Photo: Robert McNeil

Integrated Unit Plan: Our Coastal Community

Lisa Dumoulin
Explore interactive visual unit map here.
Table of Contents

1. Rationale
.1
2. Stage 1. Outcomes (Goals and curricular connections)
.2
3. Stage 2. Assessment
Evidence.3
4. Stage 4. Learning Plan (activities)
..4
5. Appendix 1. References and
Resources.7
6. Appendix 2. Unit Matrix (part 2)
.9
7. Appendix 3. Lesson
Plans13
Tide
Stories.
13
Storywork with
Flotsam.20
Interview with BC
Ferries..29

Rationale:
This integrated unit plan is designed for my practicum class at Departure Bay
Eco-School. It is a grade 4-5 class at a school committed to integrating nature
into learning experiences. While this has not yet been something the
classroom teacher (my sponsor teacher) has integrated with this group, she
is personally committing to integrating indigenous knowledges and content
into learning experiences as much as she can. The unit is designed to reflect
both commitments.

It is also designed to allow students many opportunities to work in small

groups and to build knowledge as a class. Currently, these are not practices
happening regularly within the class. They are, however, goals that the
classroom teacher has for her students. These are practices that I believe
could be very beneficial for our students. When given inquiry and creative
thinking opportunities, they become extremely immersed and committed to

1
their learning. An integrative unit incorporating many opportunities for
inquiry, like this one, has potential to enrich our students experiences by
offering deep learning and thinking challenges. The activities are also meant
to be low floor, high ceiling, offering meaningful opportunities to build skills
and knowledge for all learners in this class.

The unit is locally specific. We are so fortunate at our school to be so close to

a beach. We can observe marine ecosystems from the classroom windows,
but better yet, we could explore the beach. The activities and assessments
planned in this unit would go a long way to meeting the school goal for
integrating nature-based learning.

Students will be interested and invested in this unit because a) it provides

challenges for multiple ability levels, b) they will be producing a low-tide field
trip guide as a gift to their school (and a way to communicate their learning),
c) they will have opportunities to investigate local phenomena, and d) they
will have opportunities to investigate their own questions.

Stage 1 Desired Outcomes

Established Goals:

1) Social Responsibility Competency:

I can identify how my actions and the actions of others affect my
community and the natural environment and can work to make
positive change.
I can understand that the natural environment affects our lives in
important ways.

We will explore these learning intention statements by exploring the

question:
Is the ocean an important part of life in Nanaimo?

2) Science Big Idea: The motions of Earth and the moon cause
observable patterns that affect living and non-living systems (grade 4)
3) Science Big Idea: All living things sense and respond to their
environment (grade 4)
4) ELA Big Idea: Exploring stories and other texts helps us understand
ourselves and make connections to others and to the world (grade 4
and 5)
5) Social Studies Big Idea: Natural resources continue to shape the
economy and identity of different regions of Canada (grade 5)

Understandings: Essential Questions:

Students will understand that . . .
1) The tide is a constant and
major force affecting life along
the shoreline
2) Ocean currents are another
important force that can be
Provocative questions will foster
inquiry, understanding, and transfer of
learning:
1) Can we predict the tide? Why
would we want to?
2) Where does the garbage, logs

2
 observed
3) Land animals, including
people, in coastal
communities have had to
adapt to the ocean cycles and
currents
4) Land animals, especially
people, in coastal
communities can also impact
the ocean
Students will know . . .
What key knowledge and skills will
students acquire as a result of this
unit?
- How the moon and sun affect
the tide (science content,
grade 4)
- That the tide is important to
coastal communities
worldwide, and has been
explained in different ways
(science content, grade 4)
- How ocean currents move
water and objects around the
world
- Intertidal adaptations of
animals of Vancouver Island
(science content, grade 4;
supports science content
grade 5)
- People have adapted to living
by the ocean culturally and
technologically (historical and
contemporary, local focus)
(science content grade 5,
socials content grade 5,
supports socials grade 4
content)
- Peoples cultures and
technologies can change and
harm the ocean, but dont
have to (science content
grade 5, socials content grade
5)
etc. on our shores come from?
Does it matter?
3) Does living in a coastal
community change how people
and other animals live?
4) If the ocean is so big, how come
people who are so small
have such big impacts on it?
5) Do other animals impact the
ocean?
Students will be able to . . .
What should they eventually be able
to do as a result of such knowledge
and skills?
- Observe and investigate the
tide cycle in Nanaimo, including
recording data and making
predictions (gr 4 and 5 science
competencies)
- Value First Nations oral
traditions as rich sources of
knowledge. Access these
stories in different forms to gain
understanding about
interconnectedness of things in
the natural world and people to
these things (gr 4 and 5
competencies, ELA)
- Read tide charts (gr 4 and 5,
science and math
competencies)
- Observe and investigate
flotsam in Nanaimo and on the
BC coast (gr 4 and 5 science
competencies)
- Use a variety of fiction and non-
fiction texts to build
understandings of and
connections to the local
environment (shoreline in
Nanaimo) (gr 4 and 5 ELA
competencies)
- Use variety of texts (written,
visual, experiences) to inspire a
creative fiction writing (gr 4 and
5 ELA competencies)
- Observe and explain how
intertidal animals cope with
3

Stage 2-- Assessment Evidence
Performance Tasks:
Through what authentic performance Through what other evidence (e.g.,
tasks will students demonstrate the
desired understandings? By what
criteria will performances of
understanding be judged?
- Flotsam stories where
currents take us (telling the
story of a piece of flotsam
they find, creative fiction or
poetry)
- Creating intertidal creature
based on learning about
adaptations (drying out,
camouflage and staying put)
- Summative: Low-tide field
trip plan for DBES 2017-
2018 school year
*See attached Matrix Part II for
assessment criteria
extreme environmental
changes (gr 4 and 5 science
competencies)
- Summarize, synthesize, and
communicate information and
opinions about human
recreation and industry that
relies on the ocean in Nanaimo
(gr 4 and 5, social studies
competencies)
Other Evidence:
quizzes, tests, academic prompts,
observations, homework, journals) will
students demonstrate achievement of
the desired results?
How will students reflect upon and
self-assess their learning?
- Pre- and mid- learning KWHL
about the ocean in Nanaimo
- Student math journals of tide
measurements and predictions
for teacher to track
understanding and make notes
about who make need extra
support
- Student diagrams or dioramas
of different tidal zones to check
understanding before creating
intertidal creature project
- Concept attainment quiz
students identify and reflect on
what is good or not good about
a sample field trip plan
- Student quick-writes about
flotsam in their writing journals
- Small group presentations on
clam garden hypertext and
Elder Visit
- Mini-journal entry on Interview
with BC Ferries Captain
- Students self-assess for
creating intertidal creature
(class creates low tide gallery
with all of our creatures in their
habitat send evidence home
to parents, or invite them in to
view)
4
 - student self-assessment for
field trip planner

Stage 3Learning Plan

Learning Activities:
What learning experiences and instruction will enable students to achieve the
desired results? How will the design
W = Help the students know Where the unit is going and What is expected?
Help the teacher know Where the students are coming from (prior knowledge,
interests)?
H=Hook all students and Hold their interest?
E=Equip students, help them Experience the key ideas and Explore the
issues?
R = Provide opportunities to Rethink and Revise their understandings and
work?
E = Allow students to Evaluate their work and its implications?
T = Be Tailored (personalized) to the different needs, interests, and abilities of
learners?
O = Be Organized to maximize initial and sustained engagement as well as
effective learning?

Assessment in bold

1) H - I Know Here story, and walk around DBES neighbourhood,

including beach to create class mural of what we know here.
2) W - Introduce the Essential Question to students: What if Nanaimo
wasnt next to the ocean. Would our lives be different? How? Students
complete KWHL charts on what they know about the ocean and life in
Nanaimo and formulate I wonder questions (teacher notes these,
and will provide opportunities to address throughout unit). Discuss

5
 overview of the unit, learning intentions, and the culminating project
(low-tide field trip guide).
3) E - Regular beach walks (ideally, daily at same time).
- observing tide, measuring tide
- observing and collecting flotsam (could include a beach clean-up)
- observing intertidal creatures at low tide (Teacher will need to plan for
this part of the unit to take place when low tide occurs during school
hours. May need to adjust time of beach walk. May need to take field
trip to a beach with more intertidal life, such as Neck Point Park).
4) E - Readers workshop: reading, listening and viewing stories from
different cultures related to the creation of the tides
5) E - Directed reading (with graphic organizer) and dramatization of the
western scientific explanation of the tides
6) E - Students observe moon for a few days, and use calendars with
moon phases to make flip books of the moon phases.
7) E - Students learn to read tide charts.
8) R - Students record tides onto calendar, and review connection
between tides and moons.
9) R, E -2 Students begin work on Low-Tide Field Trip Guide,
working in pairs groups find best days in given months to do
low-tide field trip.
10) E - Class reading and storywork with Flotsam by David
Wiesner
11) W, E Students read the Globe and Mail article about the
Japanese Fish Boat and class discusses why object from Japan found
here. Predictions and explanations. Examine our flotsam in relation.
Any clues about where it comes from?
12) E - Students watch video about ocean currents. Teacher does
ocean current demo. Students view chart of ocean surface currents.
13) E, R, T - Whole Class Message in a Bottle Critical Thinking
Challenge - Where would it end up? Should we write in a different
language? Write answer individually. Then work in groups to answer
challenge. (like Space Consensus = concept attainment)
14) E-2, T - Writing flotsam stories. Students engage in
creative writing about a piece of flotsam class has found on
our beach walks.
15) W, E - At beach, student mapping of the beach and the
intertidal zones (Snively, G. 1998. "Mapping Zonation on a Shore." In
Beach Explorations : A Curriculum for Grades 5-10 p. 196 199).
Provide students with rationale bulletin board we are making.
16) E , R- Students help design and create a bulletin board showing
the different zones they mapped.
17) E - Deepening our learning about intertidal creatures Intertidal
Stations Exploration (DFO. Beside the Sea: Beach Studies for the
Intermediate Program, DFO: Nanaimo. Lessons 7, 8, and 9)
18) R, E-2, T - Students create a made-up intertidal creature
who could survive low tide model or draw/paint, and have
way to indicate different survival characteristics (writing or
conference with teacher), add to bulletin board, in appropriate
zone

6
19) R, T, E-2 Pairs revisit their low-tide field trip planner
drafts. Add profiles about 2+ types of flotsam, and 2+
intertidal creatures classes can expect to find.
20) W, R - Revisit unit essential question: What if Nanaimo wasnt
next to the ocean. Would our lives be different? How? Students review
KWHL charts. Orient students that we will next be looking specifically
at human connections.
21) E How do I interact with the ocean in Nanaimo? Art project
based on Nikki McClures Waiting for High Tide paper cutting art.
22) E Guest speaker (Elder or Community Resource Person) and/or
film about a) history or Departure Bay or B) Clam Gardens
23) E Students extend their learning about clam gardens through a
small group exploration of the Clam Garden Network website (reading,
graphic organizers, informal presentation of their section)
24) E Jobs and recreation today: BC Ferries. How does ocean (tides
and currents) affect ferries at Departure bay? How might the ferries
affect shoreline, including living things? Model creating criteria with
students. Teacher introduces interview as one way to research.
Students engage in interview prep lessons. Writing powerful interview
questions.
25) E Class interview with BC Ferries Captain from Departure Bay
Ferry Terminal.
26) E - Students write about experience in mini-journal (Retell,
Relate, Reflect) + thank you.
27) W, E-2 concept attainment exercise where students review a
sample field trip planner and make suggestions on how to improve.
Develop class criteria for class field trip planner project.
28) E-2, T Class works on low-tide field-trip planner.
Dividing tasks to be completed. Student and teacher led.
Compiling work that has been done. Anything else we want to
add? Dividing sections for revision by small groups. Passed to
other small groups to write final draft. Selecting volunteer
editors for text, art, layout. Teacher gives final review.
Student complete self-assessment about participation and
contribution. Class publishing planner and presents to school.

7
Appendix 1: Unit Resources

Used in Unit:
Resource Guides:
Francis, K. and Jamieson, G.S. (no date) Beside the Sea: Beach Studies for
the Intermediate Program. DFO: Nanaimo. Lessons 7-9, pp. 30 38.

Garza. D. 1999. Tlingit Moon and Tide: Teaching Resource: Elementary Level.
Fairbanks: University of Alaska Sea Grant.

Snively, G. 1998. "Mapping Zonation on a Shore." In Beach Explorations: A

Curriculum for Grades 5-10 p. 196 199

Texts:
Aleck, C. 2016. The Sun and the Moon. Nanaismo: Strong Nations Publishing.

Croza, L. 2013. I Know Here. Grounded Books.

Farid, N. H. 2012. Paper cut printmaking tutorial part 4 of 13.

https://www.youtube.com/watch?v=0-Xee1sWwO4

Lehmann, J. and Hume, M. 2015. Japanese fisherman reunites with boat

swept away in 2011 tsunami. Globe and Mail. Aug 30, 2015.
http://www.theglobeandmail.com/news/british-columbia/in-photos-
japanese-fisherman-reunited-with-boat-swept-away-in-the-2011-
tsunami/article26158352/

McClure, N. 2016. Waiting for High Tide. NY: Abrams Books.

Osis, V. 2001. Flotsam, jetsam, and wrack : what is all that weird stuff you
find on the beach?
Corvallis: Oregon State University.

Scholastic. (no date). Study Jams: Waves and Currents.

http://studyjams.scholastic.com/studyjams/jams/science/weather-and-
climate/waves-and-currents.htm

The Confederacy of Mainland Mikmaq. 2007. From Legends to Modern Media

In Kekinamuek: Learning about the Mikmaq of Nova Scotia.
http://www.mikmaweydebert.ca/home/wp-

8
 content/uploads/2015/06/Pg_9_DOC_Kekinamuek_LearningAbouttheMikm
aq.pdf

The Clam Garden Network. About. https://clamgarden.com/clamgardens/

Wiesner, David. 2006. Flotsam. Ney York: Clarion Books.

Illustrated intertidal field guide for pacific Northwest, such as:

Pic, W. 1997. Beachcomber's guide to the Pacific Northwest.

Additional Suggested Texts:

Bouchard, D. 2012. Beneath Raven Moon. MTW Publishers.

Fredericks, A. D. 2002. In One Tidepool: Crabs, Snails, and Salty Tails. Nevada
City, Dawn Publications.

Galat, M. 2004. Dot to Dot in the Sky. North Vancouver: Whitecap Books.

Gear, A. 2016. Taan's moons: A Haida Moon Story. McKellar and Martin
Publishing.

Preece, B. 2012. Gulf Islands Alphabet. Simply Read Books.

Silvey, D. 2003. From Time Immemorial: The First People of the Pacific
Northwest Coast. Gabriola: Pacific Edge Publishing Ltd.

9
Appendix 2: Unit Matrix Part II (Assessment
Criteria)
Primary Learning outcomes Assessment Description of Assessment
Assessments Method/Tool Learning Activities Criteria
and Strategies
Summative I can use my Whole class is -mini-unit about the Working in pairs,
Assessment: knowledge of tides to working towards tidal and lunar cycles students will identify
Low-Tide Field Trip recommend the best creating a low-tide -beach walks 4 best days for low-
Guide days for a beach field field trip guide to -students learn to tide field trips in the
trip. give to the school. read tide charts months they are
The guide will tell -students learn to assigned.
I can describe and teachers/students make predictions
illustrate examples of the best days to take based on lunar and Working in pairs,
flotsam and intertidal field trips to the tidal cycles students will write
animals that other beach in the next mini-description for 2
students will find school year (low tides pieces of flotsam.
useful and during the school - Needs to be at
interesting. day, and the lowest least 3
tides of the year.) sentences long
- No longer than
The guide will also 10 sentences.
have a field guide of - Include 1 Did
flotsam and intertidal you know? Fact
creatures that the (ideally would
classes can expect to develop the criteria
encounter at the with students)
beach.
Working in pairs,
 Students will work in students will write
pairs to generate the mini descriptions for
content in lessons 2 intertidal creatures.
planned throughout - Needs to be at
the unit (see unit least 3
plan). sentences long
- No longer than
For differentiated 10 sentences.
instruction, students - Include 1 Did
requiring more of a you know? Fact
challenge will be (ideally would
given editorial roles develop the criteria
to help pull the whole with students)
Field Trip Guide
together. For each description,
students need to
Present the guide to include an image
the school in a (drawn or photograph
ceremony/assembly. found in magazine or
online.)
Students self-assess
on their participation Students complete
and contributions to self-assessment
this whole class about working in
project. pairs, and in whole
class compilation
process.
Formative I can create an After a mini-unit on Mini-unit on flotsam Includes the following
Assessment: intertidal animal that flotsam and currents and ocean currents story elements:
Create an is adapted to drying (focused around -character
Intertidal Creature out. David Wiesners book Reading Flotsam by -setting
Flotsam) students David Wiesner -plot
I can create an will write creative
intertidal animal that fiction about a piece Beach walks -Big, bold, bright
can stay put, even in of flotsam that they collecting and illustrations
big waves. have found at observing flotsam
 Departure Bay beach. -
I can create an Students will be Videos and includes/demonstrate
intertidal animal that applying what they demonstrations s 1+ fact that we
can camouflage with have learned about about ocean surface learned about
its surroundings. global ocean surface currents flotsam or currents
currents and where
they take things that Message in the bottle
float, to help critical challenge
structure their plots. (where would
One lesson will be a message end up?)
story
organizer/brainstormi
ng session (pre-
writing).
Another will be
drafting and revising.
Finally, students will
edit and publish their
stories.
Formative Using words and After a mini-unit Mini-unit about Illustration/sculpture
Assessment: pictures, I can write a about intertidal intertidal animals. shows evidence that:
Flotsam Stories creative story animals and how
(creative writing) inspired by a piece of they have adapted to Beach walks. Animal has
flotsam from our the harsh realities of adaptation(s) to stay
beach. the tidal cycle, Activities/experiment put
students will have an s to understand how
opportunity to create animals have Animal has
their own intertidal adapted to drying adaptation(s) to
creature (made up). out, staying put, and camouflage.
The creature needs camouflaging.
to be able to survive Animal has
in our intertidal zone. Activities to learn adaptation(s) to
How will it stay put? intertidal zonation drying out.
Deal with drying out? (preferably at beach
Camouflage? maybe field trip to Lives in either high,
Neck Point Park mid, or low intertidal
Students will have a where more of a zone.
lesson period to rocky intertidal zone).
imagine and create Students self-assess
their creatures using in pairs on whether
a variety of art they met this criteria.
supplies. Can show and
describe evidence of
All creatures will be each adaptation. Can
added to our low-tide explain why is
3D bulletin board, in adapted to the given
the appropriate zone. intertidal zone.

Students will self-

assess in pairs
whether they met the
criteria identifying
how they met
adaptation.

Possible Extension:
Students will write
about their creatures
in their mini-journals.
They will be writing
to their little buddies
to explain their
creatures. They will
use their writing to
help them share their
creature with their
buddies in our next
meeting.
Appendix 3: Lesson Plans
________________________________
Lesson Plan: Tide Stories (gr 4-5)
Lisa Dumoulin / November 9, 2016

Rationale:
In this lesson, we will read a number of different stories about the tide, starting with a local Snuneymuxw
story, the Sun and the Moon (Strong Nations, 2016). We will read this story alongside a Tlingit story
about raven and the moon and tides (Tlingit Moon and Tides, 1999, p.35). Finally, we will also read and
view a Mikmaki tide story (High Tides on the Bay of Fundy in Kekinamuek (learning)
Learning about the Mikmaq of Nova Scotia ; and http://www.mikmaweydebert.ca/home/ancestors-live-
here/advocate-harbour/).

The goal is for students to appreciate that tides have been explained in different ways by different people.
Ideally, this lesson/lesson sequence would have selections of myths from other places in the world too:
Norwegian (Thor drinks the tide), and Japanese or Chinese tide jewels (e.g. The happy hunter and the
skillful fisher). However, it has been challenging to locate student-friendly versions of these stories. Given
that the stories featured are primarily text-based and have few, if any illustrations, without illustrated or
student-friendly audio versions of the additional stories, I felt it would be too much for a single
lesson/study include them.

This lesson was developed as part of an integrative theme unit framed around the essential question, Is
the ocean an important part of life in Nanaimo? Within this unit, this lesson precedes a series of lessons
on the western scientific explanation for the tide. The sequence could, however, be reversed.

Overview:

Learning Intention Activities Assessments

I understand that people have
told stories to understand nature
(example: the tide).
I can compare similarities and
differences between different
First Nations stories about the
tide.
Students will access three+ texts explaining the Key points
tides through story (legend, myth, oral history). Venn Diagrams
Pre-reading -
Related Concept:
Observing tide at the beach (visit at low tide and
explore beach. Discuss how the beach would be
different at different times of day).

Establish Problem:
mysteries from DFO. Beside the Sea, Lesson
6. P. 26) AND/OR Why does the tide happen?
Text Features:
Review/remember together stories we know that
 explain natural events or phenomena.
(e.g. see Here for teacher backgrounder).

Reading: Experiential Stations

Teacher reading Sun and Moon).

Practice filling in graphic organizer.

Students in 4 groups, 2 X 2 stations:

Readers theatre (Raven who went down
the bull kelp)
Read and view/listen (High Tide and the
Bay of Fundy)
Students filling in graphic organizer

Post-reading -

Working on key points Venn Diagrams.

Ensure opportunities to revisit each story

through read-to-self and at other times in unit
(storywork).

Curriculum Connections:
ELA Grades 4 and 5
Big Idea:
Exploring stories and other texts helps us understand ourselves and make connections
to others and to the world.
Content:
Form and function of First Nations stories
Curricular competencies:
Use a variety of comprehension strategies before, during, and after reading, listening, or
viewing to guide inquiry and deepen understanding of text
Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes
of First Peoples texts
Identify how story in First Peoples cultures connects people to land

Science Grade 4
Content:
The effects of the relative positions of the sun, moon, and Earth including local First
Peoples perspectives
Competencies
Identify First Peoples perspectives and knowledge as sources of information
Represent and communicate ideas and findings in a variety of ways, such as diagrams
and simple reports, using digital technologies as appropriate

Learning Intentions:
I understand that people have told stories to understand nature (example: the tide).

I can compare similarities and differences between different First Nations stories about the tide.

Prerequisite Concepts and Skill:

Students need to be familiar with First Nations storytelling - reasons and characteristics.
IF NOT, need to do a lesson on this prior to reading the tide stories.
Students need some experience working with Venn diagrams for sorting and classifying
simple categories (e.g. attribute sets ~ math; nature bits; buttons)
Students need experience recording key points of stories (e.g. on graphic organizers)
Students have done readers theatre before
Student have experience working in small groups

Materials and Resources with References/Sources:

Teacher Students
Graphic Organizer Handout (2 sided - 2 different options), 3 per student Pen or
pencil
3- 4 copies of The Sun and Moon Book (Aleck, C. 2016. Strong Nations.)

8 Copies of the Tlingit story Raven Who Went Down Along the Bull Kelp (from Garza,
D.1999. Tlingit Moon and Tide) re-typed for Readers Theatre

Print-out of Reader Theatre How-tos to remind students.

Print out of directions for listening station.
Print out of directions for teacher storytelling station.

8 Copies of High Tides on the Bay of Fundy story (printed, enlarged)

4 - 8 laptops set up with headphones for viewing station

Map of BC First Nations

Map of Canada Indigenous Peoples

Differentiated Instruction (DI):

Graphic organizer is two sided, offering two different options for organizing learning. Students
can also use blank or lined paper to record notes if they prefer.

Readers Theatre - strong readers can choose to play narrator or characters with dialogue
Other students can self-select to be audience members who direct and ask questions.

Assessment and Evaluation:

Formative/ Assessment for learning:
Observations during reading activities and Venn Diagram activity

Assessment as and of learning:

Teacher models and then assists students to transfer notes from graphic organizers to Venn
diagrams to consider the similarities and differences between the tide stories.
Teacher makes comments on diagrams for students (assessed per small group) and notes re.
Individual student learning in teachers assessment log. Display diagrams in classroom and/or
in online portfolios.

Organizational/Management Strategies:
Teacher gives walking tour of the stations and instructions for each station.
Concept checking questions for each station.
Each station also has printed directions to remind students.
Pre-determine groups for the reading stations and for venn diagrams

Possible Aboriginal Connections / First Peoples Principles of

Learning:
Learning in this lesson is directly related to valuing First Nations oral traditions/storytelling as
ways of observing, making sense of the world, and sharing and holding knowledge about the
world.

Lesson Activities:
Teacher Activities Student Activities pacin
g
Part/ Day 1: Pre-reading
45 mins
Introduction Introduction
During first daily beach walk for Explore beach, play. 10
the unit, allow students to mins
explore the beach.

Body Body
Provide small groups of students In small groups, given a mystery 10
a challenge question: How does to consider. Consider as they explore mins
the beach wood get up here? some more.
OR If we built a sandcastle here AND/OR students theorize about the
(standing in low tide zone), tide in small groups (4-5 students).
could we show it to Ms. Zs class
tomorrow? Why or why not?
AND/OR Why do you think the
tide happens?
Closure
Check in with students about
thinking. Regroup. 2
mins
Closure Students collect nature bits, and
Call students back to central build a picture. 10
point. mins
Each group describes their
picture/story to the class. 10
Ask students to create a visual
mins
story using nature bits to
explain their answer to the
challenge question.
Part II: Pre-reading Continued and Reading 90
mins
total
Introduction Introduction

Introduce that First Nations and Share examples, make connections. 5

cultures all around the world, min
and all through history have told
stories to explain natural events
like the tide.
Review beach yesterday.
Share examples, make connections.
Review stories students know or 5
that you have read as a class mins
explaining natural
events/phenomena. Review
specifically, characteristics of
First Nations stories.
(Record as cluster on the
board).
Body 20
Hand out graphic organizer
mins
packets (1 per student). Show
Listen to story and complete graphic
different options.
organizer at teachers prompts.
Box 1 + title - picture illustrating title
Body
Box 2 - (end of page 6) Character
profiles: Who are the characters?
Read The Sun and The Moon to
How could we describe them? Add
class.
labels.
Use document camera to show Box 3 - (end of page 8) - Make
graphic organizer and complete prediction - write or draw. What
as a class. happens when moon falls apart? Add
to character description in box 2.
Box 4 - at end of story, student
write/draw Lessons of the story
(generate ideas as a class, and write
on board for students who will
benefit from writing to copy.) 10
mins
Discuss what the story explains.
Now will take break, then apply
to other tide stories.
Instructions for when return
from break.
Remind students that we will be
looking at more tide stories
today and applying what we
practiced when reading The Sun questions.
and Moon.
Walking tour of reading
stations, referencing graphic
organizer.
Body
Divide students into pre-
determined groups.
Help student get set up at
Readers Theatre Stations.
Then, check in at viewing
stations. Students will view after
reading and completing graphic
organizer.
Give students signal for 3 more
minutes.
Give students signal to move.
Give students signal for 3 more
minutes.
Signal students to stop.
Closure
1
mins
Student view stations, listen to 5
directions, answer concept checking mins
Body 3
mins
Students move in groups to stations.
Stations 1 and 2: Readers
Theatre - Raven who went down 13
along the bull kelp mins
- students divide into roles (narrator,
raven, old woman, audience)
- Read story together
- Read a second time with audience
direction
-fill out graphic organizer for story
individually, in pairs, or small groups
2
Groups switch stations. mins
Stations 3 and 4: High Tides on
the Bay of Fundy 13
-students read High Tides on the mins
Bay of Fundy
-complete graphic organizer for this
story
-watch video about this story
-add anything new learned to
graphic organizer for this story
Closure 5
mins
Student partner A and B. Each
shares which station they preferred
and why. Students selected to share
 out do or pass.
Which station did you prefer?
Why?
Partners A and B. 30 seconds Student put their work away in 5
each to share. Use class folders. mins
popsicle sticks to call on
students to share.

Give instructions on putting

graphic organizer into their
folders. Need for next day.
Part/ Day III: Post-reading
45 mins total
Intro Intro
2
Ask student get out graphic Students get out graphic organizers. min
organizers.

Review what we did last day. Quick oral review. 5

Go over learning intentions for mins
the day: to use Venn Diagrams
to look at similarities and
differences between the stories
about the tides. Review Venn
diagram with example students
are familiar with. Students move to small groups, and
one student gets materials. 3
Assign students to pre- Wait for instructions. mins
determined small groups and
ask one student from each
group to get materials for the
venn diagrams (big paper with
circles drawn). When all set, Body
wait quietly for instructions.
Students listen to instructions. Can
Body read along at top of venn diagram
page. 3
Provide instructions, work mins.
together to complete venn
diagram for the stories. Remind
with simple example they have Students work in small groups.
seen before, on document Students raise hands for help if have
camera (e.g. shapes). a question no one in group can 22
answer. mins
Use your graphic organizers to Teacher circulates to help, observing
fill in the details for each story and answering questions.
1) characters, 2) plot, 3)
lesson(s) (These categories are
on the venn diagram)
 Then, you will look for
similarities between them and
write in the centre. Erase from
outer circles.

Closure
Call students attention back to Each student group presents their
front. thinking for one part of the diagram
when called on. 8
mins
Closure
Ask each group to present ideas
for one part of the diagram - Volunteers hand in diagrams.
starting with similarities. Writing Clean up. 2
on document camera, record mins
student ideas.

Thank students for hard work,

instruct for clean-up and ask for
volunteers to hand in diagrams,
for display.

Lesson Plan: Storywork with

Flotsam by David Weisner
(Grade 4)
Designed by Lisa Dumoulin, Oct 2016

Rationale:
- This lesson is designed as part of an integrated thematic unit on the shoreline and our lives for g
(critical question: Is the ocean an essential part of life in Nanaimo?)

- While the content of this story is not specifically Indigenous, the lesson is designed to practice
principles of Indigenous storywork, as articulated by Dr. Jo Ann Archibald (2008) and Lee Maracle
by revisiting the story and its topic in order to build meaning through multiple
experiences with it. (Ideally,
the teacher will provide additional opportunities for students to read this
story and engage with it in other
lessons as well.)

- By using a picture book without words and a reading exercise explicitly for differentiated
 levels of reading, all students in a grade 4 class are given a chance to enjoy
reading without frustration,
to use their imaginations, to think critically, and practice reading comprehension skills

Curriculum Connections :
Listed for ELA as it is the focus of this lesson plan
Big Ideas:
Primary
- Language and text can be a source of creativity and joy.
Secondary:
- Exploring stories and other texts help usmake connections to others and
the world.
- Texts can be understood from different perspectives.
Curricular competencies:
- Use a variety of comprehension strategies before, during, and after
reading, listening, or viewing to deepen
understanding of text.
- Access and integrate information and ideas from a variety of
sources and prior knowledge to build
understanding.
- Exchange ideas and perspectives to build shared understanding
- Respond to text in personal and creative ways
- Use oral storytelling processes
Content:
Strategies and Processes
- reading strategies
- metacognitive strategies
- oral language strategies
Story/text
- text features

Overview:
Learning Intentions Activity Assessments

I can make meaning from textsPre-reading activities: Formative: Teacher

by connecting images and words. - beach walk to find observes student
flotsam comprehension of
OR - anticipation guide storyline and story form
about flotsam by participating in
I can read a story without - Group brainstorm: storytelling as a group.
words. story has no words.
I can use images to read a story How will we read Formative: Teacher
without words. it? observes student respect
I can use my background and adaptability to other
knowledge of how stories work During reading activities: students perspectives
to read a story without words.- Collaborative story and ideas.
Telling from images
 - Word/phrase match Diagnostic: Teacher supports
up students in Word/phrase match
And story walk up (opportunity to work with
select individuals to build reading
Post-reading activity: skills.)
- Representing/drawi
ng flotsam we Formative: Students
found for represent and write about
Little buddies flotsam they found at
beach to show and
explain to their little
buddies. Teacher
assesses how/whether
students are making
connections to story and
anticipation guide.

Prerequisite Concepts and Skills:

- students need to be familiar with listening to stories being read
- students need to be able to sit in a circle and listen
- students need to be able to respect one another and listen to different ideas
and voices (this lesson is another
opportunity to practice this)
- students can interpret visually and share orally
- social interaction skills

Materials and Resources with References/Sources:

Teacher Students

- Flotsam by David Wiesner (1-2

copies)
- photocopies of main story pages (do
not need to
photocopy all of the photographs),
numbered
- words and phrases related to images
in the story
typed or written on strips of paper,
and sorted
into two buckets words and
phrases
- art and writing materials

Differentiated Instruction (DI):

 - The first reading of the story will be together as a group, collaboratively
writing an oral story and so can engage leaners at different reading levels.
Picture books will feel like familiar territory for beginning or struggling
readers. Revisiting picture books and having to create their own meaning can
provide a new challenge in creative thinking for more advanced readers.

- The second reading of the story (walking tour and matching words and
phrases), DI because each student can work at their own pace. The teacher
should have prepared an abundance of words and phrases. Students continue
working all gone or 5 minutes has passed. This will allow teacher to have
time to check in with individual students (e.g. make sure advanced readers
are challenging themselves, and check in with emergent readers about
words, how to pronounce etc)

- This lesson plan relies on visual and auditory abilities. If there is a student
who has impaired vision or a student who is deaf, the teacher will need to
make adaptations to include the learners or select different activities.

Organizational/Management Strategies:
- Will first read story together as a group need to model a few pages first
- Need to go over listening etiquette and valuing other peoples perspectives
and interpretations
- Need to prepare students for transitions with clear instructions
- Word/phrase match up and storywalk are active-kinesthetic activities and
students are responsible for working at their reading level. Prepare students
with clear instructions (modelling) and reading purpose.

Possible Aboriginal Connections / First Peoples Principles

of Learning
It is important to make link for students to oral storytelling and revisiting stories
more than once. Reference Salish story-based learning practices (e.g. meanings of
stories arent revealed all at once, need to revisit it multiple times, meanings
different for different people, depending on knowledge they are seeking or in need
of). Stories are important sources of knowledge and the ways that we communicate.
Oral stories are ways to hold knowledge just like words on a page. Here we see
pictures too. In oral stories, need to respect protocols around stories. Model that in
this case, not a Coast Salish story, but still important to consider who wrote it, and
where it takes place, and what the meaning is (what we will explore through the
mini-unit).

Let students know there will be other opportunities to revisit this story after this
lesson. Encourage them to do this on their Read-to-self time with this book and
others.
 Lesson Activities:
Teacher Activities Student Activities Pacing
Part I: Pre-Reading Activities 45 mins

Lead daily beach walk that is part of 45 mins

this theme unit on the shoreline
Students look for, observe, share,
and if
appropriate, collect things that
washed
up with the tide. Use flotsam rack
cards to help them identify things.

Part II: Pre-reading and reading 75 mins

Intro Intro
Back in class, provide hand-outs of Students complete anticipation
Anticipation Guide to students guide (can talk to 5 mins
neighbor)
a) The flotsam we found at
the beach
came from far away
(agree/disagree/
I need more information)
b) One persons trash is
another persons
Treasure?
(agree/disagree/INMI)
c) The flotsam we found at
the beach
has been floating in the
ocean for a
long time
(agree/disagree/INMI)

Have students gather in a circle, Transition to carpet/circle. 2 mins

preferably
on the ground/carpet

Explain that you are going to read a

story together (Show cover), but that
you need their help, because this
story is different. It has no words.
Ask: How will we read it? (Have you
ever seen another story told only with
images?)
Students brainstorm 3 mins
ideas/strategies as to
how the class will read the book. 2 mins
Review what it means to help each
other in a caring way in this type of
collaborative task.

Body
During Reading Activity 1
(Viewing; Listening; Speaking) -
Aesthetic
Show cover and insert: What sort of
flotsam has class found so far in our
explorations of
the shore?
Begin by reading first 3 -4 pages of
the story,
stopping to model how you are
deciding what to read for each
illustration
Then review for students how they
will participate. Pass book to next
student, and have them read the
next page to the class. Offer praise
and constructive feedback if needed,
and have them pass the book to the
next student.
When students reach page where
cameras film is developed (Big eye),
ask for book back.
Ask students to close their eyes, and
ask
them to imagine what else the
camera film might show. What do
they imagine/predict?
Have students pair and share with
their neighbor.
Teacher shows the next images, with
little to no narration. Narrate page
with photograph of young person
holding photograph and the next
page.
Hand book to next student to read
and encourage them to pick up story
where you left off.
Body
During Reading Activity 1
2 mins
Students look at cover and insert
make
connections to what they found at
beach. 3 mins
5 mins
Students actively listen
Students listen and participate by
narrating pages when it is their
turn.
Students show respect for each
others
interpretations and by giving
interpretations that reflect images
and their own experiences. 3 mins
Students self-regulate and need to
be able to
explain their reasoning if asked.
Students create visual image or 2 mins
words in mind.
Predict what will be in the
photographs.
Students pair and share.
Student volunteers share out to 5 mins
class.
2 mins
Students view and listen.
Finish reading in same method of
student
interpretations.
5 mins
Students listen and share in class
 discussion.
Teacher leads debrief:
- Can someone summarize the
story we told? 2 mins
- Did we like the story? Why or
why not?
- Did we do a good job working
together to tell a story?
BREAK 10
BREAK mins
During Reading Activity 2
During Reading Activity 2 (Reading, viewing)
(Reading, viewing) - Efferent
Students help spread out
Show students stack of pages photocopied pages
(numbered in order). in order (based on numbers). [tape
around room or place on desks]

Show students buckets of words Students select words or phrases

and phrases related to the story.
Explain that students will choose
words OR phrases and group them
with an image from the story where
they fit.
(have some with multiple
possibilities).
Provide students with reading
purpose is to
connect words and phrases to the
storys images.
and read them.
13
Students examine pages from mins
story, and place word or phrase
where they think it makes sense
Students can help each other read
words or
phrases, but generally work
independently.

After all are posted or time is up,

Facilitate walking tour of the story class
and debrief. walks the story, reading the
associated words/
phrase with each image.
Teachers asks questions:
a) How did you decide where Students participate in debrief of
your words exercise.
or phrases fit? (students 5 mins
explain with
examples)
b) Where else could we have
matched 15 mins
this word or phrase? (daily
(teacher chooses writing
a word or phrase that could time)
fit with
 multiple pages of the book)
c) Did you learn anything new
about the
Story?

BREAK
BREAK
Post-reading Activity
(representing, writing) Post-reading Activity
(representing, writing)
Provide students with paper and art
materials Students to draw OR mold and label
(drawing and modelling) to recreate a piece of flotsam at the beach.
flotsam from the beach walk. DI: students write a few sentences
about a pieceof flotsam they found.
They will share this with their little
buddies.
Ask them to think about
- Why did you choose this?
- What is something special
about it?
- How old do you think it is?
- Where do you think it might
have Possible Extensions
come from?
Math/Literacy:
Possible Extensions:
Students discuss in pairs and write
Math/Literacy: down
A) Show students newspaper their responses in mini-journals.
article about Japanese fish boat
that washed up in BC. In this
story flotsam returned back
to where a and who it came
from. Ask: When child throws
camera back into the water, is
it possible for it to end up back
where it started? Students again discuss. Participate
in facilitated discussion of clues.
B) Show image of original Students write down response.
photographer on
Overhead/document camera.
Ask:
If yes, where would it end up? Students draw graph in mini-
journal.
Students discuss in pairs. Can use
C) Keep image up. cluster to
Ask: On a scale of 1 10, how organize thoughts. Then colour in
likely do you think it is for the graph for how likely they think this
 camera to be found by the is.
original photographer?
Share guesses and clues used as
Show students how to draw a whole
bar and label it from 1- 10 (0r class share-out. Listen to other
0% and 100%). students
reasoning.
Ask students for answers.
Record all
Answers on teachers graph on
board.
Ask: What clues did you use to
make your guess (informed
guess)? Art/Technology

Look at Mean, Mode, Average. Students participate class photo in

Art/Technology
Revisit illustrations in Flotsam,
especially the
Photoraphs within photographs.
Set up camera to take class photo
holding Image of child in book holding
photographs.
spirit of the book.
Student helpers for the week post
image in
hallway by office with magnifying
glasses and prompt: Look closely!
There is a surprise in the book.

Print image large and in colour over

recess/ break and mount on coloured Literacy/ Technology
paper
Write prompt out in large letters.
Give all of this, plus magnifying
glasses to student helpers

Literacy/ Technology Students circle powerful words. Put

squares around words they havent
Provide students with copies of heard before.
Flotsam review from
Goodreads.com. Students add words to their word
Show on document camera. dictionaries
Read to class while students follow In mini-journals.
along.

Read again after going over words

unknown.

Evaluate as a class:
- Writing: clear? Concise?
 - Content: do we agree? Why or
why not?
- What would we add? Take
away?

Write class review and post it on

goodreads.com.

And oh so many more!

References:
Archibald, Jo Ann. 2008. Indigenous Storywork: Educating the heart, mind, body,
and spirit. Vancouver: UBC Press.
Maracle, Lee. 2007. Oratory on Oratory in Trans.Can.Lit: Resituating the Study of
Canadian Literature. Kamboureli, S and R. Miki (eds.) Waterloo: Wilfred Laurier
University Press.
Wiesner, David. 2006. Flotsam. Ney York: Clarion Books.

Possible Words and Phrases for match-up activity

(based on my observations of practicum class and different reading levels of
students).

Words Phrases
Eye-spy Some people relax at the beach.
Curious This child is a scientist.
Crab The child explores the beach, and finds
a crab.
Investigate A wave crashes in.
Oh no! A camera washes up.
Surprised It looks old.
Discovery Where did it come from?
bored The child runs downtown to have the
film
developed.
Excited The child cant believe it!
Looking The last photo is the best of all.
amazed What is this?
Confused The photo is of another child.
frustrated The next photo shows even more kids.
Magnify Everyone has left the beach.
Children The child takes a photo.
photograph A wave is coming.
Close-up Things fly everywhere.
Old It is another persons turn.
antique The camera travels around the world.
captivated Sea creatures move the camera.
clever The camera moves in the current.
Splash! Another child finds the camera.
goodbye
Floating
seahorses
mystery
Lesson Plan: Interview with BC
Ferries, Departure Bay (gr 4-5)
Lisa Dumoulin / November 9, 2016

Rationale:
This lesson is designed as part of an integrated thematic unit focused on Nanaimo as a
coastal community. The unit asks the question: Is the ocean an important part of life in
Nanaimo?
As one part of this unit, we will be focusing on how people and the ocean interact in our
community. We will have already covered tides, currents, and intertidal life (including ways
that people impact it).
Given that we are based at Departure Bay Elementary, I thought it would be exciting for the
students to have a chance to meet and interview a navigation or PR staff at BC Ferries at
Departure Bay about how the ocean impacts their operations. In this lesson, students will
develop questions for the speaker based on what we have learned about the ocean in our
community (tides, currents, ocean life).
This lesson is place-based, place-focused and builds on students knowledge. It will hopefully
prove to be an exciting and meaningful learning opportunity for all students.

Note: Ideally, this is just one possible example of a human-ocean interaction in our
community. As a class, I would want to generate a list of other jobs and recreation that
people do in Nanaimo in which they interact with the ocean. Rather than interview someone
from BC Ferries, your class might choose to interview a students family member or other
community member (examples could include shellfish/mariculture farmers, crabbers, kayak
guides, surfers etc.)

Overview:

Learning Intentions Activities Assessment

I can develop powerful Pre-learning - Student self and

questions for an interview.
I can participate in an
interview oas a way to build
my knowledge and
understanding of a topic.
I appreciate that community
members are important
sources of information.
peer assessment
Arousing Curiosity: of powerful
Read email from BC Ferries to questions
students
Making Predictions:
Students generate questions
Learning -
Students learn about powerful
questions and practice writing
powerful questions.

Students review and self-

 evaluate powerful questions.

Post-learning/closure
Create class list of questions
for interview.

Create thank you cards for

interviewee.

Curriculum Connections:
ELA (grade 4 and 5; content)
oral language strategies
metacognitive strategies
writing processes

Social Studies (grade 4 and 5 competencies)

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and
analyze ideas; and communicate findings and decisions

Career Education (Grade 5 competencies)

Question self and others about the role of technology in the changing workplace

Learning Intentions:
I can develop powerful questions for an interview.
http://www.learnalberta.ca/content/ssmt/html/docs/askingpowerfulquestions.pdf
I can participate in an interview oas a way to build my knowledge and understanding
of a topic.
I appreciate that community members are important sources of information.

Prerequisite Concepts and Skill:

Students will have reviewed respect for guest speakers/community members
Students will have learned about local tide patterns, local currents, and nearshore life
Students have developed criteria before.
Note: prior to this lesson, class will have explored different texts (visit with Elder or
Community knowledge holder, fiction, non-fiction, and film) about ways that people in
coastal communities interact with and use the ocean historically and contemporarily.

Materials and Resources with References/Sources:

Teacher Students
Arrange interview with BC ferries by calling customer service Writing
line and explaining special request. Do this at least 1 month supplies
before desired date. Ideally, will have a captain come to school.
 If budget, can potentially go to ferry terminal. Have guest come
to class, skype with students, or visit beach l together.
Part 1: Powerful Questions handout and overhead (1 per pair of
children)
Part 2: Class criteria for powerful questions, photocopied (1 per
child)
Part 2: Self and Peer Assessment sheets (1 per student)

Differentiated Instruction (DI):

I know that I have readers of very different levels in my class.
I have tried to provide differentiated instruction, by allowing different entry points into
writing powerful questions (read alouds, while reading from page). Working in partners,
where ideally readers of different strengths would be paired. In question writing time, time
for teacher to circulate to check in with students needed assistance or more challenge.
Students needing assistance, teacher might help transcribe, or ask for a single question to
be written. For students who are very strong and who understand the concept, rather than
assigning them to write additional questions, can assign them roles for thank you card/book
we will give to speaker. Writing a short introduction (who we are as a class); writing a short
paragraph about our project.

Assessment and Evaluation:

Student and peer self-assessment - Are my questions powerful questions?
http://www.learnalberta.ca/content/ssmt/html/docs/askingpowerfulquestions.pdf

Organizational/Management Strategies:
Students will already be sitting with partners who they can work well with and ideally of
reading abilities so that a stronger reader can support an emergent reader with
comprehension.

Possible Aboriginal Connections:

From First Peoples Principles of Learning:
Learning is reflective, experiential, and relational.
Learning ultimately supports the well-being of the self, the family, the community,
the land, the spirits, and the ancestors.

Lesson Activities:
Teacher Activities Student Activities Pacing

Part 1: Pre-learning 45 mins

Introduction Introduction
Learning intentions posted on board.

Let students know exciting news about Students listen and share 3 mins
BC Ferries guest. If possible, read questions or comments.
email with students, or relay your
phone conversation to them.

Give students overview of what you

want to accomplish together between Students listen and share
now and then. questions or comments. 5 mins
Take what weve been learning
about and use it to help us write
questions to ask the speaker.
What are we wondering about
whether the ocean impacts BC
ferries operations?
What are we wondering about
whether BC Ferries at Departure
bay has an impact on the
ocean?
Students generate list of student 5 mins
Review learning intentions.
questions for the BC Ferries
Captain.
Write student questions as cluster on
board or smart board/document
camera.
Body Body

As learning intentions show, today we Students have time to look at

are going to talk about POWERFUL
QUESTIONS and then try to write our
own.
What makes questions powerful?
chart. Teacher or volunteer reads
out pairs of questions at a time 10
and then student pairs discuss Mins
differences.

Provide students with chart of

questions from
http://www.learnalberta.ca/content/ss Contribute to class criteria chart. 5 mins
mt/html/docs/askingpowerfulquestions
.pdf (handout). Alternatively/in
addition, show video or read short text
about an interview (e.g. Interview with Whole class discussion, using 3 mins
J.K Rowling). Lead discussion about criteria.
what questions are most effective, and
which ones arent.
Students work in pairs. 7 mins
Share out and are asked to
Create class criteria chart on the explain thinking.
board: What makes a powerful
question. Students work individually to 10 mins
write/record 3 powerful questions.
Revisit list of questions for BC Ferries (circulate and check in with
captain that we generated: Do we students who you know will need
have powerful questions on our list? extra assistance and extra
challenge. Adjust criteria for them
Review a couple of example questions, as needed.)
and rewrite as powerful questions. Ask
students to work in pairs to try to 5 mins
rewrite 1-2 to be powerful questions.

Now ask students to think of any other

questions they want to ask the
interviewer and to attempt to write
powerful questions. Can rewrite a
question on the board, or it can be a
different question. Each student is
asked to record 3 powerful questions.
Let them know = our first attempt. We
are all trying.

Wrap up session briefly - thank 5 mins

students for hard work. Transition.
Hand in work theyve done to
collection bin (teacher will review to
check student understanding).
Share question.
Self and peer assess using criteria
BREAK FOR RECESS/ NEXT DAY
sheets.
Review questions and adjust as
Revise and photocopy self-assessment needed. Write question on a strip
criteria sheets with class criteria for of paper. 15 mins
powerful questions on break. Students read question when it is
their turn to share out and then
Brief review of powerful questions, hand question into teacher.
reorient students to questions they Students listen and make
wrote and our class criteria. suggestions of what questions go 15 mins
together, if any overlap, and in
Hand out class criteria for students what order makes sense for our
reference (to go into writing journal) interview.
and self/peer assessment criteria
sheets.

Ask students to choose what they feel

is their most powerful question and
share it with a neighbour (tell it to
them/ show paper if needed). Students
will also fill out self-assessment. 5 mins
Create a new class list of questions by
whip around and share.
Using strips of paper, teacher creates
visual cluster on board. Teacher reads
out questions, and class helps to
group them (get class up and moving
around)

(if smart board, could do this by typing

in questions into a clustering tool)

Allow students to volunteer to be the

questioners. What question would you
like to ask?

Provide questioners with their

questions to practice if they want to.
Closure Closure

Hand out blank postcard to each To get students excited for 5 mins
student. interview, have everyone sign and
personalize a thank you postcard
to be given to the guest speaker.