities I have

planned goes well and is on track. I have made sure to include projects/ assignments

like tactile projects, building, interaction, and interesting materials and

manipulatives to fit all types of learners which I also think will help to make the

transition from activity to activity smooth and inviting. Literacy will be incorporated

in all subject areas within this unit in order to prove to students that literacy can be a

natural component in every subject/ discipline area. The development of literacy

across all subject areas can affect children and help them to have an enriched

learning experience.

When considering differentiation in the classroom, this unit plan has been

focused on making sure each learner is accommodated. Every child learns differently,

and throughout each class period, should feel comfortable while learning, which is
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why a variety of activities are included.
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Alberta Competencies Connections

The Alberta curriculum has now introduced competencies that students will

develop to achieve their full potential while completing school K-12. As students

progress, they will only grow with all of the competencies that are listed below and

will display excellence through seven areas that are all crucial in expanding students

knowledge and abilities in a school setting.

Early childhood is a significant part in a child’s life, from Kindergarten to Grade

three; students are developing their character, abilities, creativity, independence, self

worth etc. Through the Education Alberta Competencies, students are able to develop

these skills and excel in the following areas as well.

In ‘Around the World in 30 Days’ students will relate to all competencies, as this unit

is all encompassing with hands- on exploratory learning. Students will develop these

competencies more and more over time, as they are challenged in the classroom.

Students will be able to draw on their experiences to increase their abilities in the

classroom, and relate them to others around the world.

Critical Thinking

Students will develop critical thinking throughout the unit “Around the World in

30 Days” as they discover and participate in activities that relate to communities

around the world. Critical thinkers are developed when connections are made

between ideas. Throughout this unit, we will be making connections while comparing

and contrasting different countries in the world, and will develop a sense of

citizenship while doing so.

Problem Solving
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Problem Solving is an area that will be touched on all throughout this unit, as it
Students will be exploring their lives in Canada versus lives of those living in Peru, 6

Ukraine and India and will have to challenge themselves to problem solve and think

like a traveler would. As students explore this cross-curricular unit, they will problem

solve and manipulate each assignment and activity to make it worthwhile for

themselves. As students problem solve, they will interact with one another to reach

goals that are set in the classroom.

Managing Information

Students will manage information through a way of organizing their learning within

each class period. As students engage in this themed unit, they will manage and control

their learning through choosing what type of activities, assignments, projects they

would like to experiment with. As this unit is based off an inquiry question, I will allow

students to interact with one another, and ask them why? What sets you apart from

other citizens in the world? And what makes your community different from theirs?

Creativity and Innovation

This entire unit is based off of creativity and innovation. My goal in the

classroom is to provide students with interesting and fun activities that they will love

and remember forever. As a teacher, I believe it is my job and is a goal of mine to keep

students engaged throughout all lessons during the day, and be able to adapt my

teaching to different learning styles. As provided, students will work on a plethora of

activities that suit all types of learning, and will engage with individuals that visit

from the community, as well as participate in activities that they have never done

before. This unit will be insightful and rewarding that will result in growth and

change, not only in the classroom but also in the

Community. 6
Communication 7

Communication is key! Students will be given ample time to communicate in the

classroom. Within my teaching belief system, I think it is important that students talk

one on one and in groups throughout the day a lot. I believe it is important for students

to know that they are welcome to share their insights, feelings and thoughts at any

point in my classroom. As their teacher, in my classroom, it is most important that I

communicate with my students. It is important that they know my thoughts and

feelings and that my expectations are shared with them at the beginning of each unit.

Cultural and Global Citizenship

Lets Talk about Cultural and Global Citizenship! This is what my unit plan is all

about. Global citizenship is the idea that all citizens have equal rights in the world.

Throughout this unit, students will compare and contrast their lives in Canada versus

those throughout the rest of the world, specifically in India, Ukraine, and Peru.

Through exploration of cultural values, food, dance, language etc. students will be

exposed to different areas around the world, and how they differ from where they live.

Personal Growth

It is essential that within this unit we are appreciating all learning styles and are

aware of the vast differences of students in the classroom. This unit responds to the

differences in the classroom, even for those who fall in the category of children who

are below grade level, above grade level, ELL and behavior students. All of these

differences are taken into account to allow for growth in the classroom. Students

should be given fair and balanced assessment, as well as chances to excel in whatever

they set their mind to. Having differentiation in the classroom is extremely important.
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Without it, students do not feel safe or welcome, and can be set at a disadvantage.
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Grade 3 – Month Overview

Week 1 Week 2 Week 3 Week 4

Social Studies People in the Community Traditions, Food Traditions, Food Traditions, Food
Compare and Contrast delicacies, living, delicacies, living, delicacies, living,
Canada and other culture, celebrations of culture, celebrations of culture, celebrations of
countries India Ukraine Peru

Science Animals in Canada Animals in India Animals in Ukraine Animals in Peru

Animal Life Cycles Animal Life Cycles Animal Life Cycles Animal Life Cycle
Research Project

Language Arts Identity Patches Story Telling Diversity Poems Pen Pals- Peruvian
“What identifies you?” Telling stories about the What does diversity student
“What does identity Indian lifestyle mean to you? (Writing)
mean?”

Health Getting to know your Feeling Friendships Community

‘neighbor’ And Expressions and Family Volunteerism
-Getting to know your -Tell me about how you -Make friendship Students will ‘volunteer’
classmates/ skyping feel about Indian connections with kids in a potluck/ fair
children from across the culture” from the Ukraine
world

Art Painting/ Drawing Print Making Painting/ Drawing Peruvian Prints

-Making your own Compare and contrast -Using expression and -Painting
painting/ drawing that your print from a Indian color- bring Ukrainian -Comparing and
identifies you. print culture into paint Contrasting

Phys. Ed. Cultural dances: Cultural dances Cultural Games Cultural Games
So You Think You Can So You Think You Can Ukrainian cultural Peruvian Fair Day
Dance Dance games -Peruvian games set up
-Group dances -Group dances -Dances- Clogging in gymnasium
-Activities
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Week Timetable
Time Monday Tuesday Wednesday Thursday Friday
Morning Meeting Morning Meeting Morning Meeting Morning Meeting
8:22 – 9:00 LA/ Health/ Social
Studies: Fair Day
9:00 – 9:30 Social Studies: Peruvian Social Studies: Peruvian -Oral presentations
Health/ LA: Guests From culture “my culture is” Health/La: Guests from celebrations centers of creations
9:30 – 10:00 the community the community -Showcase: cooking,
-Writing across the -Writing across the world assignments, culture
world (paintings)
Science- Introduction Science: Research on Science: Research Science: Finish up
10:00 – 10:30 Peruvian Animals Peruvian Animals Peruvian Animals Peruvian Animals
Recess
10:30 – 10:45

10:45 – 11:15 Art: Language Arts: Writing Art: Language Arts: Writing Phys. Ed: Cultural
Peruvian Prints/ cultural to your Pen Pal across Peruvian Prints/ Cultural to your Pen Pal across games/ Cultural
11:15 – 11:45 decorations the world decorations cont. the world Dances

Lunch
11:45 – 12:30

12:30 – 1:00 Mindful Minutes/Body Mindful Minutes/Body Mindful Minutes/Body Mindful Minutes/Body EARLY DISMISSAL
Break Break Break Break

Social Studies: Peruvian Phys. Ed: Cultural Dances Social Studies: Phys. Ed: Cultural
1:00 – 1:30 Traditions Delicacies/ traditional Dances
foods

1:30 – 2:00 Language Arts: Health: Volunteering Language Arts: Health: Volunteering
Introduction to letter around the world Editing Letters to Pen around the world
writing -Picking recipes pals -Preparation for Fair
Day
Recess
2:00 – 2:15
Reading Buddies- Books Reading Buddies- Books
2:15 – 2:45 Phys. Ed: Cultural on Peruvian Animals Phys. Ed: Cultural Dances on Peru

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Dances Art: Art:
2:45 – 3:15 Peruvian prints Peruvian prints cont.

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Resource List

Books
 Community Soup- Beverly Solomon
 Building Character, Community, and a growth Mindset in Physical Education-
Anderson, Leigh Ann, Donald R
 Peru- Muriel L Dubois
 Patterns in Peru- Cindy Neuschwander, Bryan Langdo
 India- David Cumming
 India- Mike Hirst
 Ukraine in Pictures- Jeffry Zuehlke
 Global Babies- Wignham Family Collection
 Environmental science- a study of interrelationships- Eldon Enger
 Communities around the world- Abby Jackson
 Take Shelter at home around the world- Nikki Tate
 The Leader in me: how schools around the world are inspiring greatness, one
child at a time- Stephen Covey
 Multicultural projects index: things to make and do to celebrate festivals,
culture, and holidays around the world
 Same, Same But Different- Jenny Sue Kostecki- Shaw
 Fox and Squirrel- Ruth Ohi

Multi- Media:
 Smart board
 Class Dojo- IPhone, IPad
 Oddizzi
 National Geographic Online Kids
 Go Noodle

Materials:
Social Studies
 Pot Luck (foods class)
 Posters
 Passports
 Gymnasium- Peruvian Fair
 Music

Language Arts
 Journals
 Books
 Poster Paper
 Writing Utensils
 IPads 11
 Story Writing Paper
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Physical Education
 Music
 Guests from the community
 Dresses
 Bells
 Cultural Clothing

Science
 Books
 Computers
 Video
 Music
 Websites- Activities

Health
 Video
 Books
Art
 Watercolor paper
 Watercolor paint
 Paint
 Brushes
 Paint accessories
 Paper
 Scissors
 Glue/tape

Mindfulness
 Paper Pinwheels
 Belly Buddies- stuffed animals or objects for breathing
 Colored paper- Breathing colors- meditation
 Glitter Bottle

Websites:
https://kids.nationalgeographic.com/explore/countries/peru/#peru-machu-picchu.jpg
http://easyscienceforkids.com/all-about-peru/
https://www.oddizzi.com/teachers/explore-the-world/places/south-america/peru/
https://www.atozkidsstuff.com/peru.html
https://www.allrecipes.com/recipes/2433/world-cuisine/latin-american/south-
american/peruvian/?page=2
https://theculturetrip.com/south-america/peru/articles/7-traditional-peruvian-
dances-you-need-to-know-about/

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Curriculum Connections
“Around the World in 30 Days” is a unit encompassing cross-curricular connections

that include subject areas such as, English Language Arts, Social Studies, Science, Health,

Physical Education and Art. All subject areas play a huge part in the unit and create an

engaging and insightful understanding about communities around the world.

English Language Arts

GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
SLO: 1.1- Discover and Explore
 Express ideas and develop understanding
 Experiment with language and forms
 Express preferences
 Set goals

GLO 2: Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SLO: 2.2 Respond to Texts
 Experience various texts
 Construct meaning from texts
 Appreciate the artistry of texts

GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and
information.
SLO: 3.4 Share and Review
 Share ideas and information
 Review research process

GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.
SLO: 4.1 Enhance and Improve
 Appraise own and others’ work
 Revise and edit
 Enhance legibility
 Expand knowledge of language
 Enhance artistry

GLO 5: Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
SLO: 5.1 Respect Others and Strengthen Community
 Appreciate diversity
 Relate texts to culture
 Celebrate accomplishments and events
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 Use language to show respect
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SLO: 5.2 Work Within a Group
 Cooperate with Others
 Work in groups
 Evaluate group process

Social Studies
GLO 3.1: Communities in the World- Students will demonstrate an understanding and
appreciation of how geographic, social, cultural and linguistic factors affect quality of life
in communities in India, Tunisia, Ukraine and Peru.

SLO: 3.1.1- Appreciate similarities and differences among people and communities:
-Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups
and communities other than their own (CC)
SLO: 3.1.2- Examine the social, cultural and linguistic characteristics that affect quality of
life in communities in other parts of the world.

Health
RELATIONSHIP CHOICES Students will develop effective interpersonal skills that
demonstrate responsibility, respect and caring in order to establish and maintain healthy
interactions

Understand and Expressing Feelings

R–3.1 recognize the effects of sharing positive feelings on self and others; e.g.,
express appreciation to self and others
R–3.2 demonstrate safe and appropriate ways for sharing and/or expressing feelings
through words and behaviour; e.g., demonstrate good manners when expressing
feelings
R–3.3 develop, with guidance, strategies to deal with stress/change
R–3.4 develop, with guidance, effective communication skills and strategies to
express feelings; e.g., appropriate expression of anger

Interactions
R–3.5 develop strategies to build and enhance friendships
R–3.6 demonstrate inclusive behaviours regardless of individual differences or
circumstances; e.g., physical, emotional, cultural, economic
R–3.7 examine the effects of conflict on relationships

Group Roles and Processes

R–3.8 develop skills to work cooperatively in a group
R–3.9 encourage fair play through modeling; e.g., model fair play and safe play
practices to cross-age groupings

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Physical Education
GLO A:
Students will acquire skills through a variety of developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits.
Application of Basic Skills in Dance
A3–8 select and perform basic dance steps and patterns; e.g., creative, folk, line,
sequence and novelty, alone and with others
A3–9 select and perform simple movement sequences by using elements of body and
space awareness and relationships, alone and with others.
Application of Basic Skills in Games
A3–10 perform and play lead-up games and demonstrate elements of space awareness,
effort and relationship
A3–11 demonstrate the ability to work together with a teammate/team to achieve a
common activity goal while playing and learning the basic strategies of lead-up games

GLO C:
Students will interact positively with others.

Communication
C3–1 Describe and demonstrate respectful communication skills appropriate to context

Art
REFLECTION
Responses to visual forms in nature, designed objects and artworks
1. Students will make distinctions within classes of natural objects or forms
A. Each class of natural forms has distinguishing characteristics.
B. Natural forms are related functionally to their environment.
C. Earth and water forms reveal many variations.
D. Environments are altered by natural forces.
E. Change in natural forms occurs over time.

3. Students will interpret artworks by examining their context and less visible
characteristics.
A. Contextual information (geographical, historical, biographical, cultural) may be
needed to understand works of art.
B. Artistic style is largely the product of an age.
C. Technological change affects types of art.
D. Our associations influence the way we experience a work of art.
E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic, associative.
F. Art serves societal as well as personal needs.

DEPICTION
Development of imagery based on observations of the visual world:
2. Students will select appropriate references for depicting
A. Looking at negative shapes helps create a different view of something.
B. Drawing strategies, such as gesture to capture action, contour to study important edges and massing to
show bulk or weight, are helpful in depicting animate forms.
C. Actions among things in a setting create a dynamic interest. 15
D. Objects can be depicted selectively from a broad range of viewpoints.
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Science
SLO Expectations
Students will:

Focus
• Ask questions that lead to exploration and investigation
• Identify one or more possible answers to questions by stating predictions or hypotheses

Explore and Investigate

• Identify, with guidance, procedures to be followed in finding answers to given questions
• Carry out procedures developed by them or identified by others
• Identify materials and how they are used
• Work independently or with others to carry out the identified procedures
• Identify, with guidance, sources of information and ideas and, with guidance, access
information and ideas from those sources. Sources may include library, classroom, community
and computer-based resources

Reflect and Interpret

• Record observations and measurements, using captioned pictures and charts, with guidance
in the construction of charts. Computer resources may be used for record keeping and for
display and interpretation of data
• State an inference, based on observations
• Identify applications of what was learned
• Identify new questions that arise from the investigation

Animal Life Cycles

GLO:
Students will:

3–10 Describe the appearances and life cycles of some common animals, and identify their
adaptations to different environments.
3–11 Identify requirements for animal care.

SLO:
Students will:

1. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
2. Observe and describe the growth and development of at least one living animal, as the
animal develops from early to more advanced stages.
 The animal(s) should be from one or more of the following groups: mammals, birds,
fish, reptiles, amphibians, and insects. Suggested examples include: gerbils, guppies,
mealworms, tadpoles, worms, and butterflies/moths. Additional examples from other
animal groups might also be included: brine shrimp, isopods, and spiders.

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 Student learning and Goals 17

Throughout this unit, students will be gaining an understanding of how they fit into

their community and how they can compare and contrast their lives to those across the

world. Within this unit, each subject area has certain outcomes that are crucial to meet,

but within each numeracy and literacy are both heavily included. The main focus of this

unit is Social Studies, but learning goals will be met in all subject areas such as English

Language Arts, Science, Art, Health and Physical Education. Each will have some type of

literacy and numeracy incorporated.

A passion of mine is including physical literacy in the classroom. I believe it has

positive affects on children and increases participation and attitude in the classroom. In

this unit, I would like each of my students to set goals for themselves based on how they

learn best. I will give students options and choice of how they would like to learn the

material, and based off of that information students will set goals to meet by the end of

the unit. It is my hope that I can incorporate physical literacy, as I believe it is a large

component that can contribute to children’s success in schools.

Students will be discovering different aspects of the country they live in and learn

how they fit in the community they live in. As well, students will be introduced to other

countries around the world, to open up their minds to new ideas of culture, dress, music,

food, celebrations etc. I believe this experiential type of unit; will increase student’s

knowledge by engagement and activity. Answering the inquiry question “why is it

important to know about other countries in the world” students will explore and get to

know all of the components listed above and be able to compare and contrast their lives to

the ones they discover. Making the answer obvious to the question, that is important to be

aware of others around you, and that every person in the world has a place that acts

equally and responsibly within.

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The goal of this unit is for students to become interested in various formats of
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Differentiation Strategies
How to include ALL learners
In classrooms it is very common to have various types of learners. As teachers it is

our responsibility to know about what kind of learners make up the class, and know how

to differentiate teaching according to each student. In the classroom there will be

exceptionalities of students being above and below grade level, children with behavior

concerns and those who struggle with the English language of which all need

differentiated teaching. Throughout this unit, students will be challenged to think outside

the box, and participate in many activities that incorporate multiple subject areas. With

variation in the classroom, I have included all types of activities to fit each type of learner

to make activities fun and engaging for all. As a teacher, I believe it is important to be

flexible with my teaching and have a variety of tools in my toolbox that can be used at

anytime. With this unit I have allowed time and variation to do so.

It is important that all students are learning the same outcomes, and participating in

the exact same activities as this can create security and safety in the classroom. Students

perform best when a routine is established in the classroom, thus as a teacher, that must

be fostered. In Grade 3, students need to be given a nourished environment to grow in, and

extra support along the way.

During instructional time, it is important to teach to all types of learners, which will

be the main focus of my unit plan. With the wide variety of activities and assignments

planned, each type of learner will be able to show their strengths. I have planned

accordingly to include kinesthetic, auditory, visual, and reading/writing activities that will

suit all learners in the classroom. Throughout instructional time, it is my goal to reach all

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types of learners, so they absorb the information and appreciate the activities that I have

included in the unit.

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As teachers, we may have to modify our teaching to reach all types of learners in the

classroom. With this unit, I will have guides, tips, pictures, posters, bulletins, etc. that will

give guidance and be a visual tool to assist those who need extra support. I will also have

stations set up throughout the classroom, with manipulatives and comfy seats to help

make those kinesthetic and visual learners more comfortable in the classroom while

learning new material as well. With the theme, “around the world in 30 days” the

classroom will be full of cultural decorations, learning manipulatives, pictures, posters,

music, color, that all fit the theme of the week and country we are ‘traveling’ to. This will

allow students to be fully immersed in the culture and in the topic, making them feel a

part of the country we are in.

In my daily schedule, I have allowed for brain breaks, because I believe healthy

minds are fostered when rest is given. It is important for students to switch gears, and re-

charge between activities, so they are able to have an enriching experience. Offering

students time to go outside and play four square, dance in the classroom, and mindful

minutes will allow for more success in the classroom, and will allow for all types of

learners to be completely submersed in the learning that is present.

Another component in the classroom that fits well with giving students freedom and

responsibility is giving kids choice when it comes to choosing what type of assignment or

project they are working on. Throughout this unit, students will be introduced to a

plethora of activities, and within those class periods, students can choose how they will

learn the material, hopefully picking whichever activity best suits their learning style. I

believe this introduces responsibility at a young age, and gives students a great idea of

how they learn best, and whom they work best with.

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MONDAY
GLO/ KEY QUESTIONS RESOURCES ACTIVITIES ASSESSMENT
SLO
LA GLO 2 -How can writing -Logbooks Pen Pals-Students will be Formative:
enhance over time -Pencils given logbooks that -Checkups- fill in happy
SLO when writing with a -Letter Head incorporate leader head. This faces of how you are
2.2 purpose? -Stamps book will fill with letters feeling, how the
3.4 -How can writing to -Peruvian students write to their pen activity was, end of the
5.1 other students across addresses palls in Peru day message
5.2 the world teach Body breaks- Just Dance -Checklists
students about Video -Teacher observation
communities? Read Aloud: Books from -Daily log book check-
-How can writing to a around the world ins
pen pall teach -Todays Activity- Free
children about unity writes: Lets get thinking
of cultures across the about our community and
world? what makes it special to us.
-Go around the room and
share
SOCIAL GLO -What does culture Peru- Muriel L My Culture Is: Students will Formative:
STUDIES 3.1 mean to you? Dubois have to go home to their -Checkups- fill in happy
-Can you compare and -“My culture is” parents and ask about their faces of how you are
SLO contrast your culture worksheet culture. In their agendas the feeling, how the
3.1.1 with the Peruvian -Students will students parents will write a activity was, end of the
3.1.2 culture? also draw note stating five important day message
-what components themselves and facts about their culture and -Checklists
make up someone’s their family, students will come to school -Teacher observation
showing what is
culture? and create a brochure,
most important
PowerPoint, poster or
to them
Flipgrid on their culture
Peruvian Culture Video:
-Students will watch a video
of a child living in Peru. The
teacher will stop the video
and ask students what is
happening? Where is this
taking place? What cultural
aspects are present
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world
SCIENCE SLO What kinds of animals Peru- Muriel L Research: Students will be Formative:
Focus inhabit Peru? Dubois given a handful of books each -Checkups- fill in happy
Reflect -What is their Diary of a Fly as well as sign out a book faces of how you are
Interpret national animal? from the library, they will be feeling, how the
-What type of asked to become an expert on activity was, end of the
GLO presentation would an animal of choice and will day message
Animal work best during present during genius hour on -Checklists
life genius hour? the last class of science -Teacher observation
cycles before the fair
-Students will fill in the
SLO prompts in their research
3-10 booklets about their animal of
3-11 choice (example on last page)
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world

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Read Aloud- “Diary of a Fly”
book

HEALTH R 3.1 -What kinds of foods -Parent Recipe Picking- Students will Formative:
3.2 can be found in Peru? Volunteers be picking recipes for ‘fair -Checkups- fill in happy
3.4 -What is most popular -Grade 6 day’ with the grade 6 foods faces of how you are
3.5 to eat? buddies class. feeling, how the
-What types of food -Recipe Books Recipe Race- Students will activity was, end of the
items represent their -Stocked find recipes, and will have a day message
culture? groceries scavenger hunt with their -Checklists
-Peruvian grade 6 buddies in the foods -Teacher observation
Alfagores room to find all of the
(shortbread ingredients necessary for the
cookies) fair
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world
PHSYICAL GLO A -What types of YouTube- Huayno- Group dance Formative:
EDUCATI 3-8 cultural dances can Huayno Introduction -Checkups- fill in happy
ON 3-9 we participate in to https://www. -Students will be introduced faces of how you are
3-10 gain appreciation for youtube.com/ to Peruvian culture and feeling, how the
3-11 cultures around the watch?v=QlEn shown a video of kids dancing activity was, end of the
world? FGj76T8 the Huayno. day message
-Can we introduce -Go Noodle Group Dancing-Students will -Checklists
cultures around the be split up into groups to -Teacher observation
world in physical learn the dance in small Fist to Five- How are
education? chunks you feeling about the
-Does a culture fair Body breaks- Just Dance dance/ game?
expose students to Video
different aspects of Read Aloud: Books from
communities around around the world
the world?

Art Reflectio -Do students -Scissors Basket Weaving: Students Formative:

ns and understand the -Paper will be weaving Peruvian -Checkups- fill in happy
Depictio meaning of print -Rulers baskets that they can display faces of how you are
n making when relating -Pencils on fair day feeling, how the
to different cultures -Glue -Basket weaving is activity was, end of the
around the world? -Stapler day message
-Glue gun -Checklists
-Go Noodle -Teacher observation
Fist to Five- How are
you feeling about the
dance/ game?
‘Gotcha points’-
students collect
stickers when they do
something great or
positive.

21
 22

TUESDAY
GLO/ KEY QUESTIONS RESOURCES ACTIVITIES ASSESSMENT
SLO
LA GLO 2 -How can writing -Logbooks Pen Pals-Students will be Formative:
enhance over time -Pencils given logbooks that -Checkups- fill in happy
SLO when writing with a -Letter Head incorporate leader head. This faces of how you are
2.2 purpose? -Stamps book will fill with letters feeling, how the
3.4 -How can writing to -Peruvian students write to their pen activity was, end of the
5.1 other students across addresses palls in Peru day message
5.2 the world teach Body breaks- Just Dance -Checklists
students about Video -Teacher observation
communities? Read Aloud: Books from -Daily log book check-
-How can writing to a around the world ins
pen pall teach -Start writing to our pen pals
children about unity (lesson plan)
of cultures across the -Who I am
world? -Pen Pal writing prompts
SOCIAL GLO -What does culture Peru- Muriel L My Culture Is: Students will Formative:
STUDIES 3.1 mean to you? Dubois have to go home to their -Checkups- fill in happy
-Can you compare and -“My culture is” parents and ask about their faces of how you are
SLO contrast your culture worksheet culture. In their agendas the feeling, how the
3.1.1 with the Peruvian -Students will students parents will write a activity was, end of the
3.1.2 culture? also draw note stating five important day message
-what components themselves and facts about their culture and -Checklists
make up someone’s their family, students will come to school -Teacher observation
showing what is
culture? and create a brochure,
most important
PowerPoint, poster or
to them
Flipgrid on their culture
Peruvian Culture Video:
-Students will watch a video
of a child living in Peru. The
teacher will stop the video
and ask students what is
happening? Where is this
taking place? What cultural
aspects are present
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world

22
 23
SCIENCE SLO What kinds of animals Peru- Muriel L Research: Students will be Formative:
Focus inhabit Peru? Dubois given a handful of books each -Checkups- fill in happy
Reflect -What is their Diary of a Fly as well as sign out a book faces of how you are
Interpret national animal? from the library, they will be feeling, how the
-What type of asked to become an expert on activity was, end of the
GLO presentation would an animal of choice and will day message
Animal work best during present during genius hour on -Checklists
life genius hour? the last class of science -Teacher observation
cycles before the fair
-Students will fill in the
SLO prompts in their research
3-10 booklets about their animal of
3-11 choice (example on last page)
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world
Read Aloud- “Diary of a Fly”
book
HEALTH R 3.1 -What kinds of foods -Parent Recipe Picking- Students will Formative:
3.2 can be found in Peru? Volunteers be picking recipes for ‘fair -Checkups- fill in happy
3.4 -What is most popular -Grade 6 day’ with the grade 6 foods faces of how you are
3.5 to eat? buddies class. feeling, how the
-What types of food -Recipe Books Recipe Race- Students will activity was, end of the
items represent their -Stocked find recipes, and will have a day message
culture? groceries scavenger hunt with their -Checklists
-Peruvian grade 6 buddies in the foods -Teacher observation
Alfagores room to find all of the
(shortbread ingredients necessary for the
cookies) fair
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world
PHSYICAL GLO A -What types of YouTube- Huayno- Group dance Formative:
EDUCATI 3-8 cultural dances can Huayno Introduction -Checkups- fill in happy
ON 3-9 we participate in to https://www. -Students will be introduced faces of how you are
3-10 gain appreciation for youtube.com/ to Peruvian culture and feeling, how the
3-11 cultures around the watch?v=QlEn shown a video of kids dancing activity was, end of the
world? FGj76T8 the Huayno. day message
-Can we introduce -Go Noodle Group Dancing-Students will -Checklists
cultures around the be split up into groups to -Teacher observation
world in physical learn the dance in small Fist to Five- How are
education? chunks you feeling about the
-Does a culture fair Body breaks- Just Dance dance/ game?
expose students to Video
different aspects of Read Aloud: Books from
communities around around the world
the world?

23
 24
Art Reflectio -Do students -Scissors Basket Weaving: Students Formative:
ns and understand the -Paper will be weaving Peruvian -Checkups- fill in happy
Depictio meaning of print -Rulers baskets that they can display faces of how you are
n making when relating -Pencils on fair day feeling, how the
to different cultures -Glue -Basket weaving is a Peruvian activity was, end of the
around the world? -Stapler tradition for the people who day message
-Glue gun live in Peru- this is a type of -Checklists
-Go Noodle activist activity that will -Teacher observation
teach students that it is Fist to Five- How are
important to be friendly to you feeling about the
our environment teaching dance/ game?
them to be active citizens in ‘Gotcha points’-
their own community students collect
stickers when they do
something great or
positive.

24
 WEDNESDAY 25
GLO/ KEY QUESTIONS RESOURCES ACTIVITIES ASSESSMENT
SLO
LA GLO 4 -How can one edit their -Editing Buddy Writing- students Formative:
writing to enhance Process Poster will work in pairs and -Checkups- fill in
SLO knowledge of speaking in the read their letters to each happy faces of how
4.1 through writing? classroom other. Students will work you are feeling,
-How can peers work -Proper together to find errors how the activity
together to revise and edit feedback and then conference with was, end of the
work? instructions the teacher when that day message
-Do students know how to step is complete -Checklists
revise and edit? Teacher Conferencing: -Teacher
Once students have observation
perfected their own work
with a buddy, they will
visit the teacher to go
over the letter and revise
the work before they
make a final copy in the
following class.
Body breaks- Just Dance
Video
Read Aloud with Buddy-
Their research book to
make sure students fully
understand their animal.
SOCIAL GLO -When studying food in -Food items “A taste of Peru”- Formative:
STUDIES 3.1 different countries, how made by the Students will be able to -Checkups- fill in
does food help to define foods class participate in multiple happy faces of how
SLO countries cultural -Music challenges throughout this you are feeling,
3.1.1 differences? -Peru- Muriel L class as they try out how the activity
3.1.2 -How does the type of Dubois different types of foods. was, end of the
culture affect quality of life Students will go from day message
for Peruvian people? table to table with a -Checklists
-Does quality of life relate blindfold on and with a -Teacher
with food partner, will have to try observation
and guess the food item.
Working as a ‘community’
students will learn to
trust one another and gain
unity in the classroom
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world
SCIENCE SLO What kinds of animals Peru- Muriel L Research: Students will Formative:
Focus inhabit Peru? Dubois be given a handful of -Checkups- fill in
Reflect -What is their national -Computers books each as well as sign happy faces of how
Interpret animal? -Science Duo- out a book from the you are feeling,
-What type of presentation tang library, they will be asked how the activity
GLO would work best during -Animal to become an expert on an was, end of the
Animal genius hour? Research books animal of choice and will day message
life present during genius -Checklists
cycles hour on the last class of -Teacher
science before the fair observation
SLO -During this class period,
3-10 students will continue to
3-11 research and will be
working on their research
assignment of their
choice- Brochure, poster,
Flipgrid etc.
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world

HEALTH R 3.1 -How can we participate
3.2 with our peers in the
3.4 community we live in?
3.5 -How does volunteering
around the community
increase self-awareness
and worldly views?
PHSYICA GLO A -What types of cultural
L 3-8 dances can we participate
EDUCATI 3-9 in to gain appreciation for
ON 3-10 cultures around the world?
3-11 -Can we introduce cultures
around the world in
physical education?
-Does a culture fair expose
students to different
aspects of communities
around the world?
ART Reflectio -Do students understand
ns and the meaning of print
Depictio making when relating to
n different cultures around
the world?
26
-Health duo “Guest Speaker”- The Formative:
tangs teacher will dress up like -Checkups- fill in
-Carpet time a guest, and talk about happy faces of how
area unity in communities you are feeling,
-Community Community Cards- In a how the activity
cards form of an exit slip, was, end of the
students will fill our their day message
card and thank the -Checklists
speaker, and tell them one -Teacher
thing they learned observation
Body breaks- Just Dance Community
Video Cards- Express
Read Aloud: Books from your thoughts, and
around the world one thing you
learned
-Music Huayno- Group dance Formative:
-Bring your Introduction -Checkups- fill in
own ‘dancing -Students will be happy faces of how
shoes’ introduced to Peruvian you are feeling,
-Sound system culture and shown a video how the activity
in gymnasium of kids dancing the was, end of the
-TV/ IPads to Huayno. day message
show video to Group Dancing-Students -Checklists
kids if they are will be split up into -Teacher
in need of groups to learn the dance observation
assistance in small chunks Fist to Five- How
-Go Noodle are you feeling
about the dance/
game?
-Scissors Basket Weaving: Formative:
-Paper Students will be weaving -Checkups- fill in
-Rulers Peruvian baskets that they happy faces of how
-Pencils can display on fair day you are feeling,
-Glue -Basket weaving is how the activity
-Stapler something that Peruvian was, end of the
-Glue gun people make to preserve day message
-Go Noodle plastic and can use for -Checklists
cultural gathering and -Teacher
collecting of food and observation
traditional items Fist to Five- How
are you feeling
about the dance/
game?
‘Gotcha points’-
students collect
stickers when they
do something great
or positive.
 27
SCIENC SLO -Do students feel confident -Books Body breaks- Just Dance Formative:
E Focus with their research -Laptops- Video -Checkups- fill in
Reflect project? Computer lab Read Aloud: Books from happy faces of how
Interpret -Has it been reviewed by -Dairy of a Fly around the world you are feeling,
an adult in the classroom? -Students will be working how the activity
GLO -DO students understand on their research was, end of the
Animal animals around the world assignment, and will be day message
life are all very different but editing during this class. -Checklists
cycles can have similarities? -Peer reviews will happen -Teacher
-DO students know what next class period, so observation
SLO type of habitat their animal students are encouraged Peer review
3-10 of choice lives in? to be working efficiently -Students will
3-11 filling in the prompts in review each others
their research booklets work
(example of booklet at end
of document)
-Research books will be
made “dairy of an _____”
 28
THURSDAY
GLO/ KEY QUESTIONS RESOURCES ACTIVITIES ASSESSMENT
SLO
LA GLO 2 -Do students have a -Reviewing buddies Body breaks- Just Dance Formative:
good idea of what a -Writing process Video -Checkups- fill in
SLO pen pal is? handout Read Aloud: Books from happy faces of
2.2 -Do students know -Writing Checklist around the world how you are
3.4 the writing process? -Students will be finishing feeling, how the
5.1 -Can students edit their pen pal letters and activity was, end
5.2 their own work going through the editing of the day
before getting the process so letters can be message
teacher to proof stamped and sent off after -Checklists
read and perfect? the weekend -Teacher
-If students are done, they observation
will finish their research Peer review
assignment, or will work on -Students will
their art to get ready for the review each
fair others work
SOCIAL GLO -What types of -Books Body breaks- Just Dance Formative:
STUDIES 3.1 celebrations, -Laptops/ IPads Video -Checkups- fill in
traditions do -Library Read Aloud: Books from happy faces of
SLO Peruvian people around the world how you are
3.1.1 celebrate? “living the Peruvian feeling, how the
3.1.2 -How do they create lifestyle- Students will be activity was, end
community with immersed in celebrations in of the day
celebration in their Peru, and will learn to message
community? compare and contrast -Checklists
celebrations in Canada vs. -Teacher
in Peru observation
Peer review
-Students will
review each
others work
SCIENCE SLO -Do students feel -Books Body breaks- Just Dance Formative:
Focus confident with their -Laptops- Computer Video -Checkups- fill in
Reflect research project? lab Read Aloud: Books from happy faces of
Interpre -Has it been -Dairy of a Fly around the world how you are
t reviewed by an -Students will be finishing feeling, how the
adult in the their research assignment, activity was, end
GLO classroom? and will be editing during of the day
Animal -DO students this class. message
life understand animals -Peer reviews will happen -Checklists
cycles around the world in this class period -Teacher
are all very different -Research books will be observation
SLO but can have made “dairy of an _____” Peer review
3-10 similarities? -Students will
3-11 -DO students know review each
what type of habitat others work
their animal of
choice lives in?
 29
HEALTH R 3.1 -How can students -Parent volunteers -Students will work as a Formative
3.2 collectively show -Grade 6 foods class collective in the gymnasium -Checkups- fill in
3.4 community by -Teacher helps/ EA’s to prepare for fair day. happy faces of
3.5 participating in -Music class playing -Students will be setting up how you are
cultural activities? music for the dance cultural decorations they feeling, how the
-Do students know have created in art, will activity was, end
what it means to be a have tables to display their of the day
good citizen? research projects and the message
-Do students middle of the gym will be a -Checklists
understand the space where the dance will -Teacher
meaning of what is to be performed observation
be part of a -As well as food that parent
community in the volunteers/ and the grade 6
world? foods class has prepared in
a pot luck style
Body breaks- Just Dance
Video
Read Aloud: Books from
around the world
PHSYICAL GLO A -How can students -Parent volunteers Huayno- Group dance Formative:
EDUCATI 3-8 collectively show -Grade 6 foods class Introduction -Checkups- fill in
ON 3-9 community by -Teacher helps/ EA’s -Students will be introduced happy faces of
3-10 participating in -Music class playing to Peruvian culture and how you are
3-11 cultural activities? music for the dance shown a video of kids feeling, how the
-Do students know -Go Noodle dancing the Huayno. activity was, end
what it means to be a Group Dancing-Students of the day
good citizen? will be split up into groups message
-Do students to learn the dance in small -Checklists
understand the chunks -Teacher
meaning of what is to -During this class period, observation
be part of a students will work in small Fist to Five-
community in the groups to work on their How are you
world? portion of the dance feeling about the
-Dance-off format dance/ game?
-Boys vs. girls
-Partners
-Last class to practice what
they know before showing
the dance to the school at
the fair
 30
ART Reflecti -Do students -Scissors Basket Weaving: Students Formative:
ons and understand the -Paper will be weaving Peruvian -Checkups- fill in
Depicti meaning of print -Rulers baskets that they can happy faces of
on making when relating -Pencils display on fair day how you are
to different cultures -Glue -Basket weaving is feeling, how the
around the world? -Stapler something that Peruvian activity was, end
-Glue gun people make to preserve of the day
plastic and can use for message
cultural gathering and -Checklists
collecting of food and -Teacher
traditional items observation
Fist to Five-
How are you
feeling about the
dance/ game?
‘Gotcha points’-
students collect
stickers when
they do
something great
or positive.

FRIDAY
GLO/ SLO KEY QUESTIONS RESOURCES ACTIVITIES ASSESSMENT
LA GLO 2 -Do students feel -Tables FAIR DAY Formative:
completely -Gymnasium -Students will be taken -Checkups- fill in
SLO immersed in -Posters down to the gym to happy faces of
2.2 Peruvian culture? -Parent Helpers show off their how you are
3.4 -Can students relate -Food creations from their feeling, how the
5.1 what they have -Music month of traveling activity was, end
5.2 learned in Language -Chairs around the world of the day
arts to understand -Dance Floor -Focusing on finishing message
the cross curricular -Decorations their projects from -Checklists
connections? -Teacher traveling in Peru, -Teacher
volunteers students will complete observation
-Instruments all necessary Fist to Five-
assignments today. How are you
-Paintings feeling about the
-Food dance/ game?
-Research
-Witting
-Books
Body breaks- Just
Dance Video
Read Aloud: Books
from around the world
 31
SOCIAL GLO -Have students -Tables FAIR DAY Formative:
STUDIES 3.1 developed an -Gymnasium -Students will be taken -Checkups- fill in
understanding of -Posters down to the gym to happy faces of
SLO Peruvian culture, -Parent Helpers show off their how you are
3.1.1 language, -Food creations from their feeling, how the
3.1.2 celebrations/ -Music month of traveling activity was, end
traditions, -Chairs around the world of the day
community, and -Dance Floor -Focusing on finishing message
people? -Decorations their projects from -Checklists
-Teacher traveling in Peru, -Teacher
volunteers students will complete observation
-Instruments all necessary Fist to Five-
assignments today. How are you
-Paintings feeling about the
-Food dance/ game?
-Research
-Witting
-Books
Body breaks- Just
Dance Video
Read Aloud: Books
from around the world
SCIENCE SLO -Do students -Tables FAIR DAY Formative:
Focus understand the life -Gymnasium -Students will be taken -Checkups- fill in
Reflect cycle of the animal -Posters down to the gym to happy faces of
Interpret they chose for their -Parent Helpers show off their how you are
research project? -Food creations from their feeling, how the
GLO -Can they explain -Music month of traveling activity was, end
Animal life their research out -Chairs around the world of the day
cycles loud? -Dance Floor -Focusing on finishing message
-Decorations their projects from -Checklists
SLO -Teacher traveling in Peru, -Teacher
3-10 volunteers students will complete observation
3-11 -Instruments all necessary Fist to Five-
assignments today. How are you
-Paintings feeling about the
-Food dance/ game?
-Research
-Witting
-Books
Body breaks- Just
Dance Video
Read Aloud: Books
from around the world
 32
HEALTH R 3.1 -How can students -Parent volunteers FAIR DAY Formative:
3.2 collectively show -Grade 6 foods -Students will be taken -Checkups- fill in
3.4 community by class down to the gym to happy faces of
3.5 participating in -Teacher helps/ show off their how you are
cultural activities? EA’s creations from their feeling, how the
-Do students know -Music class month traveling the activity was, end
what it means to be playing music for world of the day
a good citizen? the dance -Paintings message
-Do students -Food -Checklists
understand the -Research -Teacher
meaning of what is -Writing observation
to be part of a -Books -Are students
community in the Body breaks- Just present today
world? Dance Video with their
Read Aloud: Books creations form
from around the world the week?

PHSYICAL GLO A -How can students -Parent volunteers FAIR DAY Formative:
EDUCATION 3-8 collectively show -Grade 6 foods Huayno- Group dance -Checkups- fill in
3-9 community by class Introduction happy faces of
3-10 participating in -Teacher helps/ Group Dancing- how you are
3-11 cultural activities? EA’s Students will be split feeling, how the
-Do students know -Music class up into groups to learn activity was, end
what it means to be playing music for the dance in small of the day
a good citizen? the dance chunks message
-Do students -Go Noodle -At the fair today -Checklists
understand the students will show -Teacher
meaning of what is what they learned in observation
to be part of a PE over the week and Fist to Five-
community in the will perform it in front How are you
world? of the students that feeling about the
come to the fair that is dance/ game?
set up in the gym. -Did students
-Students will be participate and
dressed in Peruvian try their best?
clothing

ART Reflections -Can students feel -Parent volunteers FAIR DAY Formative:
and part of a community -Grade 6 foods -Students will be taken -Checkups- fill in
Depiction participating in a class down to the gym to happy faces of
class wide fair? -Teacher helps/ show off their how you are
-How can a school EA’s creations from their feeling, how the
come together to -Music class month traveling the activity was, end
represent their playing music for world of the day
understanding of the dance -Paintings message
community -Go Noodle -Food -Checklists
-Research -Teacher
-Writing observation
-Books
Students will display
their art from the past
month traveling
around the world
 33

Parental Communications

Connecting with parents is a very important aspect of being a teacher. Every parent

is interested in what their child is learning in one way or another and wants to be able to

send their child to school feeling comfortable that they are being taught material that is

necessary for their child’s development. It is important to remember that positive

relationships are fostered when both the child and the teacher can communicate, as well as

trust one another with the learning that is occurring in the classroom. Parents who are

better aware of the activities, tests, projects, etc. that are happening in the classroom,

have a better understanding of how their child learns, which can be fostered at home as

well.

Having a parent-teacher relationship can help with the development of the child,

when leaving the classroom. It is important that every child is being nourished at home

with literacy and numeracy skills. If the parent(s) of the child and the teacher form a

team, it can only help to benefit the child, which can result in increased development.

As the teacher, it is crucial to keep forms of communication consistent throughout

the year, so parents are well aware of what is occurring in the classroom. Within our class,

we will be using Class Dojo, which is an app that allows the teacher to track student’s

progress with behavior, adaptability, and relationships. This app can help to reinforce

positive behavior in the classroom, which directly correlates to creating classroom

community. The teacher will remind students as they collect Dojo points, that when acting

like a good citizen in the community, they must display the proper attitude, behavior and
 34
Class Dojo will also be a great way to communicate with the parents, as each child’s

progress can be shared each day, and sent via a message. This form of communication will

be easily accessible on a phone, computer, laptop etc. and will be quick if parents want to

have a conversation in an efficient way.

 35

Assessment Tool Overview

Assessment Assessment Assessment
Assessment
Brief Description FOR AS OF
Tool
Learning Learning Learning
Observations will occur everyday in
the classroom. As the teacher
Classroom
participates and indulges in  
Observation
students work, notes will be taken
in accordance to the observation.
An anecdotal chart will be used
daily in the classroom to track
students progress, attitude, work
ethic, mindset etc. This chart can be
Teacher
used for reporting periods and for 
anecdotal chart
meetings with students/parents.
This chart is used to formatively
assess student’s progress in the
classroom.
Students will be participating in a
number of exit slips throughout the
unit assessing student’s
Exit Slips 
understanding and knowledge on
key concepts taught for formative
assessment.
Students will be keeping a journal
as they travel around the world.
This journal is to be written in
when students are done working on
their assignments or projects in all
subject areas. Journals will be
formatively assessed each Friday to
make sure students have written in
them. The teacher will leave a
Travel Journal ‘stamp’ in the students’ journal if  
the student has fulfilled enough
writing for the week. Notes will be
written for students to read.
Summatively journals will be
assessed when projects are handed
in, and the journals will be a
rationale as to why certain
assignments are done in certain
ways.
Students will be carrying
‘passports’ as they travel around
the world. Through each country,
students will be collecting the work
Passports they have produced and will make 
sure it is secure in their passport.
At the end of the unit, students will
be able to take their passports home
to their families to show they
 36
experience traveling the world.

Students will be writing to their

Pen Pals in Peru in the last unit, and
will be graded on how well they can
connect their writing to the cultural
Pen Pal Writers aspects we have discussed in Social
 
Workshop Studies. Students will include
aspects that make them unique
while comparing and contrasting
their lives to those they are writing
to.
Students will have a writer’s
toolbox they have been using to
collect resources to assist them in
their writing. Over the course of the
Writers Toolbox unit, students have participated in 
many writing activities that help to
improve their understanding of the
writing process, and proper format
of writing.
Students will be summatively
assessed on their science research
projects that are specific to the
country they are traveling in. By the
Science research end of the unit, students will have

project researched at least four animals,
one from each country and will
have collected research for their
toolboxes to help them construct a
‘fair day presentation’
Students will be researching in
Science specifically, on animals
from Peru in the last week,
wrapping up the unit. Students will
be formatively assessed on how
well they are collecting their
Researchers research, and if they are putting it

Toolbox into their toolbox. Students will
summatively be assessed on their
research projects when completed
and will be observed when
presenting about their animals at
the fair on the last day of the
month.
 37

Students will be given formative

and summative participation marks
Physical for taking part in physical
Education education. The ability to move,  
Participation participate in a team, and interact
positively with their peers will be
assessed.

“Gotcha points” will be used in the

classroom as a form of formative
assessment. A ‘gotcha point’ is
collected when a student
participates and makes a great
Gotcha Points  
point during a lesson or does
something great that is recognized.
‘Gotcha points’ can be used to ‘buy’
snacks, prizes, toys etc. during body
breaks, recess, lunch or after school
Class Dojo will be used as a
formative assessment tool as an
incentive program in the classroom.

Students are expected to act

Class Dojo appropriately inside and outside of  
the classroom. Students will be
rewarded with points for good
behavior, and will be deducted
points for inappropriate behavior
when necessary.
At the end of the unit, students will
be taking part in the Around the
World Fair. Students will display
their work produced from over the
course of the month, traveling
through Canada, India, Ukraine and
Peru. Students will be able to
Around the
present their work, and show how  
World Fair Day
far they have come especially over
the last week traveling through
Peru. Students will show artwork,
research, resources (books) and the
most recent dance they learned in
Peru and be summatively assessed
on their end products.
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Lesson
Writing to my Pen Pal Date Tuesday
Title/Focus
Subject/Grade Time
Grade 3 Language Arts 1 hour
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General GLO 2- Students will listen, speak, read, write, view and represent to
Learning comprehend and respond personally and critically to oral, print and other
Outcomes: media texts.
GLO 3- Students will listen, speak, read, write, view and represent to manage
ideas and information.
GLO 5- Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others.
Specific 2.1- Use Strategies and Cues- (Use prior knowledge, Use Textual Cues, Use
Learning Phonics and Structural Analysis, Use references)
Outcomes: 3.4 – Share and Review (Share Ideas and Information, Review research
process)
5.1- Respect Others and Strengthen Community (Relate Texts to culture)
RATIONALE
Students will be writing to a Pen Pal of choice from Peru. Over the course of the month,
students have been learning about the writing process, including proper comprehension,
spelling, grammar etc. that is necessary when writing a letter. Students will have chosen a
Peruvian student based on student profiles they looked at in the previous class period.
Over the course of the week, students will have time to write to their Pen Pal and upon
completion will have a peer edit their work, as well as an adult in the classroom. Students
will be able to receive gotcha points for following proper instruction, as well as dojo points
for working well and staying on task.
LEARNING OBJECTIVES
Students will:
1. Gain an understanding of what writing a letter to a pen pal means and looks like
2. Gain an understanding of how to compare and contrast their lives with those living in
Peru
3. Understand that picture books can be connected to any forms of writing
ASSESSMENTS (How I will know students have achieved the objective(s))
 Are students engaged and participating in the activity?
 Are students following instruction?
 Are students using the proper template and following the format that was presented at
the beginning of the class period?
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Prior to the Lesson MATERIALS AND EQUIPMENT
 Prepare templates  Pen Pal Letter Template
 Put a package of templates on each students  Envelopes
desk  Stamp template
 Have students pick a student profile in which  The writing process
they will write to  My grandma, my pen pal- Jan Dale
 Research student in Peru Koutsky
 IPad for ELL student (Google translate)

PROCEDURE
Introduction Time
Location: In the classroom, students will be sitting on the carpet sitting in criss
cross
Accommodation:
Teacher will: Today we will write to our pen pals that we chose last class
period.
-Who can tell me what a pen pal is?
Pen Pal- A person with whom one becomes friendly by exchanging letters,
especially someone in a foreign country whom one has never met.
-Who can tell one thing that you learned about your pen pal from their student
profile?
-Teacher will ask 3-5 students
Students will: Answer the question that the teacher asked, and will give insight
to who their pen pal is.
Teacher will: To introduce writing to a pen pal, I will be sharing with you a
book about a little girl who writes to her grandma who is her pen pal.
Teacher will: Read the book, stop every page- ask questions, give insight, ask
students what they think, how they feel
Teacher will: To accommodate all students, make sure to stop throughout
reading to make sure all students have caught up, display the book to all
students, move around and ask questions, not leaving anyone out.
Accommodation- For the ELL student, they are aware of what happens when
we read on the carpet, they will pay close attention to the pictures, and make
connections to the text if necessary.
For the behavior student- Behavior in the classroom can cause issues when on
the carpet, students will be given gotcha points for participating, answering
questions, sitting quietly, etc. that student in particular will be reminded of
gotcha points, and hopefully behavior during this portion of the lesson can be
kept to a minimal.
Body Time

Teacher will:
Ask students:
1. Go and grab their LA duo tang from the bucket,
2. To head back to their desks in the count of five (teacher will have a chime
bell that rings after a long second) Once it has rung 5 times, students must be at
their desks.
3. Sit quietly and wait for the next instruction.
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*STUDENTS WILL HAVE 10 MINS TO WORK ON THIS
AND CLASS WILL MOVE ON*
Teacher will: Hand a “get to
know you” place mat to each
student, and show the prompt on
the board as to students will fill
it out, giving examples.
Students will: Begin to write
and work with their table groups
to finish the place mat “get to
know you”
-On the place mat, students will write their name, things about themselves that
they would like to share with their pen pal as a form of brain storming for what
they are going to include in their letter.

Teacher will: Ring bell- Eyes and ears up at the smart board please grade 3’s.
Take a look at the format of the letterhead that I have provided for you. Now, I
want you to pull out this piece of paper from your LA duo tang and put it in
front of you.
-Teacher will wait and walk around making sure each student has pulled out the
pen pal letter letterhead.
-On the smart board is an example of a letter written to a pen pal.
Teacher will: Read the letter out loud and go through each sentence.
-Now that we have learned about writing letters and gone through the stages of
writing, including proper spelling, capitalization, grammar etc. I want you to
write to your pen pal.
I will read over the chart paper that we constructed together. Things to include:
(read out loud)
-Your name/ date
-Where your from, talk about your family
-Ask questions
-Talk about your favourite things
- Make it interesting and follow the friendly letter format!
Students will: Be engaged in the conversation, ask questions and read along
with the teacher.
Teacher will: Transition students into working on their letter. For those
students who need extra instruction, the teacher will work with them as a
group, giving them different instruction to help them move forward. Students
that have learning accommodations will have prompts on their desks taped on
the surface to help them guide through lessons that are more difficult.
Teacher will put names up on the board (in groups of 4) and students will move
to areas in the classroom that better accommodate their type of learning.
ELL Accommodation: The ELL student in the class will use Google translate on
a IPad that is provided and can do voice to text for this assignment, if language
and writing Is difficult for the student. This way, all students feel comfortable
working on this assignment, and all learners can work within their zone of
proximal development.
Closure Time
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Teacher will: Explain that before we go for lunch, I need you all to put your
sheets into your LA duo tangs and leave them on your desk please so we can
have our class leader pick them up and put them into the LA bucket. The line
leader will come around once everyone is sitting nicely and will tap on the pods
desks who are sitting the nicest to line up at the door for lunch.
Students will: Be sitting in their desks nicely, with everything off the surface
of their desk and will go line up at the door once called upon by the class
leader.
-Once the bell rings, students will be able to leave for lunch
Teacher will: Be standing at the door, watching students as they file out of the
classroom, mediating if anything in the line up occurs.
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