Professional Documents
Culture Documents
Unit Title:
Name:
Claire Linn
Number of Lessons: 45
Subject(s): Humanities
5
5/6
Rationale: I am teaching this unit to open students eyes to the world around them and the injustices that some children experience in the world. This unit is cross-curricular
in nature and will touch on L.A. and Social Studies PLOs.
Overview: This is a combined L.A. and Social Studies unit. In this unit students will address the overarching question of What is child labour and what can we do to make
a difference? With this question in mind students will explore the concept of child labour through the book Iqbal by Francesco Damo.
Prescribed Learning Outcomes from IRPs:
Social Studies:
A1 apply critical thinking skills including hypothesizing, comparing, imagining, inferring, identifying patterns, and summarizing to a range of problems and issues
A6 implement a plan of action to address a selected school, community, or national problem or issue
A4 deliver a formal presentation
A5 implement a plan of action to address a selected local or global problem or issue
B2 compare Canadian society with the society of another country
C4 compare individual and collective rights and responsibilities in Canada with those in other countries
C5 describe the role of Canada in the world
D4 compare Canadas economy, technology, and quality of life with those in one or more selected countries
Language Arts:
A1 use speaking and listening to interact with others for the purposes of contributing to a class goal sharing and explaining ideas, viewpoints, and opinions (e.g.,
debating) improving and deepening comprehension
A3 listen purposefully to understand ideas and information, by summarizing and synthesizing main ideas and supporting details generating questions
A4 select and use strategies when interacting with others, including accessing prior knowledge making and sharing connections
A6 select and use strategies when listening to make and clarify meaning, including accessing prior knowledge - focusing on the speaker listening for specifics
A8 use speaking and listening to respond, explain, and provide supporting evidence for their connections to texts
A9 use speaking and listening to improve and extend thinking, by questioning and speculating acquiring new ideas analysing and evaluating
B2 read fluently and demonstrate comprehension of grade-appropriate information texts, including
B3 read and reread just-right texts independently for 30 minutes daily for enjoyment and to increase fluency and comprehension
B8 respond to selections they read or view, by expressing an opinion with supporting evidence explaining connections (text-to-self, text-to-text, and text-to-world)
identifying personally meaningful selections, passages, and images
C8 use writing and representing to express personal responses and relevant opinions about experiences and texts
C9 use writing and representing to extend thinking, by developing explanations expressing alternative opinions or perspectives
Culminating Tasks:
1) Personal Choice Project which will allow individuals to demonstrate their learning in regards to child labour and the novel Iqbal.
2) Social Activist Project which will allow the class as a whole to demonstrate their learning about child labour and how to help the problem and the novel Iqbal.
Resources:
https://hamptonsenglishclass.files.wordpress.com/2013/12/iqbal-unit-plan.pdf
Global Citizens Texbook
Child Labour What are the implications by Veronica Allan
Everyday is Malala Day
Rights of the Child Poster
Productsofslavery.org
Iqbal by Francesco Damo.
Overview of Lessons:
Lesson # and Title
PLOs in lesson
Lesson Activities
Assessment Strategies
- This is an important
intro lesson as it is the
first lesson back in my
practicum classroom. I
want to take this
opportunity to work as a
group to lay put
behaviour expectations
so everyone is on the
same page and so we
have a document to refer
back to.
- Teacher will observe
student participation in
class discussions
- markers
- chart paper
- rain sticks
(time in minutes)
Materials
(Specific to This Lesson)
Lesson 1: Intro
lesson and
behaviour charter
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
- A4 select and
use strategies
when interacting
with others,
including
accessing prior
knowledge
making and
sharing
connections
Lesson 2: Review
of rights of the
child
- A1 apply
critical thinking
skills including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
to a range of
problems and
issues
- D4 compare
Canadas
economy,
Lesson 3: What is
Child Labour
Lesson 4: What is
child Labour?
technology, and
quality of life
with those in one
or more selected
countries
- A1 apply
critical thinking
skills including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
to a range of
problems and
issues
- D4 compare
Canadas
economy,
technology, and
quality of life
with those in one
or more selected
countries
- A1 apply
critical thinking
skills including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
to a range of
problems and
issues
- D4 compare
Canadas
economy,
technology, and
quality of life
with those in one
or more selected
countries
- computer
- smart board
- chart paper
- markers
- Students will be
introduced to the concept
that there are varying
opinions concerning child
labour.
- Class will read the book
Roses in my Carpet and
discuss whether they
think it is fiction or nonfiction
- Students will read text
p. 195-196 with the
teaher pausing for
discussions to learn
more about different
kinds of child labour.
- Students will explore
the concept of
stakeholders.
- Students will make a
chart about the
- book
- textbooks
- paper
Lesson 5-6:
Discovery
workshop
- B2 compare
Canadian society
with the society of
another country
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
Lesson 7:
Implications of
Child Labour and
What we can do to
help.
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A6 implement a
plan of action to
address a selected
school,
stakeholders for a
company that makes a
vending machine for
drinks.
- Discussion about Iqbals
story: Who were the
stakeholders? List them
on the board.
- Have a discussion
about how the problem of
child labour might be
solved.
- Students will be
assigned one of 25
products being produced
by child labourers around
the world.
- Students will the
answer a series of
inquiry questions about
their product
- Students will present
their product to a small
group
- Students will complete
a ticket out the door.
- ipads
- worksheets to record findings
- http://productsofslavery.org
- PowerPoint presentation
- journal
community, or
national problem
or issue
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A4 select and
use strategies
when interacting
with others,
including
accessing prior
knowledge
making and
sharing
connections
Lesson 8-9:
Experiential
Learning Paper
Bags
- B2 compare
Canadian society
with the society of
another country
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
- A1 use speaking
and listening to
- Students will be in
groups of five. Each
group will represent a
poor family in Pakistan
who make paper bags to
survive.
- Students will make as
many paper bags as
possible in the allotted
time and then have to
see if they have enough
money to survive and
what they would buy with
the little bit of money
they made.
- Students will complete
- newspaper
- groups of five
- fake money
- group work rubric
- paper bag instructions
- paper bag worksheet
Lesson 10-11:
Intro to Iqbal
- novel
- KWL charts
- student journals
alternative
opinions or
perspectives
Lesson 12:
Reading Lesson
ch. 2&3
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- novels
- graphic organizer
- questions for text
Lesson 13-14:
Dialogue/Characte
r Development
(ch. 2&3)
- A1 use speaking
Lesson 15:
Reading Lesson
ch. 4&5
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
- Students will
individually create a 5W
chart and hand it in at the
end of class for
assessment (formative).
- Students will think-pair
and share regarding
questions about the text
which will lead into a
group discussion.
- Students will form
groups of three and they
will create a dialogue that
might have taken place
between Iqbals parents
when they decided to sell
him. Students will hand
this in at the end of the
lesson.
- Students will present
their dialogue to another
group.
- Students will self asses
their group work at the
end of the lesson.
- 5W chart
- sample scripts
- novels
- graphic organizer
- questions for text
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
- novels
- journals
next day.
improving and
deepening
comprehension
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
Lesson 17:
Reading Lesson
ch. 6&7
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
- novels
- graphic organizer
- questions for text
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
- SWBAT participate in an
interview scenario with Iqbal
and ask him questions.
- lists of questions
- class organization in a circle or
semi circle
- journals.
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
Lesson 19:
Reading Lesson
ch. 8&9
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
- novels
- graphic organizer
- questions for text
Lesson 20:
Literacy activity
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- B8 respond to
selections they
read or view, by
expressing an
opinion with
supporting
evidence
explaining
- SWBAT identify he
importance of literacy in the
book and in their own lives.
- SWBAT identify why child
labourers do not have a voice.
- novel
- journals
Lesson 21-22:
Social media
profile
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
including
- B8 respond to
selections they
read or view, by
expressing an
opinion with
supporting
evidence
explaining
connections (textto-self, text-to-text,
and text-to-world)
identifying
personally
meaningful
selections,
passages, and
images
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
- Ipads
- novel
- list of possible characters
- example profile
Lesson 23:
reading lesson ch.
10&11
Lesson 24-25:
literacy flyers
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
- novels
- graphic organizer
- questions for text
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- C8 use writing
and representing
to express
personal
responses and
relevant opinions
about experiences
and texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
volunteer answers to
what they think the
passage means.
- Students will try to read
a coded message. This
will simulate how it feels
to not be able to read.
- Students will discuss
why they are unable to
read it.
- Students will work to
decipher the code with
use of a key.
- Students will discuss
how they felt when they
couldnt read and the
importance of the ability
to read.
- Students will write down
all the things they do in
their lives the require
them to be able to read.
- Students will create a
flyer on the topic of
something they are
concerned about that
effects their everyday
lives.
- Students and teacher
will brainstorm list of
ideas: cant get the new
iphone, child labour,
bullying, etc.
- Students will review
Iqbals flyer as a class
and then they will create
their own.
- Important features of
the flyer: titles (bold,
large, italic etc.),
pictures, people, places,
time, date, borders
- Students can present
their flyers to the class if
there is time.
- Students will submit
their flyers to the teacher.
Lesson 26:
reading lesson ch.
12&13
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
- novels
- graphic organizer
- questions for text
- Students will be
introduced to the concept
- video
- paper
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
of a debate
- Students will watch a
video of a debate
- Students will brainstorm
the different parts of a
debate they saw in the
video.
- Students will practice
creating pro and con
arguments for simple
questions such as:
should I be allowed to
have my own Ipad at
home? Etc.
- Students will discuss
how debates can be
used to understand
different arguments on
different topics.
- A1 apply critical
thinking skills
including
hypothesizing,
- pens
- partner arrangements
novel
journals
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
numbered with 1 or 2.
- Students assigned to
number 1 will argue
reasons why Iqbal should
stay in Lahore, while
students assigned to
number 2 will argue
reasons why Iqbal should
return to his family.
- Students will work as a
class with the teacher
first to come up with
some possible
arguments.
- Students will then be
given time to work in
pairs to come up with
more arguments.
- Students will write their
arguments down in their
journals so they can use
them the following
lesson.
student generated
arguments.
Timer
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
Lesson 30:
reading lesson
ch. 14&15
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
- novels
- graphic organizer
- questions for text
Lesson 31-36:
Intro to Choice
Project
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A4 deliver a
- Students will be
presented with the 6
project choices for their
choice project.
- Students will be given
time to think about what
they might want to do.
- Students will choose
their project and their
topic
- Students will start work
student comprehension
of text.
- Teacher will stop
reading to ask questions.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.
- choice projects
- ipads
formal
presentation
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
including
- B8 respond to
selections they
read or view, by
expressing an
opinion with
supporting
evidence
explaining
connections (textto-self, text-to-text,
and text-to-world)
identifying
personally
meaningful
selections,
passages, and
images
- C8 use writing
and representing
to express
personal
responses and
relevant opinions
about experiences
and texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives
on their project.
- Students will continue
to work on their projects
until lesson 36.
- Students will present
their final projects to the
class.
- Students will submit
their final project for
assessment.
Lesson 37-45:
Intro to social
justice project
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A6 implement a
plan of action to
address a selected
school,
community, or
national problem
or issue
- A4 deliver a
formal
presentation
- A5 implement a
plan of action to
address a selected
local or global
problem or issue
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- Students will be
introduced to the idea of
a social justice project
- Students will look back
on the journal entry they
did earlier in the unit
about possible things
they could do to help with
the problem of child
labour.
- Students will be
presented with different
examples of social
justice projects that have
been done in school
- Students will work in
groups to brainstorm
ideas we could do at
Tansor.
- Students will work as a
class to come up with a
list of possibilities.
- Students will look into
the possibilities to see
what might work and
what would not.
- The class will choose 1
project to complete
together.
Accommodations can be
made here if students
feel strongly about more
than one project.
- All students will have
roles to complete the
project
- We will present the
project to the school or
another class.