Hoisington Week Plan

What brings you Joy?
A Cross-Curricular Unit
for Grade 1
Alberta Program of Studies: ELA, Social Studies,
Science, Math, Physical Education, Art and Health
An inquiry into the meaning of

community, and the importance of
finding joy within our lives.
Ashley Hoisington
Education 4738
Table of Contents
Unit Rationale Page 2
Student & Teacher Resources Page 7
Differentiation Plan Page 9
Unit Organizer Page 13
Month at a Glance Calendar Page 14
Day-to-day at a Glance Page 15
Week Plan Page 21
Unit Assessment Plan Page 29
Lesson Plans Page 46
Teaching Quality Standards Page 50
1
Unit Rationale
Unit Title: What brings you joy?
Course: ELA, Social Studies, Science, Math, Art, Health and PE
Length of Unit: 30 instructional days (note: not all subjects happen daily- see week plan)
Overview:
This unit centers on the big question: What brings you joy? My hope in teaching this unit, in the way I
am, is to guide my students in developing an appreciation for the little things in life that make us smile- the little
things that are not always material! Students will engage in a 6-week unit where we will discover various
aspects about joy and happiness, the community we belong to, and the engineering process. Within those areas
we will focus on different Programs of Study within the Alberta Curriculum; we will have a main focus on
Social Studies, Science, Math and ELA- with some outstanding connections to the Art, Health, and PE
outcomes. I have chosen four picture books to act as a springboard for this unit: Joy by Corrinne Averiss,
Maybe Something Beautiful: How Art Transformed a Neighborhood by F. Isabel Campoy, Look Where We
Live! A First Book of Community Building by Scot Ritchie and Look at that Building! A First Book of Structures
by Scot Ritchie. These books provide multiple entry points to the curriculum objectives that I hope to cover.
Among my pedagogical passions, I am a strong believer in Project Based Learning (PBL), Universal
Design for Learning (UDL), and Inquiry. I believe that students, at all levels and abilities, are challenged and
learn at the highest levels when given the opportunity to learn hands-on and through a gradual release of
responsibility framework (I do, we do, you do). That being said, I have carefully chosen activities to support
these beliefs, and help my students gain a meaningful understanding of the various outcomes to be addressed;
let’s put it this way, it is difficult for any student (especially the students who require differentiation) to actually
learn about 2D shapes and their relationship to 3D objects if they only interact with them through speech
(listening) and images on a smartboard. Brain based research supports the fact that students need the physical
interactions, and experiences to build a meaningful connection with the content of the lesson, and that is why I
have chosen this approach.
I am teaching this unit in order to build a larger and more comprehensive understanding of community
for my students. Like I mentioned above, my main purpose for this is that I want students to understand that
there is more to life than our material possessions. I think this is important for students to learn because we all
come from different backgrounds, and many families don’t have access to the same possessions. Students will
begin looking for joy in other areas- like the places we go in the community! Through this, we will go through
an inquiry process where students will do some research to find out what is in our community, and where can
we go to find joy? Then students will brainstorm and dig deep into their own interests to come up with a list of
places that our community might be missing- does our community need a cat café? An arcade? A ball pit park?
Etc. Students will use their imaginations and use their interests to guide their brainstorming. We will then
engage in a survey activity where students will survey their peers (in the classroom, and in their buddy’s class)
to see which idea would bring joy to the most people. After this, students will have to choose which idea they
are going to go with- and justify their choice! Did you go with the popular vote? Did you choose something
different? Why? Throughout all of these steps, students will engage in various speaking, viewing, writing, and
reading activities. Students will use numeracy skills to survey their peers, and to come to a rational decision.
My hope is that students will see the importance of thinking through their decisions before jumping into
something- regulating your actions, thinking through a situation, and making a plan are all important aspects of
2
Social Emotional Learning that needs to be a focus in this age group. After students make their decision, they
will engage with community experts to help plan for, and eventually build the place they have imagined.
Through this, we will critically inquire about our own community and other communities in our area
(including FNMI understandings of community through an elder visit), aspects of architecture and shapes,
building and planning, presenting information, letter writing, visual appeal, and the engineering process (ask,
imagine, plan, create, test, improve, and share). At the end of this unit, students will spend the last few days
focusing on our “build” where they will work with city planners, architects, construction workers, and others to
actually create their dream place in the community; students will use a wide variety of items from our Maker’s
Space and other materials from home. After the build, students will compile photos, and writing to share with
others during the celebration of learning- students will be asked to write a letter to the mayor explaining why
they think their place should be added to the community and how it would bring joy to others. After all of this
learning happens, students will engage in a celebration of learning that will not only involve our school
community, but others from throughout the greater community.
It is also important to mention that students will have a substantial breadth of background knowledge
that will support the learning in this unit. Students would have previously covered the unit on measurement,
which will support students with blueprinting and planning for their build. Students would also have a very
basic understanding of community, as I would set the classroom in a way that it works like a community (we all
have a unique purpose, and without each of us, it wouldn’t work!). Students will also have an understanding of
the engineering processes associated with our build; they will have interacted with the Maker’s space before.
There would not be any new routines or procedures implemented during this unit, as I would place this unit
strategically within the year plan. Students will have interacted with various aspects of classroom culture- such
as critical friends, question asking, etc. I think it would be best to start in January- this way we would have had
lots of time to implement classroom culture, expectations and routines, as well as plant the seeds of learning to
support this unit. This unit will be focused on expanding upon prior knowledge and then adding complementary
information through exploration of building materials and community.
Before I list the essential questions, curriculum outcomes, and the assessments, I want to spend a
moment touching base on the cross-curricular aspect of this unit. As I mentioned earlier, I have chosen a few
books as a base for this unit; these books provide alternate entry ways, and alternate conversation/discussion
points that will help to build the knowledge base necessary for success. This unit covers multiple areas in the
curriculum, but has a particular focus on the 4 core subject areas- I have also chosen to include connections to
the “secondary” subjects because I think things like Art, Health, and Gym provide additional perspectives and
skills that will help students create meaning. I am a firm believer in the benefit of using a cross-curricular
approach, especially in the early elementary classroom, because there are endless connections between different
areas. It is too difficult to cover every subject as a separate entity, because in the real world these things are all
intertwined. It is very rare that I have sat down to read a book, or write a paper, without making some
connection to learning in another area outside of Language Arts. I think it is important for students to see
themselves as learners who are capable of learning in every curricular area, because if they are separated I think
you run the risk of having students who struggle to access a single box of knowledge; running into the fixed
mindset- “I am not good at this.” Cross-Curricular learning engages the whole child and allows for a variety of
entry points into the same learning activities; it also allows for the implementation of a UDL perspective
because students can use whichever knowledge and interests help them become successful. Cross-Curricular
planning allows me to consider a wider variety of student needs, interests, and areas of strength because I can
build autonomy and choice into many assessments. This type of learning and teaching also encourages an
environment that relies on collaboration and inquiry which are two things I strive for in my practice.
Please Note: I have chosen to pull “Week 2” from the Unit to plan for this assignment
Essential Questions:
Main Questions:
• What is joy? What brings you joy?
• What is community?
3
• How can you turn a 2D drawing into a 3D model?
Sub-Questions:
• How does joy look? Feel? Sound?
• What is in our community?
• What is a community? Is it different for different people?
• What shapes can you find in our community?
• What could we add to the community to bring joy?
• Is community important?
• What are strong building materials?
• How do you blueprint? And build?
Other questions will be established to allow for student exploration and inquiry based on interest
General Outcomes:
• ELA: Students will listen, speak, read, write, view and represent to…
o GLO 1: explore thoughts, ideas, feelings, and experiences
o GLO 2: comprehend and respond personally and critically to oral, print, and other media texts
o GLO 3: manage ideas and information
o GLO 4: enhance the clarity and artistry of communication
• Social Studies:
o GLO 1.1: My World- Home, School, and Community
• Math:
o Shape and Space, Measurement: Use direct and indirect measurement to solve problems
o Shape and Space, 3-D objects and 2-D shapes: Describe the characteristics of 3-D objects and 2-
D shapes and analyze the relationships among them.
• Science:
o GLO 1-7: construct objects, using a variety of different materials.
o GLO 1-8: Identify the purpose of different components in a personally constructed object or
model and identify corresponding components in a related object or model.
• Health:
o Wellness Choices- Safety and Responsibility: Students will make responsible and informed
choices to maintain health and to promote safety for self and others.
o Life Learning Choices- Life Roles and Career Development & Volunteerism: Students will use
resources effectively to manage and explore life roles and career opportunities and challenges.
• Art:
o Reflection- Component 4, Main Forms and Proportions: Students will learn the shapes of things
as well as develop decorative styles.
o Composition- Component 9, Craftsmanship: Students will add finishing touches.
o Expression- Component 10 (iii), Media and Techniques: Students will use media and techniques,
with an emphasis on exploration and direct methods in drawing, painting, print making,
sculpture, fabric arts, photography and technographic arts.
• Physical Education:
o 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.
o GLO D: Students will assume responsibility to lead an active way of life.
4
Specific Learning Outcomes:
• ELA
o 1.1.1- Express ideas and develop understanding: share personal experiences that are clearly
related to oral, print, and other media texts.
o 2.4.1- Generate ideas: generate and contribute ideas for individual or group oral, print and other
media texts.
o 3.1.3- Focus attention: ask and answer questions to satisfy information needs on a specific topic.
o 4.1.1- Appraise own and others’ work: ask or respond to questions or comments related to the
content of own or others’ pictures, stories, or talk.
o 4.3.1- Present information: present ideas and information to a familiar audience and respond to
questions.
• Social Studies
o 1.1.3- Examine how they belong and are connected to their world by exploring and reflecting
upon the following questions for inquiry:
What different types of communities or groups do you belong to?
In what ways do we belong to more than one group or community at the same time?
In what ways do we benefit from belonging to groups and communities?
o 1.1.5- Distinguish geographic features in their own community from other communities by
exploring and reflecting upon the following questions for inquiry:
What are some familiar landmarks and places in my community?
Why are these landmarks and places significant features of the community?
Where is my community on a map or on a globe?
• Math
o Shape and Space- Measurement
1- Demonstrate an understanding of measurement as a process of comparing by:
• Identifying attributes that can be compared
• Ordering objects
• Making statements of comparison
o Shape and Space- 3D objects and 2D shapes
3- Replicate composite 2D shapes and 3D objects
Compare 2D shapes to parts of 3D objects in the environment
• Science
o Topic C: Building Things
1- Select appropriate materials, such as papers, plastics, woods; and design and build
objects.
2- Identify component parts of personally constructed objects and describe the purpose of
each part.
• Health
o W-1.10: Recognize community helpers, and identify how to seek their help
o L-1.6: Demonstrate an awareness of the ways in which people perform responsibilities in the
community, including paid and unpaid work.
o L-1.7: Describe ways people volunteer in the school and in the community.
• Art
o 4A- All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
o 4C- Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching
o 9A- Finishing touches (accents, contrasts, outlines) can be added to make a work more powerful.
o 9B- Stepping back from a work helps in judging how it can be improved.
o 10(iii)D- Sculpture: create three-dimensional forms using paper sculpture techniques of folding,
scoring, cutting, curling, weaving, rolling, twisting, joining.
5
• Physical Education
o A1-1: Perform locomotor skills through a variety of activities.
o D1-6: Participate in a class activity with a group goal; e.g., walk a predetermined distance.
o D1-8: Identify and experience safe places to play in the community
Demonstrations of Learning: Please see assessment plan for further descriptions of the assessments.
Meta-Concepts: I have included some of the “big” ideas for this unit- students will learn other vocabulary to
support discussion and collaboration, but these are the big ones that connect with curriculum outcomes.
• Joy
• Community
• 2D shapes
• 3D objects
• Building Materials and fasteners
• Blueprint
• Engineering Process
• The power of finishing touches
• Letter writing
• Questioning
6
Unit Resources
Student
Please note this is not an exhaustive list, these are the main picture books being used as a springboard for
learning- resources may be added or taken away depending on student interest (remain flexible!)
Additional resources will be specified in the week plan.
1 2 4
6 3
1- Joy by Corrinne Averiss

2- Maybe Something Beautiful: How
Art Transformed a Neighborhood
by F. Isabel Campoy
3- Windows by Julia Denos
4- Look Where We Live! A First Book of Community Building by Scot Richie
5- Look at That Building! A First Book of Structures by Scot Richie
6- Innakotsiiysinni and Critical Friends bookmark- I designed this to go
along with our unit. This Blackfoot value of Innakotsiiysinni represents
respect for others which reflects the classroom culture and beliefs behind
peer feedback (this is something you would practice with students!) This
bookmark also says “I am, because we are” which is an African saying,
Ubuntu. I have chosen to use the TAG model with students because it is
easy to remember and really straightforward for students who may not be
used to giving feedback.
7
Teacher
See these links for information on how to support the learning in this unit.
• Deeper Learning: Why Cross-Curricular Teaching is Essential

https://www.edutopia.org/blog/cross-curricular-teaching-deeper-learning-ben-johnson
• Find access to Planning Guides, and various other resources. Also includes photo banks and other great
things you could use! http://www.learnalberta.ca/Search.aspx?lang=en
• Hutchinson, N. L., & Specht, J. A. (2020). Inclusion of learners with exceptionalities in Canadian
schools: A practical handbook for teachers (6th ed.). Toronto: Pearson.
• Tompkins, G. E. (2013). 50 literacy strategies: Step by step (4th ed.). Boston: Pearson.
• Trehearne, M. P. (2016). Multiple paths to literacy K-2. Calgary, Alberta: Miriam P. Trehearne.
• Alberta Learning- Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning
8
Differentiation Plan
Please see below for a list of potential exceptionalities, and how I would support those within the classroom.
I used many ideas from Inclusion of learners with exceptionalities in Canadian schools: A practical handbook
for teachers by Nancy Hutchinson, to support my differentiations and classroom supports.
I would consider many of these strategies to be beneficial for the entire classroom (Universal Design), but in
some cases like physical impairments the differentiations are specific to that student so they can have an
equitable learning experience; help students understand this by engaging in a Band-Aid activity (each student
comes up with a different injury, they all get a Band-Aid- will the Band-Aid fix your concussion? Your paper
cut? Your broken arm? Etc. Shows students that fair does not always mean the same.
Attention Deficit Hyperactivity Disorder

• Use clear language at the beginning of an activity or lesson
• Post lists on white board- have visual cues so students remember what they are supposed to be doing.
This supports working memory struggles that these students may face. Use external memory aids.
• Model various strategies (this will help ALL students)- thinking, task completion, asking questions,
instructions, etc.
• Rephrase instructions in student’s language- use “kid friendly” words that are easy to understand and
don’t require a ton of decoding for them to source out meaning
• Explicitly teach social skills- like turn taking, teamwork, collaboration, etc.
• Guided practice- use a gradual release of responsibility model to ensure students feel confident
• Model self-regulation strategies- this can be in the moment, or for the whole class depending on the
needs of the students.
English Language Learners

• Follow basic guiding principles for ELL students- know who they are and recognize their past (are they
from an immigrant/refugee family?), know your community and work closely with them to ensure the
student feels welcomed, be patient and supportive.
• Use non-verbal communication to make the student feel safe and secure; encourage students to use their
first language at home and bring it into your teaching!
• Teach using vocabulary first- include LOTS of visual cues, use gestures, concrete materials, games,
puzzles, etc.
• Be VERY cognizant of any biases in your lessons- don’t assume they have or have not had different
experiences.
• Speak and instruct in short, simple sentences.
• Use individual instruction and support when you can- frequently check in during work time so the
student does not feel alone if they are struggling- confer, confer, confer!
Behavior Exceptionalities and Mental Health

• Build a strong relationship with the student- know what makes them tick, what sets them off, what
works for them in the moments when they flip their lid.
• Build a behavior plan with students- involve them in the conversation and in making the plan for times
when they flip their lid, or when they feel overwhelmed. This gives students a safe “exit strategy” when
they feel big emotions coming; also helps students to become mindful of what they are feeling.
9
• Build a strong support system at school and at home; make sure students feel like there is a safe adult
they can talk to any time.
• Use the ADAPT strategy (Account for student’s strengths and needs, reflect on Demands of the
classroom on students, Adaptations, Perspectives and consequences, Teach and assess the match)
• Explicitly teach pro-social behaviors; give students various spaces to learn in. Use tier 2 or 3
interventions if necessary, to support students- but ALWAYS maintain that relationship so they feel like
they are valued within the classroom.
• Focus on positive relationships and developing a safe place
• Teach skills through the curriculum to help students cope with various social situations
Learning Disability
• I have listed the most common LDs that students face; However, in grade 1 many students could
struggle with these. LDs don’t tend to be diagnosed until later in the student’s school career when they
cause a large deficit. That being said, many students may struggle in these areas in grade 1 and these
supports are extremely helpful even if the student does not have a diagnosed LD. Please note these are a
variety of strategies to teach through the mismatch, around the mismatch, and to overcome the
mismatch; each student is unique and will respond to differentiations in different ways.
• Reading (commonly dyslexia)
o Multisensory learning- use visual aids, tactile activities
o Colour transparency paper (helps students read the words- coloured paper disrupts the visual
stimulus between the white paper and black text
o Use word blockers during reading so students can focus on one word or sentence at a time
o Speech-to-text, or text-to-speech
o Early intervention and explicit teaching of phonics can be helpful for some students, but not all.
o Adapt the environment with visual cues and hand signals to help students differentiate between
sounds when reading.
• Writing (commonly dysgraphia)
o Reduce some of the writing load- offer alternatives to a fully written work (don’t get rid of all
challenge for students, it is important for them to practice writing- but they also need to learn.
When it becomes frustrating and they are flipping their lid because they cannot write their
thoughts, it gets in the way of learning- this is when you should implement something like this in
the ECE classroom)
o Oral instructions, audio recording
o Scribe
o Adapt with different tools- pencil grips, slanted boards, raised paper
o Fine motor skill practice
• Math (commonly dyscalculia)
o Concrete-to-representational-to- abstract instruction: start with hands on manipulatives, then
move to pictures representing manipulatives, and then try to move into more abstract
representations.
o Graph paper can be helpful for students to line up numbers, draw shapes, etc.
o Teach self-talk during math; help them to slow down and think about the skill they are using.
Encourage asking for help when needed.
o Encourage visual representations.
• Organization (executive function)
o Have an agenda/schedule clearly posted- provide time warnings for the whole class (5 minutes
left, 2 minutes left, etc.) so transitions are not a surprise.
o Checklists during work time- students know what to do first, second, third, and last.
10
o Explicit teaching of time-management skills during free time- Lots and lots of reminders;
encourage students manage their time.
Gifted Students
• Enable students to explore their interests; use tiered assignments- give choice!
• Allow for enrichment activities built into the lesson (helpful for gifted students AND fast finishers)
• Open ended play, and academic work- don’t put them in a box.
• Give students authentic learning opportunities that relate to real-world problems
• Depending on where the students are at- it is proven that gifted students benefit from interaction with
their age group peers AND their intellectual peers.
Physical Impairments (vision, hearing, speech, motor)

• There are a wide variety of physical exceptionalities that you may come across. I have highlighted some
of the more common impairments, but please note that this is not exhaustive.
• Visual Impairments
o Alternate format texts; have access to braille, taped books, etc.
o Adaptive technology to assist students (this is usually provided for the student by the school)
o Larger print available for books and environmental text
o Extended time frames for completion
o Multi-sensory experiences
o Reduce glare in the classroom- natural lighting is helpful
o ALWAYS warn a student if something is moved
o Name students when they speak, provide non-visual feedback (a smile means nothing if the
student can’t see it)
o Peers as friends, not helpers
o Foster social inclusion in activities
• Hearing loss or hard of hearing
o Ensure students are seated in an area where acoustics are best; involve students in this decision.
o Use visuals and handouts so students can follow along
o Spend a few moments reviewing new vocabulary with students prior to the lesson (this could be
done briefly before or after breaks)
o Outline class agenda in a place that is easy to see
o Pre-teaching and manipulatives are very beneficial
o Use sign language mixed with verbal cues whenever possible- students will benefit from learning
ASL; introduce bit by bit.
• Communication
o Create an accepting atmosphere; classroom culture that sees the beauty and benefit of our
differences. Safe and caring.
o Work closely with SLP
o Speak/ give instruction a bit slower and ensure clarity
o Graphic organizers
o Pre-teach academic vocabulary
• Physical disabilities or chronic health conditions
o Treat students like normal- do not underestimate their abilities to learn and participate.
o There are a variety of accommodations for students with physical disabilities; these are mostly
modifications to the environment.
o Be familiar with students and their condition- know what their “tells” are if they are prone to
seizures. Be cognizant of the environment and knowledgeable about ways to support different
disabilities and conditions
11
o A huge part of this is setting the classroom culture to be a safe and caring space.
Intellectual Disabilities
• Please note this category is quite large as well- many adaptations will be determined on a student-to-student
basis. There is a wide range of mild to severe intellectual disabilities- the following is a list of SOME
strategies that may be helpful.
o Discuss what will happen before it does- give time to process
o Structure play; help students make a plan, find peers, etc.
o Break tasks into smaller steps
o Simple phrasing when asking questions
o Encourage students to expand on their thoughts- more than “yes” and “no”
o Support language development through various literacy strategies
o High interest/ low vocabulary resources
o Simplify learning tasks where necessary- each student is unique
o Develop social stories to help students cope and interact with the environment throughout the
day
12
Unit Organizer
Age of Romance- Opening (2 days)
Activities Overarching Reading
- What brings you joy? Art project (ELA & Art) - Joy by Corrinne Averiss
- Intro to building things (Science)
- 2D shapes and 3D objects introduction (Math)
- What is community? (SS)
- Community Walk (PE)
Age of Precision- Development (25 days)

Activities Overarching Readings
- Various centers (example- see literacy/numeracy centre from - Maybe Something Beautiful: How Art Transformed
previous assignment) for math and science- Construction a Neighborhood by F. Isabel Campoy
- Flipgrid and SeeSaw documentation - Windows by Julia Denos
- Letter writing - Look Where We Live! A First Book of Community
- Elder visit Building by Scot Richie
- Photo Album/ ABC book - Look at That Building! A First Book of Structures
- Learning Logs by Scot Richie
- Community poem
- Floor community
- Blueprinting/ mapping
- Word/ picture sorts
- Venn diagrams
- Play (various kinds and levels)- Paper bag city
- Community placemat
- Think/Pair/Share
- Carousel
- Book boxes
- Build!
- STEAM challenges
- Community art- murals and shapes
- Joy journal
- Questioning activities
- Community walk and activities
- KWL charts
- Shape collage and drawings/ Shape hunt
- “In my window…”
- In my community there are… People, Places, Activities
- Wall stories
- Research and inquiry into community helpers
- Community rock garden
Age of Generalization- Culmination (3 days)

Activities Overarching Readings
- Letter writing to the mayor - None; students are mostly building and celebrating
- Presentation of learning/ celebration learning
- Improve build
13
Month at a Glance- Key Learning
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
Joy- what is it? Read. Hook for 2D/3D Writing workshop Maybe something Beautiful Send elder letter home to
Talk community in book Community intro Different communities What makes our prepare for next week-
What brings you joy? Building things community beautiful? Friday letters
6 7 8 9 10
Why community? What are Elder visit Writing workshop Community walk. How do Friday Letters
the benefits? Reflection, community Letter to the elder we build a community? Follow up on community
Shapes in the classroom walk- shape hunt Landmarks? Why? What did we see? walk- materials?
11 12 13 14 15
Mapping our community- How is our community Writing workshop Floor community- make a Friday Letters
look at pictures we saw unique? Compare to others. Picture sort- community or map. Look at google maps. What is our community
Community book start not? Community planner missing? Joy?
16 17 18 19 20
Brainstorm what would Survey other class- which Writing workshop Architect visit Friday Letters
bring you joy in the idea will you pick? What do structures need? Start blueprinting- 2D Finish small blueprint-
community? Survey Rationale. What is in a building? shapes measurement and material
21 22 23 24 25
Critical friends- TAG City planner- would we Writing workshop Big blueprint- start Big blueprint- finish,
planning. What would pass code? Materials- budgeting foreman signature
make it visually appealing? Conferencing Friday Letters
26 27 28 29 30
Build! Build! IMPROVE and finish build Prepare presentations- Friday Letters
Contractor visit & Contractor visit & Start letter to mayor finish mayor letter, record Celebration of Learning
volunteers volunteers video for SeeSaw
Day-to-Day at a Glance
Week Day
ELA
- Read Joy; read the pictures, introduce the book!
- Library
Math
- Finish up measurement; math centres
1M Social Studies
- Community introduction; what is it? How do we know? I see, I think, I
wonder…
Art
- Joy painting. Students use colours (in various mediums) that bring them joy,
then they write one word that brings them joy. Display on bulletin board.
ELA
- Revisit community; revisit Joy- what is in her community?
Math
- 2D/3D Hook: The Greedy Triangle by Marylin Burns and Gordon Silveria
Gym
- Community walk… can we see any shapes in the community? Connect back to
2T
the triangle.
Science
- Intro to building things- talk about what we saw on our walk… what did we
notice about all the buildings? What materials did we see?
1
Health
- Joy journal; connecting with self and others
ELA
- Writer’s Workshop; letter writing 101- topic
- Different communities in books; book box
Math
- What does the shape say?
3W
Science
- KWL chart
- STEAM challenge
Health
- KWL; what do we know about who is in our community?
ELA
- Read Maybe Something Beautiful; what makes our community beautiful?
Math
- Shapes in murals; look at Rafael Lopez’s work… what can we see?
4R Gym
- Community walk- what do we have that is unique? What brings joy in our
community?
Art
- Maybe Something Beautiful; community and art (murals). Shapes in art- create
a school community mural
ELA
- Write Friday Letters; what are we looking forward to for the elder visit?
- Book box
Math
5F
- Shape collage
- I have… Who has?
Social Studies
- Talk about different perspectives; why are we having an elder join us?
ELA
- Community poem
Math
- Shapes in the classroom
6M - Mapping the classroom
Social Studies
- Benefits of community; my community circles
Art
- Community art & murals (finish)
ELA
- Elder visit: all morning, talking about community
Math
- No math today; elder visit
Gym
7T
- Community walk; intro to shape hunt: what can we find?
Science
- 3 pigs and 3 wolves; what materials do we use? Venn diagram
Health
- Volunteer visit
2 ELA
- Writer’s Workshop; Letter writing- format, write thank you letter to elder
Math
- Revisit shapes in the class; shape hunt
8W Science
- Landmarks; what are they built of to last?
- Carousel discussion
Health
- Volunteering and joy
ELA
- Start ABC book; read some. Get a format, explore how they are written.
- Start brainstorming on a letter chart (keep this on the board)
Math
- Centres; look more into comparing 2D/3D shapes
9R Gym
- Community walk; what do we see in the community? Start a list
Art
- Community rock garden; Trudy’s Healing Stone
16
ELA
- I see… I think... I wonder…
- Friday Letters
Math
10F
- I have… Who has?
Social Studies
- Follow up on community walk; add to people, places and activities
- Paper bag city
ELA
- Community book sort; different communities reflected in the books- add to joy
journal
Math
- Centres and maps
11M - Shape hunt around the school
Social Studies
- Mapping our community; look at images (google earth, pictures, etc.)- start on
our community book
Art
- Finish rock art; put them around school yard
ELA
- Joy journal; how is our community unique? Research and asking questions
Math
- Shape museum
Gym
12T
- Community walk; place rocks
Science
- STEAM challenge
Health
- Community member research
3
ELA
- Writer’s workshop; letter writing (see where students need extra support)
- Revisit ABC chart
Math
13W - Centres; mapping/ shapes to represent objects
Science
- Continue STEAM challenge; questioning and TAG
Health
ELA
- Community planner visit; what does our community need?
- Book box
Math
- Community planner; start floor community
- Talk about distance
14R
Gym
- Safe places in the community
Art
- Floor community; connect with mapping- what makes this beautiful, add
landmarks.
17
ELA
- Friday Letters
- Brainstorming: what does our community need? What would bring joy?
Math
15F
- Finish floor community; what shapes do we see?
Social Studies
- Revisit what would bring our community joy; look at maps, what are we
missing? Students should develop a list of ideas to record in learning log
ELA
- Continue brainstorming; prepare to survey, ask questions. Students choose 3 or
4 of their ideas.
Math
- Survey time! How can we build a survey? Survey our class
16M Social Studies
- Is it important for the community to agree? Why do we survey? Look at survey
data.
- Placemat
Art
- Drab vs. Fab activity; finishing touches and accents
ELA
- Which idea will you pick? Rationale for decision; students pick their idea to
build.
Math
- Survey other class; how can we show our data?
17T Gym
- Community scavenger hunt
Science
- What materials do we use in a building?
Health
4
ELA
- Write letter to community planner; tell them your plan- what will you build?
Why? How will it bring joy? Etc.
Math
18W - Centres; shape drawings
Science
- What is in a building?
- Centres
Health
ELA
- Architect visit; come up with a list of questions. How can we find information?
What do we know, and want to know?
Math
19R - Architect visit; start thinking of 2D shapes to represent objects. Start small
blueprint
Gym
- Shape hunt
18
Art
- Drab vs. Fab continuation; finish today
ELA
- Friday letter
- Write about blueprints/ bringing materials next week
20F Math
- Measurement and materials; finish small blueprint
Social Studies
- How will the community benefit from joy?
ELA
- Critical friends; let’s practice. Start by using a letter or some other piece of
writing to share. Prepare for this afternoon in SS.
Math
- Math riddles- discovery centre
21M
Social Studies
- Critical friends for the blueprint; what can you do to make it more appealing
for the big blueprint?
Art
- Collage; shape art
ELA
- Joy Journals; adding community photos and writing about them
- ABC book
Math
- Centres and conferencing; ensure all students are ready to move to big
blueprint
22T Gym
- Revisit safe places in other areas
Science
- City planner visit; would you pass code?
5 - KWL
Health
- Letter to our community member
ELA
Math
- Budgeting; how much do we have? What can I build? Etc.
23W Science
- Budgeting for materials/ blueprint
Health
- Letter to community member
- Share with buddies
ELA
- ABC book start on individual pages
Math
- Start big blueprint
24R Gym
- Community walk; collect more for ABC book
Art
- Big Blueprint; make it appealing, add colour and detail
19
ELA
- ABC book
- Friday Letters
Math
25F
- Finish big blueprint; add legend, consider materials, etc.
Social Studies
- “Foreman” signature
- In my window; read Windows
ELA
- Finish ABC book; give feedback to each other
- Share ideas
Math
26M - Building; start gathering and get ready to start after lunch
Social Studies
- Building
Art
- Building! How can we add details?
ELA
- Joy; revisit and remind students about purpose: finding joy in our community
- Why is this important? Joy Journal
Math
27T - Identifying shapes in our build; address materials and keep building
Science
- Build
Health
- Volunteers; thank you letters/ pictures
6
ELA
- Start writing letter to mayor; what could we tell him about our buildings? Why
does the community need this?
Math
- Check for shapes; what do we see in our buildings?
28W
Science
- Improve, and finish the build
Health
- How can we make the community feel welcome when they come to our
school?
ELA
- Finish letter to the mayor
Math
29R
- Record videos and prepare presentations; joy and shapes!
Art
- Finishing touches; why is this important?
Celebration of learning!!
30F
*Write Friday Letters to parents!
20
Week Plan
(For Week 2)
Monday
8:05-8:15 Entry- stand in hallway and greet students
8:15- 8:45 Calendar and Morning Meeting
• Students sit in a circle, we do attendance, morning affirmations then morning
message. Connect morning message to the themes within the week.
• This week’s morning message focus: The importance and benefit of
community
• Read morning message full body
ELA
Overview: During this class students will be given the space to touch on their creative
writing skills by creating a poem about our community. We will start with a mini lesson
and brainstorming session so students can come up with some ideas. This poem will be a 3-
5-line poem (depending on student’s choice) in which they will describe what they see in
their community. The poem will start the same way for all students, with “My community
8:45-9:15
is…” and then they can choose what to write. Students will focus on including juicy words
to add interest. Students will illustrate this poem, and we will put it on the wall to
demonstrate what students view as important or meaningful; this will help to guide
questions and further lessons.
Resources/ Readings: No readings during this class- but work through writing a
poem with students.
SLOs: 1.1.1, 2.3.1, 4.1.5,
9:15-9:45 Library
9:45-10:10 Snack and Agenda
Morning Recess
10:10-10:27
10:30-11:00 Math- shapes and mapping
11:00-11:30 Overview: During this lesson we will begin to look at some maps in order to
identify shapes used within them. This will help students to develop a real-world
understanding of the shapes we have talked about. This will be more of an
introduction to shapes and mapping; but will help to scaffold our shape hunts in
the classroom later on.
Resources/ Readings: Google maps images, blueprints, etc.
SLOs: Shape and Space (2D shapes and 3D objects)-4
11:30-12:00 PE
Lunch
12:00- 12:42
21
12:45-1:15 Social Studies
1:15- 1:45 Overview: During this lesson students will begin to think about the importance
1:45-2:15 of community- what does it do for us? Why are we a part of different
communities? From this, we will go back to the work we did last week about
what different communities we are a part of. Students will create their
community circle in which they will outline what communities they are a part of
(could be as simple as home, school, neighbourhood, city, etc.) Students will gain
an appreciation for the different levels of support that they get from each ring of
their circle.
Resources/ Readings: examples of community circle, Look Where We Live! By
Scot Richie
SLOs: 1.1.3
2:15-2:40 Art
Overview: During this class students will complete our community art project
that we started last week. We will continue to work on adding shapes and colours
to our mural artwork.
Resources/ Readings: Maybe Something Beautiful by F. Isabel Campoy, images of
the urban art trail and other murals
SLOs: 4A, 9A, 9B
2:40- 2:45 Get ready for home- pack up backpack, put shoes away, etc.
Tuesday
• Students sit in a circle, we do attendance, morning affirmations then
morning message.
• Find words we don’t know in the morning message. Discuss them using
context clues and then give them special hand motions for the week.
8:45-9:15 Elder Visit
9:15-9:45 Overview: Our morning will be used to engage in a visit from an elder from our
local Blackfoot community. The elder will be speaking to the students about the
importance of community and share stories about their community and what
makes it special. This will help students to broaden their understandings of
community and see that other people are a part of different communities. This
visit will take the majority of our morning. Keep in mind that the Elder will speak
about what they feel is most beneficial for the students; remain flexible and use
their wisdom to shape the reflection and discussions afterwards.
9:45-10:10 Snack
Morning Recess
10:10-10:27
10:30-11:00 CRM
22
11:00-11:30 Elder visit
11:30-12:00 *Agenda will happen after the visit today
Main SLO- 2.2.1 (ELA), 1.1.1 (Social Studies)
Lunch
12:00- 12:42
12:45-1:15 Health
Overview: During this class we will focus on learning about volunteers; students
will gain an appreciation for their place in the community and discuss how the
role that they play in keeping the community happy and healthy. Students will
brainstorm some ideas for things we could do as a class to volunteer within our
school community.
Resources/ Readings: If Everyone Did by Jo Ann Stover
SLOs: L-1.7
1:15- 1:45 Science
1:45-2:15 Overview: For this activity we will pull on prior knowledge of The Three Little Pigs
and add to this by reading The Three Little Wolves. Both of these books show
various types of building materials- in the traditional story the strongest material
is best, but in the Wolves version the “weakest” material is best! This will give
students the opportunity to critically examine the types of materials that are best
to use; is it always the same? Is brick always the best choice? This will have
students thinking outside of the box… If the wolves used flowers to build their
final house, what other non-traditional building materials could we use? Students
will create a Venn diagram of building materials in groups- students will do this
by also looking at non-traditional building materials in other areas.
Resources/ Readings: The Three Little Pigs, The Three Little Wolves by Eugene
Trivizas, and various images of non-traditional building materials (dirt, 3D
printed, etc.)
SLOs: Topic C- 1 (also covers some ELA outcomes- asking questions, reading
for information, etc.)
2:15-2:40 PE
Overview: Students engage in community walks twice per week; this is a way for
students to connect back with the community and give real world context to
some of the work we are doing in class. Throughout this unit we will explore
various parts of our community to students get a deeper understanding of what
makes up a community. This connects with other curricular areas as well. After
each community walk, we debrief, and talk about any questions or wonders we
have. This helps to shape other discussions. We also look at a community map
and plan our next community walk.
SLOs: D1-6, D1-8
23
Wednesday
morning message.
• Find Conventions in the message to highlight and discuss
8:45-9:15 ELA
9:15-9:45 Overview: During this class students will engage in a writer’s workshop that will
help them to develop their skills in letter writing. Today we will focus on different
reasons to write a letter, which will build us towards writing a thank you letter for
the Elder that visited us the day before. Students will use this time to think about
format, as well as reflecting on the lessons we were taught yesterday.
Resources/ Readings: Ten Thank You Letters by Daniel Kirk
SLOs: 2.1.20, 2.2.8, 2.3.1
Morning Recess
10:10-10:27
10:30-11:00 Math
11:00-11:30 Overview: During this lesson we will begin by reading City Shapes which will help
students recognize different shapes in their environment. We will then begin to
go on a “shape hunt” throughout our classroom to see what students can find.
This will help scaffold student learning towards creating a blueprint/map of our
classroom using different shapes to represent
objects (i.e., rectangle for desks, circles for
chairs, etc.) Students will use our shape hunt
folders to do this, which will also get them
used to using them for our community walks.
Resources/ Readings: City Shapes by Diana
Murray, shape hunt folders (see
https://www.playdoughtoplato.com/shape-hunt/
SLOs: Shape and Space (2D shapes and 3D objects)- 4
11:30-12:00 PE
Lunch
12:00- 12:42
12:45-1:15 Science
1:15- 1:45 Overview: During this class we will begin to look at different landmarks around
1:45-2:15 our community and city. We will talk about what they are, why they are important
and what materials they are made out of. Students will consider various questions
relating to landmarks after a brief mini lesson- what are they made of? Why are
landmarks important? How would you represent the landmark on a map? Why do
you think landmarks last so long? What makes a landmark? Etc. Students will
participate in a carousel style activity where they rotate to different question
24
“stations” and have a few minutes to record their ideas with a group. We will
come together afterwards and have a discussion. Enrich this by asking what
shapes we see in common landmarks.
Resources/ Readings: Look Where we Live! By Scot Richie, various photos of
landmarks from around the community/ city
SLOs: Topic C- Building Things, Social studies outcome 1.1.5
2:15-2:40 Health
Overview: During this class we will have a guest come in to talk about
volunteering. This guest will be a member of our community who volunteers
often or works as a volunteer coordinator for an organization in our community.
This person will talk with students and reinforce the importance of volunteering
and helping others in the community. We will develop a volunteer plan as a class.
Resources/ Readings: No readings
SLOs: L-1.7
Thursday
morning message.
• Sight word detective w/ morning meeting- Find words we know. Give
clues for finding words.
8:45-9:15 ELA
Overview: During this class we will introduce our ABC book activity. Students
9:15-9:45 will explore different ABC books as a group and fill out a Frayer model style
chart in order to see if they can decipher what needs to be in this sort of writing.
Students will record what they notice and what they wonder about these books.
Students will gain an understanding of this type of book and engage in our own
brainstorming session about what we could include in a book about our
community. We will begin filling out an alphabet organizer, which will be
revisited later in the unit.
Resources/ Readings: Various alphabet books so students can familiarize
themselves with this genre. See these links for the alphabet organizer.
http://www.readwritethink.org/files/resources/interactives/alphabet_organizer/
http://www.readwritethink.org/files/resources/lesson_images/lesson844/Community.pdf
See this ReadWriteThink resource for further ideas
http://www.readwritethink.org/classroom-resources/lesson-plans/community-creating-books-
assessment-844.html?tab=3#tabs
SLOs: 1.1.4, 2.1.19, 2.3.1
25
Morning Recess
10:10-10:27
10:30-11:00 CRM
11:00-11:30 Math
11:30-12:00 Overview: During this math lesson we will have a mini lesson at the beginning
going over various ways to identify and categorize 2D/3D shapes. This will
activate students background knowledge before they engage in various centre
activities to help further their understanding of similarities and differences. Set up
the centres based on student need- try to keep these ones focused on comparing
and categorizing 2D/3D shapes. Try a centre for a picture/ item sort, drawing
and labelling, manipulatives, building the shapes using different materials, etc.
These centres need to meet students where they are at- help develop the
skills they already have!
Students will be responsible for completing a self-evaluation of their centre time.
Be sure to meet as a group after and draw 3 random names to tell you what they
did, and what they learned during centres today. This keeps all students
accountable for participating.
Resources/ Readings: No readings today
SLOs: Shape and Space (2D shapes and 3D objects)
Lunch
12:00- 12:42
12:45-1:15 Music
1:15- 1:45 PE
Overview: Students in a community walk with the goal of keeping track of what
we notice in the community. Students will take pictures and use their learning
logs to jot down pictures or words they want to remember; this will contribute to
the floor community we will build next week.
SLOs: D1-6, D1-8
1:45-2:15 Art
2:15-2:40 Overview: During this class, students will be introduced to the story called Trudy’s
Healing Stone. Through this story we will work towards and develop student’s
connection to nature and grounding in the community. We will begin looking at
the story and then how we could create a rock garden for our school. Students
will paint stones to bring joy into the community. We will place these rocks
around our community yard and talk about how this small act can bring joy into
someone’s life.
Resources/ Readings: Trudy’s Healing Stone by Trudy Spiller
SLOs: 4A, 9A
26
Friday
morning message.
• Last chance to read like a rockstar! Reflect/Review on morning message.
• I see… I think... I wonder
8:45-9:15 ELA
Overview: During this class, students will be writing their Friday letter. We will
be using our letter folders that go back and forth from school to home on the
weekend; students write a letter to take home about what they learned this week-
what was their favourite part of the week? What did they not like? What did they
do? Etc Be sure to have a discussion about the week with students and do a
verbal check in before beginning this. Remind students what we did this week-
show them pictures to jog their memory. These folders should come back to
school on Monday, with a letter response from
the student’s parent, grandparent, sibling or
caregiver. This will add a real-world component,
and we all love getting mail!
Be sure to screen these folders when they get put
on your desk Monday morning; if a student does
not have a response then be sure to give them
one! (A quick letter back will do the trick- ask
questions, comment on their writing, etc. and
sign it from our classroom mascot- Benny the
Cow!)
SLOs: 2.1.20, 2.3.1, 3.1.1
9:15-9:45 Music
Morning Recess
10:10-10:27
10:30-11:00 Social Studies
11:00-11:30 Overview: During this class, we will expand upon our observations that were
made during the community walk yesterday. We will spend a brief part of this
class adding to our people, places and activities chart. After this debrief, we will
begin working on creating our paper bag city for use during play. Students will
create these props using paper bags, paint, and paper stuffing to make them
stand. Students can choose to make different places within the community-
stores, homes, police station, hospital, school, etc. Students will then explain why
they chose that place- what does it mean to them? Be sure to set these up in a
play centre for students to access the next week!
27
SLOs: 1.1.5
Lunch
11:30- 12:07
12:10-12:40 PE
12:40-1:10 Math
Overview: Friday math classes are slightly shorter than during the week, so today
we will be playing “I have… Who has?” using 2D and 3D shape cards. This will
challenge students to name and recognize different shapes. This will serve as a
formative assessment so I can watch to see which students really understand and
which do not! Give each student 2 cards to begin with, and then you can add a
third to play another round if time permits. Conference with students in a group
afterwards; check in to see how they are feeling about shapes.
Resources/ Readings: I have… Who has? Cards (I use these ones
https://www.teacherspayteachers.com/Product/I-have-Who-has-2D-and-3D-Shapes-
1814815?st=fdc12085354ac7d70b98b06426596fa1)
SLOs: Shape and Space (2D shapes and 3D objects)
28
Unit Assessment Plan
Desired Results
Established Goals – GLO(s):
• ELA: Students will listen, speak, read, write, view and represent to…
o GLO 1: explore thoughts, ideas, feelings, and experiences
o GLO 2: comprehend and respond personally and critically to oral, print, and other media texts
o GLO 3: manage ideas and information
o GLO 4: enhance the clarity and artistry of communication
• Social Studies:
o GLO 1.1: My World- Home, School, and Community
• Math:
o Shape and Space, Measurement: Use direct and indirect measurement to solve problems
o Shape and Space, 3-D objects and 2-D shapes: Describe the characteristics of 3-D objects and 2-D
shapes and analyze the relationships among them.
• Science:
o GLO 1-7: construct objects, using a variety of different materials.
o GLO 1-8: Identify the purpose of different components in a personally constructed object or model and
identify corresponding components in a related object or model.
• Health:
o Wellness Choices- Safety and Responsibility: Students will make responsible and informed choices to
maintain health and to promote safety for self and others.
o Life Learning Choices- Life Roles and Career Development & Volunteerism: Students will use
resources effectively to manage and explore life roles and career opportunities and challenges.
• Art:
o Reflection- Component 4, Main Forms and Proportions: Students will learn the shapes of things as well
as develop decorative styles.
o Composition- Component 9, Craftsmanship: Students will add finishing touches.
o Expression- Component 10 (iii), Media and Techniques: Students will use media and techniques, with
an emphasis on exploration and direct methods in drawing, painting, print making, sculpture, fabric arts,
photography and technographic arts.
• Physical Education:
o 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.
o GLO D: Students will assume responsibility to lead an active way of life.
Understandings: Essential Questions

Students will understand that… Main Questions:
- The feeling of joy is important in a healthy - What is joy?
community; we all find joy in different things, and - What is community?
that is what helps us develop our unique selves. - How can you turn a 2D drawing into a 3D model?
- A community has many levels, and we can belong Sub-Questions:
to more than one community. However, for this - How does joy look? Feel? Sound?
unit, we will focus on our local community around - What is in our community?
the school. - What is a community? Is it different for different
- The who, what, when, where, why and how of people?
community. - What shapes can you find in our community?
29
- Connections in our community are important. - What could we add to the community to bring
- There are many 2D shapes and 3D objects present joy?
in our daily lives and in our community. - Is community important?
- Can use mapping to help organize thoughts and - What are strong building materials?
find places in the community; maps look different - How do you blueprint? And build?
depending on your purpose. - Other questions will be established to allow for
- Some fasteners and building materials are better student exploration and inquiry based on interest
than others depending on what you are trying to
construct.
- Asking questions helps to develop our
understanding of a topic.
- Making an object, or building visually appealing
contributes to the joy in our community
- They have a “place” in the community, they
belong; we all have a purpose here. Students will
understand each person has a different, but equally
important role (quality of life)
Specific Outcomes:
• ELA
o 1.1.1- Express ideas and develop understanding: share personal experiences that are clearly related to
oral, print, and other media texts.
o 2.4.1- Generate ideas: generate and contribute ideas for individual or group oral, print and other media
texts.
o 3.1.3- Focus attention: ask and answer questions to satisfy information needs on a specific topic.
o 4.1.1- Appraise own and others’ work: ask or respond to questions or comments related to the content of
own or others’ pictures, stories, or talk.
o 4.3.1- Present information: present ideas and information to a familiar audience and respond to
questions.
• Social Studies
o 1.1.3- Examine how they belong and are connected to their world by exploring and reflecting upon the
following questions for inquiry:
What different types of communities or groups do you belong to?
In what ways do we belong to more than one group or community at the same time?
In what ways do we benefit from belonging to groups and communities?
o 1.1.5- Distinguish geographic features in their own community from other communities by exploring
and reflecting upon the following questions for inquiry:
What are some familiar landmarks and places in my community?
Why are these landmarks and places significant features of the community?
Where is my community on a map or on a globe?
• Math
o Shape and Space- Measurement
1- Demonstrate an understanding of measurement as a process of comparing by:
• Identifying attributes that can be compared
• Ordering objects
• Making statements of comparison
o Shape and Space- 3D objects and 2D shapes
3- Replicate composite 2D shapes and 3D objects
Compare 2D shapes to parts of 3D objects in the environment
• Science
o Topic C: Building Things
1- Select appropriate materials, such as papers, plastics, woods; and design and build objects.
30
2- Identify component parts of personally constructed objects and describe the purpose of each
part.
• Health
o W-1.10: Recognize community helpers, and identify how to seek their help
o L-1.6: Demonstrate an awareness of the ways in which people perform responsibilities in the
community, including paid and unpaid work.
o L-1.7: Describe ways people volunteer in the school and in the community.
• Art
o 4A- All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
o 4C- Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching
o 9A- Finishing touches (accents, contrasts, outlines) can be added to make a work more powerful.
o 9B- Stepping back from a work helps in judging how it can be improved.
o 10(iii)D- Sculpture: create three-dimensional forms using paper sculpture techniques of folding,
scoring, cutting, curling, weaving, rolling, twisting, joining.
• Physical Education
o A1-1: Perform locomotor skills through a variety of activities.
o D1-6: Participate in a class activity with a group goal; e.g., walk a predetermined distance.
o D1-8: Identify and experience safe places to play in the community.
Prior Understandings… Where does this lead?

- Prior to the beginning of this unit, students will - Students will work through the unit tasks and
have completed the measurement unit in math. activities in order to help develop their confidence
That being said, I have incorporated an extension and abilities.
to that learning within this unit. - They will gain a deeper understanding of
- Students will have interacted with various aspects community, beyond the surface level.
of classroom culture- such as critical friends, - I want to see students develop skills in problem
question asking, etc. solving and teamwork, which will happen through
- Students will also have an understanding of the gaining the knowledge necessary to build.
engineering processes associated with our build; - There will be substantial community involvement
they will have interacted with the Maker’s space throughout this unit; students will gain a deeper
before. understanding of who is involved when making
- Students are familiar with expectations during community decisions, which will lead to the next
centre time area of inquiry for social studies (1.1.4)
- This unit will be focused on expanding upon prior
knowledge and then adding complementary
information through exploration of building
materials and community.
Please note: The assessments used during the week plan will be in bold, the others will be
used throughout the rest of the unit. I wanted to mention the others in order to frame the
context of the week plan.
31
Assessments- ELA
ABC Questioning- Final
Writer’s Letter Community Book Joy Learning
Title Community I see, I think, Presentation
Learning Workshop Writing Poem Box Journal
book I wonder
Logs
& Build
Outcomes Type
(Formative/ F F/S F F F/S F/S F F S
Summative)
Mode R/W R/W W/Rep/S R/S/V R/W/Rep W/Rep V/S W/Rep ALL
Weighting - 20% - - 20% 20% - - 40%
1.1.1-Express ideas and
develop understanding:
share personal experiences
X X X X X
that are clearly related to X
oral, print and other media
texts.
2.4.1- Generate ideas:
generate and contribute
ideas for individual or X X X X X X X
group oral, print and other
media texts
3.1.3- Focus attention:
ask and answer questions
X X X X X X
to satisfy information
needs on a specific topic.
4.1.1- Appraise own and
others' work: ask or
respond to questions or
X X X X
comments related to the
content of own or others’
pictures, stories or talk.
4.3.1- Present
information: present ideas
and information to a X X X
familiar audience and
respond to questions.
6 Modes of ELA: Reading (R), Writing (W), Speaking (S), Listening (L), Viewing (V), Representing (Rep)
**Particular emphasis placed on italic outcomes**
Assessments- Social Studies
Photo
People, Mapping/
Elder Album/ My In my Community Paper
Learning Title
Letter
Places,
Scavenger Circle window Art
Floor
Bag City
Placemat Final Build
Activities community
Outcomes hunt
Type
(Formative/ S F F S F F/S F/S F F S
Summative)
Weighting 15% - - 10% - 25% 10% - - 40%

1.1.3- What different
types of communities or X X X X X X
groups do you belong to?
• 1.1.3- In what ways do
we belong to more than
X X X X
one group or community
at the same time?
• 1.1.3- In what ways do
we benefit from
X X X X X
belonging to groups and
communities?
1.1.5- What are some
familiar landmarks and X X X X X
places in my community?
1.1.5- Why are these
landmarks and places
X X X X
significant features of the
community?
1.1.5- Where is my
community on a map or X X X X
on a globe?
33
Assessments- Math
Shape What does Shapes
Centre Blueprint Shape Shape I have… Exit Learning Final
Learning Title collage/ the shape in the
work & maps Museum hunt Who has? tickets Logs Build
drawing say? class
Outcomes
Type
(Formative/ F/S F/S F F F F/S F F F/S F S
Summative)
Weighting 10% 25% - - - 15% - - 10% - 40%

Identifying
attributes that
Shape and X X X X
can be X
Space- compared.
Measurement
1- Demonstrate• Ordering
an X X X X
objects
understanding
of measurement
as a process of Making
comparing by: statements of X X X X X X X
comparison
3- Replicate
composite 2D
X X X X X X X X
shapes and 3D
Shape and
objects
Space- 2D
4- Compare
shapes and
2D shapes to
3D objects
parts of 3D X X X X X X X X X X
objects in the
environment
34
Assessments- Science
3 Pigs/
STEAM Carousal and What is in a Learning Final
Learning Title Centres wolves KWL Chart Blueprinting
Challenges Questioning building? Log Build
materials
Outcomes
Type
(Formative/ F/S S F F F F F F/S S
Summative)
Weighting 25% 30% - - - - - 5% 40%

Topic C-
Building Things
• 1- Select appropriate
materials, such as
papers, plastics, woods; X X X X X X X
and design and build
objects.
• 2- Identify component
parts of personally
constructed objects and X X X X X X X X
describe the purpose of
each part.
35
Assessments- Health
Letter to Research a
Learning Who is in the
Title Community Volunteering & Joy KWL Chart community
community?
Outcomes Helper member
Type S F F F S
(Formative/ Summative)
Weighting
Safety and Responsibility W-1.10
Recognize community helpers and identify how to X X X X
X
seek their help.
• Life Roles and Career Development L-1.6
• Demonstrate an awareness of the ways in which
X X X X
people perform responsibilities in the community,
including paid and unpaid work.
Volunteerism L-1.7 Describe ways people
X X
volunteer in the school and in the community
Assessments- Physical Education

Learning Community
Title Community Walks Safe places Shape hunt
scavenger hunt
Outcomes
Type F/S F/S F S
Weighting 40% 25% - 35%

A1-1 Perform locomotor skills through a variety of
X X X
activities
• D1-6 Participate in a class activity with a group goal;

X X X X
e.g., walk a predetermined distance
D1-8 Identify and experience safe places to play in the

X X
community
36
Assessments- Art
Joy Community Drab Vs. Rock Floor Shape Final
Learning Title
Painting Art/ Murals Fab Garden community collage Build
Outcomes
Type F S F F F/S S S
Weighting - 25% - - 15% 20% 40%
A-All shapes can be reduced to

basic shapes; i.e., circular, X X X X
Main Forms triangular, rectangular.
and
Proportions
• C- Shapes can be made using
(4)
different procedures; e.g., cutting, X X X X
drawing, tearing, stitching.
A-Finishing touches (accents,

contrasts, outlines) can be added X X X X X X X
to make a work more powerful.
Craftsmanship
(9)
B- Stepping back from a work
helps in judging how it can be X X X X X
improved.
D- Sculpture: Create 3D forms,

Media and using paper sculpture techniques
Techniques of folding, scoring, cutting, X X
(10- iii) curling, weaving, rolling, twisting,
joining.
37
Assessment Tool Overview
Assessment Assessment
Assessment
Brief Description FOR OF
Tool
Learning Learning
A big part of assessment in the ECE classroom is based around
observation. I have included this here because I will use
observation and notes across the curriculum to keep track of
student’s understanding. I will be sure to record things students
Observation are saying, doing, asking, etc. This will be helpful to keep track X X
of anecdotal processes and track students’ progress throughout
the unit. I will use a combination of sticky notes, and students’
grids to record my observations in each lesson. This tool will be
used for both formative and summative assessment.
Photos will be used to prompt student conversation during
conferencing; by taking photos it helps students make a
meaningful connection with the learning that they did. This tool
will be used across the curriculum to track student progress as
Photos well as highlight positive student attitudes during learning X X
activities. Photos will also help the home-school connection by
being used in our Friday letters. This tool will be used for
formative assessment, and to help support summative
assessments.
This is an important tool used to check in with students and
gauge where they are at a given moment. This will be done
across all curricular areas and help to support formative
assessment so I can determine where to go next. This will also
Student
help direct the unit, because it is flexible enough to move with X X
conferencing
student interest. I will also use student conferencing to connect
with students on a one-to-one basis which will help form
relationships between us. This tool will also be used to support
summative assessment marks where applicable.
A big part of this unit is understanding community, and in
doing this, students need to see their peers as a part of that
community. Peer feedback helps students develop empathy and
care when interacting with one another. I will use peer
Peer
assessment through different areas of the unit, but I won’t rely X
Feedback
completely on peer feedback to influence the grades as students
are still learning how to do this skill. I will use various
acronyms to help students practice this skill, such as TAG
(Tell, Ask, Give).
This assessment tool involves a couple of different aspects.
Students would be given a learning log at the beginning of the
unit for them to keep notes, pictures, etc. in that they may come
back to later. This will help students keep track of their learning
while doing centres and other activities. The learning logs will
Learning be made of a variety of papers in different colours (some with
Logs/ lines, some without) to make a notebook for students. This will X X
Portfolios be used in combination with portfolios in ELA and Social
Studies where students can choose to highlight some of their
favourite work from formative assessments. They will have the
opportunity to revisit anything before handing in the portfolio.
Each item will be assessed differently, but the overall process
showcased in the portfolio will be the focus.
At the end of this unit, students will spend the last few days
focusing on our “build” where they will work with city
planners, architects, construction workers, and others to
actually create their dream place in the community; students
will use a wide variety of items from our Maker’s Space and
other materials from home. After the build, students will
compile photos, and writing to share with others during the
celebration of learning- students will be asked to write a letter
Final
to the mayor explaining why they think their place should be
Presentation/ X
added to the community and how it would bring joy to others.
Build
After all of this learning happens, students will engage in a
celebration of learning that will not only involve our school
community, but others from throughout the greater community.
This final assessment is multifaceted and covers many
curricular areas; it will be assessed using self-assessment, as
well as teacher assessment which will be built from the various
observations and guidelines presented through the larger
process.
Our writer’s workshop throughout this unit will be based on
Writer’s developing skills used for writing a friendly letter. We will
workshop engage in weekly mini-lessons and have extensive practice X
(ELA) through our ELA blocks, as well as some letter writing in social
studies and health.
Throughout our ELA unit we will be focused on letter writing,
and through this we will explore asking questions to our
Letter recipient, as well as sharing information. Students will have a
writing collection of letters from this unit- some that go home at the X X
(ELA) end of the week in our Friday letters folder, some to characters
in a story, etc. Students will choose 3 of their letters to hand in
at the end of the unit.
This is a fun activity which will ask students to use their
creative writing skills- students will be familiar with poetry,
Community and work towards building a large poetry collection by the end
poem of the year. This poem will begin with “My community is…” X
(ELA) and then students will write 3-5 lines to describe their
community in any way they would like. This will help guide
my teaching to see what students highlight in their poems.
39
This is a way for students to interact with books on a deeper
level; we will have various read-alouds through this unit that
explore different communities and different themes that we see
through other curricular areas. We will work as a class to create
book boxes that will be accessible during free-read time, or
during play centres. Students will choose a physical box to
Book Box
display the book, then place 3-5 objects and pictures in the box X
(ELA)
to go along with the story. We will work on creating an
inventory list and rationale for these items. This will be done as
a group activity to help students explore literature that we
might not read together frequently; this also helps develop
comprehension and text connections. (See 50 Literacy
Strategies p. 12)
Each morning during our morning meeting, students will be
encouraged to do some writing and reflect on what brings them
joy. This will be purposefully left open so students can choose
how they want to write, and what they want to write. This will
Joy Journal
help get students writing and help them develop reflective X X
(ELA)
strategies. Throughout the unit I will use this as formative
assessment to log their interests and allow for these interests to
direct the unit, but it will also be used as a summative
assessment at the end to gauge student understanding of joy.
As a class we are going to create an ABC community book.
This will begin at the top of the unit with creating an alphabet
chart as a part of formative assessment to see where students
ABC
are at. Throughout the unit we will keep this visible, and work
Community
towards creating a complete book that talks about our X X
Book
community. This will be both formative and summative
(ELA, SS)
because we will carry it through the unit. Students will each
illustrate and write about a letter after we have brainstormed a
list. (See 50 Literacy Strategies p. 4)
This is an especially important part of our unit, as students will
Questioning-
be working on developing their skills to ask and answer
I see…
questions. This will be used across various curricular areas so
I think…
students can begin developing critical viewing lenses. The I
I wonder… X
see, I think, I wonder strategy works really well to help students
(ELA, SS,
notice different parts of an image in a low stakes environment.
Math,
This can be done verbally, on sticky notes, or in a variety of
Science)
different ways as long as you have some discussion about these.
For part of our social studies portion, we are going to have an
elder join our classroom for a morning. Students will engage in
listening, discussion and activities based around what the elder
Elder Letter chooses to share. This will revolve around community and
X
(ELA/SS) beliefs about community. Students will then write a thank you
letter to send to the elder, in which they will tell about what
they learned. Students be assessed using a rubric for this
assignment.
People, This will be a group activity in which we build upon throughout
Places, the unit. We will keep adding to the list of people, places and X
Activities activities within our community. This will help students to see
40
(SS) how diverse our community is, and to appreciate the things
each of us loves most. This will also serve as functional
environmental text to support other learning.
Students will gather pictures from around the community and
create a photo album of our favourite places in the community.
Photo Album/
We will gather pictures on community walks in gym class, as
Scavenger
well as from families; these pictures will be used to encourage X
Hunt
student writing as they can add comments to the pictures using
(SS/Gym)
sticky notes, and also serve as a reference when we begin
talking about creating a floor community.
This activity will allow students to view their social circle and
discover the different communities they belong too. This will
My be done so that in the end students will understand that they
Community have multiple levels of support/community that they can turn
X
Circle too. Students will be encouraged to write words that remind
(SS) them of each level (home, school, neighbourhood, city,
province, country, etc.) This will be assessed using observation
and self-assessment.
This will be a combination of social studies and art. We will
focus this activity around the book, Windows, in which students
will talk about how each family is unique within the
In My
community. We will spend time looking at the story and
Window… X
making inferences about the characters. Students will then
(SS/Art)
create their own “house” and fill the windows with things that
make them unique. We will gain an appreciation for the beauty
and diversity within our classroom community.
This activity will be based around the book, Maybe Something
Beautiful, in which we will talk about how art brings joy into a
community. We will spend some time inquiring about murals,
Community and how they are created- we will look at the work of Rafael
Art/ Murals Lopez (the author) and see how he uses various shapes and
X X
(SS/ Art/ colours to compose beautiful community art. Through this
Math) exploration we will touch on Social Studies, art and math- this
will be formative assessment for SS and Math but apply as a
summative assessment for art. Students will create their own
piece of community art using various shapes.
We will be doing some mapping of the community to help
students get ready to “map” a building before we actually build
it. Students will work together to create a floor map, using 2D
Blueprinting/
and 3D shapes/objects to represent buildings, landmarks and
Mapping/
places. This will help students understand what is in our
Floor
community and how that makes our community special. X X
Community
Students will also do other mapping activities to familiarize
(SS/Math/
themselves with our community spaces- this connects to the
Art)
photo album that we are going to create. The mapping will be
done in various ways throughout this unit, which will connect
with the final assessment for this unit (final build).
Paper Bag The paper bag city will be a way for students to create props to
City use during play. Each student will use a paper bag and create a X
(SS) different place in our community- store, houses, police station,
41
etc. Students will then explain why they chose to create that
place- what does it mean to them? This will be used while
students play and create a play centre all about our community.
This will be a formative assessment activity to see what
students’ value in their community. It will be sort of like a
frayer model but adapted to better suit our needs. Students will
Community
write “community” in the middle of the placemat, and around
Placemat X
they will record what they notice about the community, what
(SS)
they can do in the community, what the community has in it,
and what they love to do most in the community. These will be
placed in student’s portfolios.
Through our math and science classes, students will engage in
various different centre activities to help solidify and enrich
learning. These will include various activities for 2D/3D
Centre Work shapes, measurement, and building materials/ fasteners. One of
(Math/ these centres will be the discovery centre (Identifying and X X
Science) building 3D shapes). Students will record notes in their learning
logs, and I will also take many photos during this time to refer
back to. These will be most formative but contribute to the
summative inferences I make towards the end of the unit.
The shape collages and drawing will help students to begin
seeing shapes in our everyday life. This will help students to
identify shapes in our environment- students will begin
recognizing that circles, rectangles, squares, etc. are seen in
Shape
almost every object. Students will also do some writing to go
collage/
along with the shape drawings… “A_______ is just a ______ X X
drawing
until you add ________. Then it becomes a ______.”
(Math/Art)
Shape collages will be slightly different, but similar- students
will use a variety of shapes (that have been cut out, torn, etc.) to
create an object or person. These will be mostly formative in
math, but the shape collage will be summative in art.
This is a great interactive way for students to begin thinking
about the traits of 2D and 3D shapes- thinking about what the
What does the
shapes would say if they could speak helps students to visualize
shape say? X
this learning. There are a variety of activities to do with this-
(Math)
create a flipchart, a math word wall, and centre work. See
Pinterest or google for more ideas.
Students will bring in a variety of objects, both small and large.
These will be set up together with images of 3D objects
(sphere, cylinder, cube. Etc.) This helps students begin seeing
Shape
3D shapes in the real world. Each student brings in these
Museum X
objects, then they tell the class what it is and classify it under
(Math)
the appropriate placement in the museum. Student then each get
a recording sheet where they draw and label an object from
each category- this is up to them to choose!
This is a fun math game to help students identify shapes and
I have… Who
their names. Students will each have a card with a written shape
has? X
name, and then a drawing of a different shape. This will be
(Math)
played in the same way as other “I have… Who has?” games.
42
This will help me identify students who are struggling to name
shapes.
These will be used on occasion at the end of our math lessons
to check in with students as we encounter tricky areas; this will
Exit Tickets
help me to guide my teaching as we progress through the unit. X
(Math)
These exit tickets will be simple, easy to read, and a quick
assessment to see where they are at.
Students will work together to find different shapes within our
Shapes in the classroom- this will help them to identify shapes in our
Classroom community. This will also help students to develop a map of X
(Math) our classroom using shapes to represent objects. This will
prepare students for creating their own blueprints/ plans.
Throughout this unit, students will get 2-3 STEAM challenges
in which they will explore different building materials and
STEAM complete a condensed version of the engineering process.
Challenges Students will explore different materials and see what works X
(Science) best for different uses- can you use aluminum foil to build a
wall? Cardboard to create a dome? Etc. Students will be
evaluated on their engineering process.
3 Pigs/ 3 For this activity, we will read both The Three Little Pigs as well
Wolves as The Three Little Wolves to help gather information about
Building building materials because in both stories they use similar and X
(Science/ different materials to build their houses. We will use this
ELA) learning to create a Venn diagram of building materials.
The KWL chart will be focused on building materials and the
KWL Chart engineering process- “Building materials and construction”
X
(Science) This will help direct the unit and give enrichment opportunities
that connect with student interests.
Students will be given various questions about materials and
fasteners; they will participate in a carousel activity where
students move through the room and explore different stations-
Carousel and
this is similar to centre work but will be more collaborative.
Questioning X
Each corner of the room will have a different question, and
(Science)
materials to help students come up with an answer- each
student will get to participate in this activity and have the
chance to share their thinking.
Students will explore a variety of images, blueprints and plans,
as well as interact with architects to discover what we need to
What is in a include in a building. This will help students think about what
building? they will need to include when they create their plan for the big X
(Science) build. Students will think about doors, windows, fire exits,
bathrooms, parking lots, etc. All of the pieces that buildings
need to be approved and meet codes.
The letters to community helpers will be based on what
Letters to students choose for their community helper to research.
Community Students will write a friendly letter to a community member,
X
Helpers asking questions about what they do for the community. We
(Health) will use family and school connections to ensure that students
actually get a letter response!
43
Students will actually engage in a volunteering activity in our
Volunteering school community. We will have a volunteer come and visit our
and Joy classroom and talk about what they do, then students will X
(Health) actually do something within our school to volunteer. Students
will identify how helping the community makes them feel.
The KWL chart will be focused on community members, and
community helpers- “Community Helpers”
KWL Chart
This will help direct the unit and give enrichment opportunities X
(Health)
that connect with student interests. It will also play into our
research project for health.
This will combine with our “People, Places and activities”
Who is in the
activity in Social Studies. Through this we will add onto that
community? X
chart to include a list of community helpers- who are they?
(Health)
What do they do? Etc.
This is connected with the letter writing activity for this unit.
Students will choose a community helper to find out more
Research a
information about. This will allow students to work on asking
Community
questions and finding information to satisfy those questions. X
Member
Students will choose based on our KWL chart, or the Who is in
(Health)
the community activity. Students will create a mini book about
their community helper.
A big part of our PE connections is about walking around and
Community familiarizing ourselves with the community. Students will be
Walks assessed on safety and respect of the safety guidelines as well X X
(PE) as respecting property. We will use these walks to get out of the
classroom and discuss the real-world community in front of us.
Students will engage in identifying where the safe places are
Safe Places within the community and how we know this. This aspect will
X X
(PE) connect with the health curriculum because we will identify the
police station, fire department, doctor’s office, etc.
This will help students to identify features and places within
Community our community. While on a community walk, we will be
Scavenger guided by “clues” taking us to different landmarks around the
X
Hunt school and surrounding areas. Students will use this to help us
(PE) build our floor community and to decide what they would add
to the community.
This will be connected with math outcomes. Students will each
have a shape folder that we take along with us while going on a
Shape Hunt
community walk. Students will be encouraged to take pictures, X X
(PE/ Math)
which will then be combined into a math wall story where we
write about the shapes we see in the world.
This will be one of our first activities that we will do for this
unit. After we read Joy, students will think about what brings
them joy- is it your dog, your family, a special blanket or place,
Joy Painting
etc. Students will create a mixed media painting in which they X
(Art)
use colours that bring them joy and then write their chosen
word on top. These will be displayed on a bulletin board in the
hallway.
44
This art assignment will help students understand the
importance of adding detail, finishing touches, and accents.
Drab vs. Fab They will create 2 versions of the same drawing or painting,
X
(Art) one without details and one with. Students will see how adding
finishing touches to artwork can make a huge difference and
add interest for the viewer.
This project will be built around Trudy’s Healing Stone and
develop student’s connection to nature and grounding in the
Rock
community. We will work to create a rock garden, in which
Garden X
students will paint stones to bring joy into the community. We
(Art)
will place these rocks around our community yard and talk
about how this small act can bring joy into someone’s life.
45
Lesson Plan
Teacher: Miss. Hoisington Date: Thursday
Class: Grade 1
Time: 1 Hour (1:45- 2:40)
“Trudy’s Healing Stone” and Community Rock Garden
Description:
Student Information:
Previous Knowledge:
- Students have been working through this unit and exploring different aspects of
community through different curricular areas. Students have an understanding of
joy, and the importance of joy within the community. We will use this previous
knowledge to connect students with this activity. We also had an elder come and
visit the class early in the week, this will contribute to student understanding of
Indigenous views of community and connection which are the centre of this
story.
Summary Overview:
During this class, students will be introduced to the story called Trudy’s Healing Stone.
Through this story we will work towards and develop student’s connection to nature and
grounding in the community. We will begin looking at the story and then how we could create a
rock garden for our school. Students will paint stones to bring joy into our community. We will
place these rocks around our community yard and talk about how this small act can bring joy
into someone’s life. Please note we will complete this lesson the following Monday.
Objectives:
Curriculum Objectives:
General Outcomes:
ELA- Students will listen, speak, read, write, view and represent to...
• GLO 1: Explore thoughts, ideas, feelings and experiences.
• GLO 2: Comprehend and respond personally and critically to oral, print and
other media texts.
Art
• Component 4- Main forms and Proportions: Students will learn the shapes of
things as well as develop decorative styles.
• Component 9- Craftsmanship: Students will add finishing touches.
Specific Outcomes:
ELA
• 1.1.1- Express ideas and develop understanding: Share personal experiences
that are clearly related to oral, print, and other media texts.
• 2.2.1- Experience various texts: Participate in shared listening, reading and
viewing experiences, using oral, print and other media texts from a variety of
cultural traditions and genres, such as poems, storytelling by elders, pattern
books, audiotapes, stories and cartoons.
Art
• 4C- Shapes can be made using different procedures (painting)
• 9A- Finishing touches can be added to make work more powerful
• 9B- Stepping back from a work helps in judging how it can be improved.
Lesson Objectives: At the end of the lesson, a student will be able to…
1) Design and paint a design on a stone to place in a community rock garden. (Create)
2) Explain the importance/ significance of the decorated rocks by discussing Trudy’s
Healing Stone and joy in the community. (Understand)
3) Judge own work by stepping back and seeing what could be added or changed to improve
the visual appeal of their painted rock. (Evaluate)
Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic
Adaptations:
• No specific adaptations as far as activity modifications. This lesson is built around
students developing the process; students can take this activity in any direction they
choose. Students of all abilities can be successful with this art project.
Materials/Resources:
• A variety of stones in different shapes and sizes
• A variety of paint colours, paint brushes, and other decorative materials (glitter glue,
buttons, etc.)
• Trudy’s Healing Stone by Trudy Spiller
• Examples of painted rocks; images of a painted rock garden to show students what we
are aiming for!
47
Instructions/Procedures:
Introduction Time
• Begin this lesson by showing students the cover of the story; do some
prereading and share the premise of the story.
• Let students know that we are going to read this story, then we are going to 15 min
create our own rock garden to bring joy to our school.
• Read the story- find areas to stop and pause for emphasis.
Body Time
Rock • Show students some examples of community painted rock
Painting gardens; get students to do some reflection- Think-pair-
Ideas share.
• Show some examples of actual stones. Let students know
that they will be using a variety of materials- paint, marker, 5 min
embellishments, etc.
• Transition: Get students to move to the back table where
they can choose their stone! Then have them move back to
their normal spots.
Art Time! • Have students begin working on their rocks; they can paint
2 or 3 if they finish! Ensure students use a marker to
write their initials on the bottom of the rocks.
• Play some calming music in the background, ensure natural
lighting in the classroom to set a space where creative juices
can flow! This is one of my favourites
https://www.youtube.com/watch?v=13E5azGDK1k
• Wander around the room while students are working; Make
30 min
sure not to interrupt students often- I would sit and create
your own rock to add to the garden!
• Only interrupt students creative process if they are in danger
or not working; let them take ownership over this process.
Feel free to ask questions and get them speaking about their
art when the time is right! Do NOT stop them, wait for a
natural moment. Take anecdotal notes about observations.
• Be sure to give a 5-minute warning before clean-up.
Conclusion Time
• After time is up, give students the opportunity to set their rocks in a
designated drying area, and begin cleaning their areas. Set this up as a part
of your classroom expectations- they know where the desk wipes are, paper
towels, where the supplies go, etc. 10 min
• Once the clean-up is finished, have students gather back at the carpet. Allow
a few minutes for reflection: what was your favourite part about this
project? How do you think these rocks will bring joy? Etc.
48
• Leave students with a “cliffhanger”- tell them we will finish up on Monday,
and then… they will get to go select a special place to put their decorated
rocks!!
Assessment:
• During our next class on Monday, before we place our rocks, students will record a SeeSaw
video showing their rocks and explaining why they chose that design and how it brings joy.
• While students are working, be sure to take anecdotal notes about who is on task, who is
working, etc. This will help to frame the assessment after students finish.
• I can…
o … step back from my artwork and look for areas to add finishing touches.
o … contribute ideas and feelings to discussion about Trudy’s Healing Stone and make
connections to previous learning.
o … use paint and other materials to decorate a stone that will bring joy to the community.
Teacher Notes:
• It may be helpful to pre-make some painted stones that you can show students! Have a
variety of patterns, and shapes painted on rocks to help demonstrate how students can use
their imagination and choice!
• Have various photos of painted rock gardens so you can show students what we are doing
with them; on the next community walk, show students where we will be placing our rocks
around the school!
• Set up some of the materials before students enter the room- set the stage to engage by
having it all set up and ready to use.
Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well? Is there anything you should re-teach?
49
Teaching Quality Standards
1) Fostering effective relationships: A teacher builds positive and productive relationships
with students, parents/guardians, peers and others in the school and local community to
support student learning.
• I am demonstrating this TQS in many different ways throughout this unit. Much of the
learning is built around a strong and caring classroom environment where all of my students
feel like they belong. I have worked in a lot of collaboration, in which students will interact
with each other through inquiry; this involves knowing how to be a productive member of
the classroom community. Much of my assessment and interactions with students during
lessons will be focused on conferring or conferencing in order to encourage student talk-
this will be most beneficial when I have established a positive and productive relationship
with each student. Part of this TQS relates to the connections with parents, others in the
school, and the greater community. I have included a huge amount of community
involvement through various parts of the unit- people from the city, architects, builders, an
elder visit, etc. These will be parents or family members, and other people from outside of
the student’s immediate circle. This will show students the importance of establishing
positive relationships with other people outside of their friend group. By having these
people come into the classroom, students will be given the opportunity to enrich their
learning by engaging in conversation with the experts. This adds a wonderful real-world
aspect to this unit.
2) Engaging in Career-Long Learning: A teacher engages in career-long professional learning

and ongoing critical reflection to improve teaching and learning.
• At the end of every lesson/day I engage in critical reflection about what went well, what
went not so well, and what I could do to improve upon the outcomes of the day. I believe
that it is so important to reflect upon your lessons, but also reflect on the atmosphere of the
classroom. I must take these reflections seriously and actively make an effort to improve
upon my practice to give my students the best possible learning experiences. A big part of
this is also engaging in professional development in order to stay updated on new
pedagogical practices, or to further develop my passions and skills. For this unit, it is
important to brush up on my understanding of inquiry and to engage in professional
development around the Maker’s Space and Engineering Process. There are many books
available to read on these topics that help to frame the pedagogy in a different light; one of
my favourites right now is Inquiry Mindset by Rebecca Bathurst-Hunt and Trevor
MacKenzie.
3) Demonstrating a Professional Body of Knowledge: A teacher applies a current and
comprehensive repertoire of effective planning, instruction, and assessment practices to meet
the learning needs of every student.
• I think a big part of this TQS relates back to #2; I have engaged in my own learning
experiences to deliver current and comprehensive activities, instruction and assessment. For
the purposes of this unit, I have done lots of reading on inquiry learning to ensure that I give
50
students the best experience with this type of learning. I have put in a lot of thought to the
assessments, making sure they are meaningful and accessible for students at all abilities.
The learning activities I have included within this unit have all been selected in a purposeful
way to encourage students to develop thinking strategies and expand on their skills. I have
taken into consideration ways in which I can adapt strategies to meet the needs of every
student; a big part of this is also within providing accessible instruction. I will be sure to use
various ways of communicating information- visual and oral, as well as written for students
who benefit from this.
4) Establishing Inclusive Learning Environments: A teacher establishes, promotes and

sustains inclusive learning environments where diversity is embraced and every student is
welcomed, cared for, respected and safe.
• A big part of this unit is to encourage students to see the beauty in our differences, and to
embrace their own imagination for our final build. The way classroom culture is created has
a huge impact on this TQS, but as I have mentioned previously, I will have my classroom
set up, so students see themselves as a community- each of us is unique, and together we
make this classroom special. One of the mottos I will be carrying throughout this unit is “I
am, because we are”- meaning I cannot be who I am without the love and support of
everyone around me. Students will have an appreciation for our differences- no matter what
those might be; if we encounter any issues within our safe space they are dealt with in a kind
and respectful manner from both sides. I have also spent considerable time considering
different differentiation that may be needed; looking at various exceptionalities that students
face and coming up with a plan to help support them. This is one of the most important
aspects of teaching, because our students must feel safe and cared for if we want them to be
successful and tap into higher order thinking/ learning.
5) Applying Foundational Knowledge about First Nations, Métis and Inuit: A teacher
develops and applies foundational knowledge about First Nations, Métis and Inuit for the
benefit of all students.
• Within this unit I will be having a Blackfoot Elder join our class for the day to share
their wisdom and tell stories about the Indigenous understandings of community.
This will open students’ eyes to another way to see things and help them develop an
appreciation for diversity and divergent thinking. I will have a focus on Indigenous
ways of knowing and incorporate aspects of the 7 Sacred Teachings into our
classroom guidelines to help students feel grounded and safe. In addition to this, I
think there is an immense value in having FNMI picture books readily available
throughout the classroom that reflect our unit of study. This will help students to
broaden their worldview and build a culture of understanding that is anti-racist in its
roots. This is something I am very passionate about, and I believe if students engage
with different cultures and we talk about them they can develop this belief and
capacity to understand how beautiful our differences are.
51
6) Adhering to Legal Framework and Policies: A teacher demonstrates an understanding of
and adherence to the legal frameworks and policies that provide the foundations for the
Alberta education system.
• This TQS is harder to pinpoint within the unit plan, but I do satisfy this competency
by teaching within the given legal policies and frameworks established by the
Government of Alberta. By not breaking the code of conduct, the education act, and
other related policies, I am adhering to this TQS and expressing competency by
knowing what I can and cannot do.
52

Hoisington Week Plan

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Hoisington Week Plan

Încărcat de

Drepturi de autor:

Formate disponibile

What brings you Joy?

An inquiry into the meaning of

Unit Rationale Page 2

Student & Teacher Resources Page 7

Differentiation Plan Page 9

Unit Organizer Page 13

Month at a Glance Calendar Page 14

Day-to-day at a Glance Page 15

Week Plan Page 21

Unit Assessment Plan Page 29

Lesson Plans Page 46

Teaching Quality Standards Page 50

1- Joy by Corrinne Averiss

• Deeper Learning: Why Cross-Curricular Teaching is Essential

Attention Deficit Hyperactivity Disorder

English Language Learners

Behavior Exceptionalities and Mental Health

Physical Impairments (vision, hearing, speech, motor)

Age of Precision- Development (25 days)

Age of Generalization- Culmination (3 days)

Understandings: Essential Questions

Prior Understandings… Where does this lead?

Weighting 15% - - 10% - 25% 10% - - 40%

Weighting 10% 25% - - - 15% - - 10% - 40%

Weighting 25% 30% - - - - - 5% 40%

Assessments- Physical Education

Weighting 40% 25% - 35%

• D1-6 Participate in a class activity with a group goal;

D1-8 Identify and experience safe places to play in the

Weighting - 25% - - 15% 20% 40%

A-All shapes can be reduced to

A-Finishing touches (accents,

D- Sculpture: Create 3D forms,

“Trudy’s Healing Stone” and Community Rock Garden

2) Engaging in Career-Long Learning: A teacher engages in career-long professional learning

4) Establishing Inclusive Learning Environments: A teacher establishes, promotes and

S-ar putea să vă placă și