Taylor Heywood

EDTE 522
Curriculum and Instruction Performing Arts
Grad 1/2
e
Date March 7th 2017

Topic

Adventure

Allowed time

60 minutes

1. Rational:
(What students should know)
- Reading is an important skill that students must know how to do, by
grade 3.
- Students should know how to understand stories from different
perspectives.
- Should be able to understand the creativity and joy that a story can
bring them.
- Students will have used play to discover how language grows.
- Understand that stories have a unique story to tell.
- Students will know that stories can connect to ourselves, family and
communities.
- Students will have prior knowledge of how stories and texts can be
shared through various pictures and words.
- This book allows for students to go on a cowboy adventure with a
boy about their age. However, its more than that, the book gives
children the chance to see what its like to be a cowboy in the
prairie lands of Canada. The tough work they endure and what it
takes to complete a task as one. Children need to know lots about
the country they come from and by reading a book where they can
visualize themselves in it, it makes them more engaged. By learning
about jobs that may not be in their lives, seeing what other parts of
Canada look like, may just be a good start to expanding students
worldly interest. It is a fun book to read, children can be transported
to another location, through the joy of reading. In order to further
reading skills, a variety of pre-reading, reading and post reading will
take place. Also a visualization activity will take place to help them
understand the book better.
2. IRP outcomes:
- Use sources of information and prior knowledge to make meaning.
- Uses developmentally appropriate reading, listening and viewing
strategies to make meaning.
- Engage active listeners, viewers and readers, as appropriate, to
develop understanding of self, identity and community.
- Explain the role that the story plays in personal, family and
community identity.
- Recognize the structure and elements of story.

Show awareness of how this story in first peoples cultures connects

people to family and community.
- Exchange ideas and perspectives to build shared understanding.
- Create stories and other texts to deepen awareness of self, family
and community.
- Develop and apply expanding world knowledge.
- Use oral Storytelling processes.
- By understanding the story, students will get a better picture of
what a cattle drive is and what it takes to be a cowboy. They will get
a sense of community, curiosity and identity.
- By reading and engaging with events in the book, students will have
fun but also understand the meaning of the book.
3. Assessment:
Lesson outcome:
Sources of Evidence:
Criteria:
What will the students
What product or action What will I look for in
learn?
will show what
this evidence?
students learned?
- I can Explain the role
- Book Tigers new
-Participation in the
that story plays in
Boots
activities.
personal, family and
- Activity where they
- Contribution to the
community identity.
will act out scenes
group work.
-I will Engage actively
from the book.
-Group will read out
as listeners, viewers
They will be given
there chosen/favourite
and readers, as
supplies, create paper
section of the book and
appropriate, to develop masks in groups, some then act it out.
understanding of self,
will be cowboys and
-Completion
identity and
some cows.
-Ability to understand
community.
-Will be read the book
and explain the story.
-I can Exchange ideas
to and will actively
-Ability to describe
and perspectives to
engage when asked.
where they are from
build shared
Will get a sense of
and what its like,
understanding.
cowboy dialogue.
through pictures
-I Use the oral story
- Will be asked to talk
drawings or short story.
telling process,
about the story and
throughout my
what they understand
learning.
about the cowboy life
from it.
- Be asked to create a
short story about their
identity, community
and family.
4. Resources:
- Book Tigers New Cowboy Boots BY Irene Morck and illustrated by
Georgia Graham.

Paper, Pencils, Construction Paper, strings, glue, scissors and

markers.
5. Lesson Development
Pacin
g
Introduction:
3
Pre-reading activity:
mins
- The class will sit in groups of 3 or 4 students. Discuss
what they think cowboys are like, how old they would be
and what kinds of jobs they do.
- Each group will agree on the best answers and share it will
the class.
Teaching / Learning sequence: Pre-reading:
5
- I do: Get students to look discuss what their idea of a
mins
cowboy is, what they do ect and then pass around photos
of cowboys and see what they think.
- They Do: Talk in groups about ideas on cowboys and their
lifestyles / jobs.
- I do: Tell students to gather around in a circle and lets
hear what each group has for 1 idea, that they came up
10mi
with.
ns
- They do: Talk to the class about what they think a cowboy
does and what they are like.
Reading:
- I do: Read them the book Tigers New Boots
- I do: Read out lines from the book like yeeehaaaw, and get
students to re-enact the saying, or scenes from the book.
10mi
Get them involved in the story.
ns
- They do: When asked, to move around act like cowboys,
say lines ect, while I am reading the book.
- I do: Once the book is done ask them to grab construction
paper, scissors, glue, markers and string. In their same
groups half are cowboys half are cows, as them to create
either something to resemble cows or cowboys to ware.
10mi
- They do: Spend time making their crafts and designing
ns
them how they want.
- I do: Once done, ask them to pick their favourite scene or
memory of the book and act it for the class. I will provide
extra copies of the book for each group.
- They do: Spend 2 minutes discussing and acting out the
5min
scene.
s
- I do: Wrap up the dramatizations, make sure everyone had
fun.
5min
- I do: Discuss with class what they thought of the book,
s
what they liked and didnt like about the activity.
- They do: Partake in class discussion, showing what they
5min
learned from the book and what they remember.
s

Closure-Post-reading.
- Have students think of where they are from, their family
and community and to write a short story about that for
homework.
- End with the class each saying 1 thing they learned from
the book.

5
mins

6. Accommodations:
- If there are students in my class with hearing or seeing disabilities. I
will write out their instructions on paper for them, if its hearing. I will
let them know what the class is doing for the lesson.
- If it is seeing, I will have them just decided to listen and engage as
much as they want, they can make sounds help be active in the
reading / acting part of the lesson.
- If students are shy and dont want to engage in the activity part,
they can just make masks, and sit and enjoy the activity by just
viewing. If thats how they feel more comfortable. They dont have
to speak or act in front of the class.
7. What other subjects this lesson will tie in with.
- This lesson will tie in with Art Education.
- Students will be creating images for a variety of purposes.
- Visual purposes of colour, line, shape and text.
- Exploring and creating images using a variety of materials,
technologies and processes.
- Safe and responsible use of materials, technologies and processes.
- Displaying individual and group art works.
- Create images in response to something the observed and
experienced.
- Create images from memory or imagination.
- Create images that tell a story.
- Brainstorm and discuss sources they can use for their own image
making.
- Name and apply examples of how memory can be used to create
images.
- Name and apply examples of how imagination can be used to
create images.
- Create images featuring lines, shapes, patterns, symmetrical
balance.
- Develop an image using simplification.
- Create an image using various colours.
- Create images using various technologies and processes.
- Create images to tell an imagined story.
- Use household and classroom materials to make images.
- Identify safety considerations when using materials.

Demonstrate set-up, clean-up and storage routines when working

with materials.
Demonstrate reasoning of image, effect it may have on people,
community.

8. Strands of language arts:

- Speaking.
- Viewing.
- Listening.
- Reading.
- Representing.
- Writing.
- All 6 strands of ELA will be included into this lesson, from students
listening to the book, talking in groups, watching each group act out
scenes and acting in scenes.
9. Intelligences:
- Representing- acting out the scene to show students understand the
book.
- Making art masks or outfits- that show students understand the
theme and idea of the book.
- Speaking- talking about the book if students do not want to act out
the scenes.
- Writing- Students can and should write down notes about what they
found interesting, when discussing with their groups. Also kids who
want to hand in a written statement.
- Viewing- Students will watch each of their classmates, act out
scenes from the book. Here they will get a understand of the scene
and its context.