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Culture Documents
Sayde Evahnenko
University of Lethbridge PS3 Intern, Sayde Evahnenko
Table of Contents
Overview: 2
Stage 1 Desired Results 3
Established Goals GLO(s): 4
Understandings: 4
Essential Questions: 4
Unit Overview 7
Unit Specifics
10
Mini Lesson examples 254
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Overview:
Each week there are approximately seven 40 minute lessons. Some days have
two 40 minute blocks, some days have one. This unit is broken into 40 minute
blocks to allow for scheduling flexibility, rather than planning some 40 minute
lessons and some 80 minute lessons. Some classes will begin with a 15 minute
mini-lesson going over short story elements. As we go we will build on each
one more but this allows for focus on individual elements while not having
long lectures that could become dry and lose students attention. The mini
lesson will provide them with a concise explanation of each element and a
review sheet for their notes. There will be short review activities (essentially
low stakes quizzes (s)) reviewing these elements to check for understanding.
There will then be a summative assignment where they read a short piece on
their own and fill out a graphic organizer to show their analysis abilities. They
will also submit three well developed paragraphs to show their writing
progression and prepare them for their final assignment. Their final
assignment will be constructing their own short story using the writing skills
we learn. All of these will be added to a classroom portfolio. In their portfolio
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University of Lethbridge PS3 Intern, Sayde Evahnenko
will be their journals and assignments so the teacher who comes in after me
has a clear outline of what we did and where each student is at.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
GLOs 1-5
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
I can identify the three modes of narration. What are the benefits are of peer editing and
collaboration?
I can define foreshadowing, and give an example of
foreshadowing from the stories we looked at. How do I respond creatively to text?
I can define mood and its influence on a story. How do I know if I understand what I am reading?
I can edit my work and revise my work. What is a well developed paragraph? How do I write
a well developed paragraph?
I can collaborate with peers to give and receive
constructive feedback in an appropriate way.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Autobiography assignment: will show students writing abilities and their level of self understanding. Through
discussing the autobiography I will be able to formatively assess their oral and auditory abilities as well see
how they interact and discuss with peers.
Unit test: comprehension and mini-lesson Writing their own short story.
topics.
Paragraph writing with and without the
Comprehension quizzes. writing frames.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Unit Overview
1 Pixar shorts, Pre reading, Having Sightlines 7 1.1, 1.2, 2.1, 2.2,
The Knife by during students fill in 3.1, 3.2, 3.3,
Sarah Ellis, reading, and plot diagrams. https://x78251 4.3, 5.1, 5.2
journal kcpll2l2t9e46k
paragraph
writing. f96a-
writing, and Discussion.
pre-reading of wpengine.netd
Crumple and
story The shoot. Flashback vs na-
Revenge of the foreshadowing ssl.com/wp-
Bloodthirsty Jigsaw notes. lists. content/uploa
Giant by C.J. ds/2013/08/Ho
Hamburger w-to-Play-
Taylor. Journal
paragraph Crumple-
writing. reflections.
CBC lecture: Shoot.pdf.
The Truth
about Stories https://www.te
acherspayteac
hers.com/Free
Download/FRE
E-
PARAGRAPH-
WRITING-
GRAPHIC-
ORGANIZER-
HAMBURGER-
METHOD-
545508
https://www.y
outube.com/w
atch?v=HSHVX
tJJwHQ
https://www.y
outube.com/w
atch?v=daw7c
GjrORE
2 The Revenge Start working Class mind Writing 1.1, 1.2, 2.1, 2.2,
of the on writing map. Frames by Jean 2.3, 3.4, 5.1, 5.2
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University of Lethbridge PS3 Intern, Sayde Evahnenko
3 The Dinner Writing frames Class mind Writing 1.1, 1.2, 2.1, 2.2,
Party, Mona and paragraph map. Frames by Jean 2.3, 3.1, 3.2,
Gardner, planning/map Pottle 3.3, 5.1, 5.2
ping. Discussion. (teacher
When
resources for
Television Ate
Debate about Debate. walking
My Best television students
Friend, Linda benefits and Journal through
Ellerebee, drawbacks. reflections. paragraph
writing).
Sightlines 7.
Begin
brainstorming
what the short
story theyre
writing will be
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University of Lethbridge PS3 Intern, Sayde Evahnenko
on. Prepare
them to start
formulating
and organizing
their story.
Exam
Prep/unit
review using
centre based
activities to
help them
brush up on
the material.
Exam will be
some
comprehensio
n questions
from the
stories, and
cover
definitions
from the mini-
lessons.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Unit Specifics
Broken down into individual lesson activities
*Note: these are not lesson plans, rather a breakdown of the specific classes.
Lesson plans will be much more detailed.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Have them fill in a plot diagram for their notes using one of the shorts as an
example. Have them share them with the class or in small groups. (f)
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Activities:
Pre reading activity. In pods talk about an item that was important to you as a
kid. Why was it important? Did you keep it? Did you give it away? Do you
generally hold onto things, why or why not? (F.)
Outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.3, 5.1, 5.2
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Write in their journals using one of the creative options from Pg 15 sight lines
as a topic.
https://www.teacherspayteachers.com/FreeDownload/FREE-PARAGRAPH-
WRITING-GRAPHIC-ORGANIZER-HAMBURGER-METHOD-545508
Activities: mini-lesson on Point of View.
Look at the hamburger metaphor for paragraph writing.
Activities:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Finish up first paragraph writing activity. Start pre reading activities for next
story.
Discuss the role of legends and stories for FNMI people: legends used to
preserve their history in an oral way. Would be used to recall important events.
They would use legends to describe landscapes for directions. Stories hold a lot
of power to FNMI people, still to this day.
Begin listening to one of the CBC lectures The Truth About Stories by
Thomas King: https://www.youtube.com/watch?v=daw7cGjrORE . Pause as we
go to explain difficult concepts or words. Have them make notes about ways in
which this oral story is different from other written or oral stories weve heard.
Materials: Journals
Activities:
Discuss the truth about stories is thats all we are, what could this mean?
What is the significance of the story about the turtles back changing yet
remaining the same? What does this all say about the importance of stories in
FNMI culture? What are ways in which this oral story is different from other
written or oral stories weve heard?
Write in their journals about how a story they heard impacted them.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Lesson 8-
Activities:
Ask how giants have been portrayed in stories they know. Record answers on
the board. Take a picture to discuss after reading and see the ways in which this
giant is similar or different to the one in the story.
Have the students read the story out loud in small groups to work on oral
reading skills.
Evaluation: Formative.
Lesson 9-
Activities:
Finish reading story and making charts. Go through charts as a class. Discuss
fear and have students decide on their own if they thought the chief was afraid
or not. Have them make a statement saying what they believe and write a
hamburger paragraph sharing evidence from the story to support their
statement in their journals (essay prep and paragraph practise).
Lesson 10-
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Activities:
Start working on writing frames booklet. Booklets will include a few of the first
quarter frames to set up students in their paragraph writing. Students who
need more supports can keep using frames, while the other students will
eventually move on to make a visual map to prep them for their paragraphs, to
being able to write paragraphs without a frame or map.
Go through each page and explain what they should be doing and how this is
preparing them to write strong paragraphs.
Activities:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Mini-lesson on Editing.
Work on basics of editing using the paragraphs they wrote in their frame
booklets. Talk about how to buff up paragraphs and get their ideas.
Objectives:
Evaluation:
Lesson 13-
Activities:
Keep working on editing the paragraphs. They will have to hand in one of them
at the end of next class for marks.
Lesson 14-
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Mini lesson on types of irony. Have students create role play situations to teach
each type of irony.
Make a mind map on the board as a class about stereotypes and share common
stereotypes in our culture.
Have students write in their journals about either a time they experienced
stereotyping or irony.
Lesson 16- The Dinner Party by Mona Gardner, writing frames, Debate,
Materials:
Activities:
Read the story in small groups. Have them create a chart to fill in info on
setting, characters, point of view, moments of irony (compare what the
characters say vs what they do), moments of suspense.
Start comprehension questions. Divide into 4 groups and have them do the
comprehension questions from page 41 of sightlines.
Lesson 17- The Dinner Party, Mona Gardner. Writing frames continued.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Hand out the next set of writing frames that show students how to map
and plan a paragraph before writing it. Have them start the next set. One of
these will be handed in in two classes for marks. (Note, students who need
more support can continue to use frames.)
Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.1, 5.2
Evaluation: Formative practice (will end up summative)
Have students continue the next set of frames using maps to plan paragraphs.
One of these will be handed in in after the next class for marks. (Note, students
who need more support can continue to use frames.)
Have students continue the next set of frames using maps to plan paragraphs.
Focus on making improvements to add descriptive words and edit their
paragraphs. Swap with a peer and use a peer editing checklist. This will be
handed in NEXT CLASS. (Note, students who need more support can continue
to use frames.)
Lesson 20- Debate prep (pre reading activity for When Television Ate My
Best Friend, Linda Ellerebee)
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Lesson 21- Debate and Journalling (pre reading activity for When Television
Ate My Best Friend, Linda Ellerebee)
Debate
Journal your actual opinion (does not have to align with what you actually
argued) and why.
Mini-lesson on symbols
Read story
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Discuss literal and figurative uses of the word ate in terms of television
eating the narrators best friend.
Have groups make posters about what the story is saying about television.
Have each group appoint someone to stand up and share their poster.
This lesson may be expanded into two classes if extra time is needed for
editing.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Materials: https://www.teacherspayteachers.com/Product/Tandem-Writing-
Short-Story-Activity-463741
Activities:
Mini-lesson on past, present, and future tense. Remind students that they
need to keep their writing in the same tense. This will apply to essay writing as
well.
Writing short stories- what makes a short story likeable or interesting? What
do we need to have in our short stories? Make a map on the board.
Materials:
Activities:
Start preparing for summative short story. Introduce the 6 traits of writing
from TPT package (https://www.teacherspayteachers.com/Product/Writing-
Short-Stories-using-Six-Traits-as-a-Guide-616090).
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University of Lethbridge PS3 Intern, Sayde Evahnenko
the witches call them, go floating through the air and hit the witch right smack
in her nostrils. They send her reeling. -from The Witches by Roald Dahl
2. What does it look like? a. We arose in the dark, hours before sunrise, when
there was barely a smudge of indigo along the eastern sky and the rest of the
horizon was still pure pitch. -from The Evolution of Calpurnia Tate by
Jacqueline Kelly
3. What does it feel like? a. Parvanas belly had that ache it got when she
didnt feed it. It was a mixture of pain and emptiness. Her head felt empty, too,
and she felt dull and stupid. -from Parvanas Journey by Deborah Ellis
4. What does it taste like? a. The Queen let another drop fall from her bottle
onto the snow, and instantly there appeared a round box, tied with green silk
ribbon, which, when opened, turned out to contain several pounds of the best
Turkish Delight. Each piece was sweet and light to the very center and Edmund
had never tasted anything more delicious. -from The Lion, the Witch, and the
Wardrobe by C.S. Lewis
5. What does it sound like? a. It is curiously silent, too, with blank white
dawns and glaring noons, and sunsets smeared with too much color. Often at
night there is lightning, but it quivers all alone. -from Tuck Everlasting by
Natalie Babbitt
Go over adjectives and adverbs. Give students lists of better words they can use
in their stories.
Talk about drafting and organizing. Give resources to help students better plan
their stories.
Begin brainstorming what the short story theyre writing will be on. Be
prepared to start formulating and organizing your story tomorrow.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Using drafting and organization templates from the previous class plan your
short story. I will be going around the room to talk to each student about their
idea and asking questions to help students clarify and deepen their stories.
Lesson 30: Start final assignment. The rest of the classes are work periods.
Lesson 33: Remind about revision and hand out editing checklists.
Assignment Due.
Exam Prep/unit review using centre based activities to help them brush up on
the material. Exam will be some comprehension questions from the stories,
and cover definitions from the mini-lessons.
Unit Test: Test understanding of the stories we read and the mini-lesson
topics.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
For the last week I have left as cushion room as I suspect these activities will
take longer than I planned for. This allows one extra class for each week
planned to catch up. If they move along quickly then this can provide extra
time to work on final assignment for the unit. The Unit test will also be this
week.
Outcomes:
Materials:
Classroom white board: draw out the anchor chart to the right
Mini White Boards- One for each table group
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University of Lethbridge PS3 Intern, Sayde Evahnenko
30 Copies of paragraph
Smartboard to have Poes paragraph on screen
Presentation:
1. Before class have the anchor chart written out on the board and have
copies of paragraphs on desks.
2. Do attendance while they are coming in
3. At 844 have Edgar Allen Poe House of Usher opening paragraph on the
smartboard. Read the first sentence as the hook to bring in their
attention!
4. 844-846 Discuss Poe with students. Talk about the cliche dark and
stormy night and how Poe invented this; he is the Father of gothic
genre of short stories. Poes stories all use setting to hook in the reader
and add suspense to his narratives. Poe is my favorite writer in terms of
the setting he establishes in his stories as he is very illustrative and
provides precise detail that gives you context for the story. The house
itself is carefully crafted to heighten the mood and atmosphere of the
story, like the creepy tapestries and furnishings inside. - Use this same
paragraph to discuss mood and tone with them next class?
5. 846-850 Go through what makes a setting on a board by having students
who volunteer read out the anchor chart.
6. 850-855 Read Poes paragraph to the class and discuss the setting of this
story with them.
7. 855-900 Give them 5 minutes in their groups to make a similar anchor
chart (place, time, environment) on their white boards as a group based
on the books they are studying for their literature circles. Go around and
discuss with them as they work.
8. Hand out white boards after explaining.
9. 900-905 Have them all share about the setting of their novels to the
class.
10. 905 Ask each group what they are working on this class for their lit
circles. Make sure they all know what they are doing and then let them
loose to work on their projects.
Evaluation:
Discussion after reading the paragraph- F
Walking around while they write on their boards- F
Presenting their setting on the white boards- F
Checking to see if they know what they should be working on- F
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Outcomes:
Materials:
Smartboard
Youtube clip: https://www.youtube.com/watch?v=WH5jlkK4aUI
3
0
Plot
wor
kshe
etrs
Pres
enta
tion:
11. B
efor
e
class
have
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University of Lethbridge PS3 Intern, Sayde Evahnenko
the plot diagram written out on the board and have copies of worksheets
on desks
12. Do attendance while they are coming in before announcements
13. 844-846 Hook: Video on plot that recaps the important details
14. 846-850 Go through plot on the board with the students to see if they
can apply what was on the video .
15. 850-900 Give them 5 minutes in their groups to fill in their plot sheets.
Go around and discuss with them as they work.
16. 900-905 Have them all share about the plot structure of their novels to
the class.
17. 905 Ask each group what they are working on this class for their lit
circles. Make sure they all know what they are doing and then let them
loose to work on their projects.
Evaluation:
Discussion after watching the video- F
Walking around while they work on the sheets - F
Presenting their plot- F
Checking to see if they know what they should be working on- F
Outcomes:
Introduce myself
Make positive first impressions
Get to know students
Materials:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Presentation:
Evaluation:
F- See how students interact together and what questions they ask about me
Outcomes:
Set up expectations
Prepare students for upcoming activities
Materials:
Teacher Page
A powerpoint outlining expectations and outlining the structure of the
houses and house points.
Letters to go home
Presentation:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
This will cover: cell phone and electronic use, time management, how to
treat each other, repercussions, and the house system. (30 minutes).
a. Before discussing the house system ask how many students are
Harry Potter fans.
b. Show this clip from Harry Potter:
https://www.youtube.com/watch?v=xQZFWA2KDbw
c. Explain that I will randomly be grouping students into houses.
During their classes with me they will be able to gain and lose
points for their house. We will make a list of what earns them
points and what loses points on the board. I will take a picture of
the list and we will use that like a contract. At the end of each unit
with me the team with the most points will get a donut and the
chance to drop one mark from their report card. (In order to drop a
mark they will need to have everything handed in.)
5. Thank them for the great class and wish them on their way! Hand out letters
to go home on the way out the door. (1 Minute)
Evaluation:
F- See how students interact together and what questions they ask about me
Outcomes:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Materials:
https://docs.google.com/presentation/d/11XxTetP1SSBXIFJpOLHQ6tgvUEsrNR
AOKsakUkphN5U/edit?usp=sharing
Presentation:
1. Have houses written on board and the seating plan on the screen
3. Wrap up by saying that next class we will be discussing how they are going to
write their own autobiography and why it matters.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Evaluation:
F- Discussion responses and questions asked
Outcomes:
Materials:
https://docs.google.com/presentation/d/11XxTetP1SSBXIFJpOLHQ6tgvUEsrNR
AOKsakUkphN5U/edit?usp=sharing
Presentation:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
c. Discuss how stories have the power to change how people see
something. Writing an autobiography shares your story and can
influence how you see yourself and how others see you. (3 minutes)
d. Slides 11-15: Go through the process of writing an
autobiography. Show them my personal timeline and comment on why
some of these events shaped me.
e. Take questions
2. Wrap up by telling that next class they will get the assignment details and
rubric and begin working on their own piece.
Evaluation:
F- Discussion responses, questions asked, journal entries
Outcomes:
Materials:
Presentation:
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University of Lethbridge PS3 Intern, Sayde Evahnenko
Evaluation:
F- Discussion responses, questions asked, observing their planning.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
journals.
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University of Lethbridge PS3 Intern, Sayde Evahnenko
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