Year Plan For: ​Language Arts/ Literacy Grade 3

Dates: January February March April May June

Dimension Morning Morning Morning Morning Morning Morning

Literacy Literacy Literacy Literacy Literacy Literacy
Books, Books, Book, Books, Books, Books,
Articles, Articles, Articles, Articles, Articles, Articles,
Cartoons, Cartoons, Cartoons, Cartoons, Cartoons, Cartoons,
Short Short Short Short Short Stories Short Stories
Stories Stories Stories Stories

Unit/Activity Reading Group Reading Creating Revising, Reading

Choices Groups/ work Groups/ our draft Editing, Groups/
Literacy Creative Group Reading Producing Literacy
Circles Journals work Groups/Lit final letter Circles
Reflection (how can Summariz eracy Presenting Reflecting on
period we use ing Circles Final Letters our letter
our Making Letters Reading Creative
strategies Connectio What are Groups/ Journals
that we ns letters? Literacy
learn to (Between Explore Circles
create India and various
ideas, Canada) types of
make Creative letters
connectio Journals What are
ns, and they used
manage for?
our own How can
ideas) we use
letters to
communic
ate and
spread
our
knowledg
e of India

General 1)Student 2) 2)​Students 1) 2) ​Students 5)​Students will

Outcomes s will Students will listen, Students will listen, listen, speak,
listen, will listen, speak, will listen, speak, read, read, write,
speak, speak, read, speak, write, view view and
read, read, write, view read, and represent represent to
write, view write, view and write, view to respect,
and and represent and comprehend support and
represent represent to represent and respond collaborate
to explore to comprehe to explore personally with others.
thoughts, comprehe nd and thoughts, and critically 2)Students will
ideas, nd and respond ideas, to oral, print listen, speak,
feelings respond personally feelings and other read, write,
and personally and and media texts. view and
experience and critically to experience 3) Students represent to
s. critically to oral, print s will listen, comprehend
2)Student oral, print and other 2)Student speak, read, and respond
s will and other media s will write, view personally and
listen, media texts. listen, and represent critically to
speak, texts. 3) speak, to manage oral, print and
read, 3) Students read, ideas and other media
write, view Students will listen, write, view information. texts.
and will listen, speak, and 4)Students 1) Students
represent speak, read, represent will listen, will listen,
to read, write, view to speak, read, speak, read,
comprehe write, view and comprehe write, view write, view and
nd and and represent nd and and represent represent to
respond represent to manage respond to enhance explore
personally to manage ideas and personally the clarity thoughts,
and ideas and informatio and and artistry ideas,
critically to informatio n. critically to of feelings and
oral, print n. 4) oral, print communicatio experiences.
and other 5)Student Students and other n. 2)Students will
media s will will listen, media 5) Students listen, speak,
texts. listen, speak, texts. will listen, read, write,
5)Student speak, read, 5)Student speak, read, view and
s will read, write, view s will write, view represent to
listen, write, view and listen, and represent comprehend
speak, and represent speak, to respect, and respond
read, represent to read, support and personally and
write, view to respect, enhance write, view collaborate critically to
and support the clarity and with others. oral, print and
represent and and represent 3.1: other media
to respect, collaborate artistry of to respect, Communities texts.
support with communic support in the World 3.1:
and others. ation. and Communities in
collaborate 3.1: 5)Student collaborate the World
with Communiti s will with
others. es in the listen, others.
3.1: World speak, 3.1:
Communiti read, Communiti
es in the write, view es in the
World and World
represent
to respect,
support
and
collaborate
with
others.
3.1:
Communiti
 es in the
World

Specific 1.1 2.1 Use 2.1 Use 1.1 2.1 Use 1.1 Discover
Outcomes Discover strategie strategie Discover strategies and explore
and s and s and and and cues 1.2 Clarify
explore cues cues explore 2.2 Respond and extend
1.2 2.2 2.2 2.1 Use to texts 5.1 Respect
Clarify Respond Respond strategie 2.3 others and
and to texts to texts s and Understand strengthen
extend 2.3 3.2 Select cues forms, community
2.2 Understa and 2.2 elements 5.2 Work
Respond nd forms, process Respond and within a
to texts elements 3.3 to texts techniques group
3.1.1 - and Organize, 2.3 2.4 Create 2.2 Respond
appreciat technique record Understa original text to texts
e s and nd forms, 3.3 3.1.1 -
similariti 3.1 Plan evaluate elements Organize, appreciate
es and and focus 3.4 Share and record and similarities
differenc 3.1.1 - and technique evaluate and
es among appreciat review s 3.4 Share differences
people e 4.1 2.4 and review among
and similariti Enhance Create 4.1 Enhance people and
communi es and and original and improve communities
ties differenc improve text 4.2 Attend 3.1.2 -
3.1.2 - es among 3.1.1 - to examine the
examine people appreciat 5.1 conventions social,
the and e Respect 4.3 Present cultural and
social, communi similariti others and share linguistic
cultural ties es and and 5.1 Respect characteristic
and 3.1.2 - differenc strengthe others and s that affect
linguistic examine es among n strengthen quality of life
character the people communi community in
istics that social, and ty 5.2 Work communities
affect cultural communi 5.2 Work within a in other parts
quality of and ties within a group of the world
life in linguistic 3.1.2 - group 3.1.1 - by exploring
communi character examine 3.1.1 - appreciate and reflecting
ties in istics that the appreciat similarities upon the
other affect social, e and following
parts of quality of cultural similariti differences questions for
the world life in and es and among inquiry
by communi linguistic differenc people and
exploring ties in character es among communitie
and other istics that people s
reflecting parts of affect and 3.1.2 -
upon the the world quality of communi examine the
following by life in ties social,
questions exploring communi 3.1.2 - cultural and
for and ties in examine linguistic
inquiry reflecting other the characterist
upon the parts of social, ics that
following the world cultural affect
 questions by and quality of
for exploring linguistic life in
inquiry and character communitie
reflecting istics that s in other
upon the affect parts of the
following quality of world by
questions life in exploring
for communi and
inquiry ties in reflecting
other upon the
parts of following
the world questions
by for inquiry
exploring
and
reflecting
upon the
following
questions
for
inquiry

Assessment/ Formative Formative Formative Formative Formative Formative

Evaluation/ Assessme Assessme Assessme Assessme Assessment: Assessment:
Communication nt: Ask nt: nt: nt: Recording Recording
students Creative Students Asking students students
questions Journals Summary questions answers answers
on the Ask of their about Observing Observing
text and students reading students students students
write questions Oral work with work on their within their
down their about the Summary the letters groups and
responses text and Connectio strategy Summative: their work on
Students record ns they listening Students their final
writing on their make and final letters letters
their responses within recording Creative
analysis Summativ their their Journals
Summativ e writing answers Reflections
e Assessme Summativ Draft of Summative:
Assessme nt: e their Reflections
nt: Have Creative Assessme Letter Recordings
students Journals nt: Writing Summativ Creative
write and oral e Journals
down their communic Assessme
analysis ation of nt:
of the their Recorded
piece of literacy answers
work or and of
 literature learning students
process in
their
journals

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 India: The

Culture by

Kalman

Bobbie

Year Plan For: ​Social Studies (India)

Dates: January February March April May June

Dimension - Introduction Learning Learning Continuin Finishin Reflection

to India/ about India about g on with g up our Period
Learning continued Blueprin Blue bridges
about and about ts, prints Blueprin
Tsunami’s the impleme Writing ts
Tsunami’s/ nting our letters Finishin
How this them Beginning g up the
 relates to into the the Letters
India and building constructi
their bridges, process. on of our
and the How can bridges
children we as Incorporat
within their architect ing our
schools and s create knowledg
what we will Who are e of India
be building we into our
in Science creating projects
our
letters
for and
why?

Unit/Activity - Work and -What is a -Resear -Starting -Reflecti - Journal

Choices discover Tsunami ch on on our ng on Reflectio
new -Why would various blueprints our ns
vocabulary this affect different -Creating building - Reflectio
- Questions on India, the types of reflections process ns on
what the schools, the blueprint on our in our their
students children and s blueprints journals bridges
want to know transportatio -Classro (struggles - Class and why
about India n. om and Discussi they
- Journal work/ -What are discussi successes ons would
projects/ the ons on ) -Group work in
reflections complication what -Reflectio Work the flood
- Locating s that are blueprint n Journals -Creativ - Viewing
India/ caused by a s mean -Reflectin e other
Geography Tsunami? for an g on Journal students
- Learning - Why are Architect knowledg -Readin projects
about the the bridges and why e of India g and
important important? they use and how Groups providing
information -Making them this -Finishin questions
of India/ Connections -Drafting relates to g up for the
history between Blueprin back Letters group
- Making what we ts home and -Finishin members
Connections have learned - Group/ what we g up to
between the about India Class can do as Bridges answer
Aboriginal already and Discussi Architects
and India how this ons on to help it
- Climate in would affect our - Making
India their lives letters Connectio
- Goods and and culture -Resear ns
 Services -How it ch - Working
- Religion/ affects the - on our
Celebrations students Reflectiv letters
and Festivals - Reflections e -Reading
- Culture in Journals Journals Groups
- Yoga and - Group -
Dance work/ Creative
- What is a Discussions Journals
Tsunami - Class -
(maybe Discussions Practice
covered for -Creative Writing
this month if Journals Letters
there is time) -Research - Taking
- Reading Reading our work
Groups Groups of the
Tsunami
and
relating
that
towards
our blue
prints
-Readin
g
Groups

General 3.1- Communities of 3.1- 3.1- 3.1- 3.2: 3.2: Global

Outcomes the world Communitie Commu Communit Global Citizenship-Stud
Students will s of the nities of ies of the Citizens ents will
demonstrate an world the world hip-Stud demonstrate an
understanding and Students will world Students ents will understanding
appreciation of how demonstrate Student will demonst and
geographic, social, an s will demonstr rate an appreciation of
cultural and understandin demonst ate an understa Canada's roles
linguistic factors g and rate an understan nding and
affect quality of life appreciation understa ding and and responsibilities
in communities in of how nding appreciati apprecia in global
India, Tunisia, geographic, and on of how tion of citizenship in
Ukraine and Peru. social, apprecia geographi Canada' relation to
cultural and tion of c, social, s roles communities in
Skills and linguistic how cultural and India, Tunisia,
Processes factors affect geograp and responsi Ukraine and
quality of life hic, linguistic bilities in Peru.
Students will listen, in social, factors global
speak, read, write, communities cultural affect citizensh Skills and
view and represent in India, and quality of ip in Processes
to explore thoughts, Tunisia, linguistic life in relation 2.Students will
ideas, feelings and Ukraine and factors communiti to listen, speak,
experiences Peru. affect es in commun read, write, view
3.2: Global quality India, ities in and represent to
Citizenship- of life in Tunisia, India, comprehend
Students will commun Ukraine Tunisia, and respond
demonstrate ities in and Peru. Ukraine personally and
an India, 3.2: and critically to oral,
understandin Tunisia, Global Peru. print and other
g and Ukraine Citizenshi media texts.
appreciation and p-Student Skills Students will
of Canada's Peru. s will and listen, speak,
roles and 3.2: demonstr Process read, write, view
responsibiliti Global ate an es and represent to
es in global Citizens understan 2.Stude enhance the
citizenship in hip-Stud ding and nts will clarity and
relation to ents will appreciati listen, artistry of
communities demonst on of speak, communication.
in India, rate an Canada's read,
Tunisia, understa roles and write,
Ukraine and nding responsibi view
Peru. and lities in and
apprecia global represe
Skills and tion of citizenship nt to
Processes Canada' in relation compreh
Students will s roles to end and
listen, and communiti respond
speak, read, responsi es in personal
write, view bilities in India, ly and
and global Tunisia, critically
represent to citizensh Ukraine to oral,
explore ip in and Peru. print and
thoughts, relation other
ideas, to Skills and media
feelings and commun Processes texts.
experiences ities in Students Student
India, will listen, s will
Tunisia, speak, listen,
Ukraine read, speak,
and write, view read,
Peru. and write,
represent view
 Skills to and
and comprehe represe
Process nd and nt to
es respond enhance
Student personally the
s will and clarity
listen, critically to and
speak, oral, print artistry
read, and other of
write, media commun
view texts. ication.
and
represe
nt to
compreh
end and
respond
persona
lly and
criticall
y to
oral,
print
and
other
media
texts.

Specific 3.1.1-​ ​appreciate 3.1.3- examine 3.1.1- 3.1.2- 3.1.2- 3.1.1- appreciate
Outcomes similarities and the geographic appreciate examine the examine similarities and
differences among characteristics similarities social, the social, differences among
people and that shape and cultural and cultural people and
communities communities in difference linguistic and communities
3.1.2- examine the other parts of s among characteristi linguistic 3.S.8 -
social, cultural and the world by people cs that characteri demonstrate skills
linguistic characteristics exploring and and affect quality stics that of oral, written and
that affect quality of life reflecting upon communiti of life in affect visual literacy
in communities in other the following es communities quality of 3.S.4 -
parts of the world by questions for 3.1.2- in other life in demonstrate skills
exploring and reflecting inquiry examine parts of the communiti of decision making
upon the following 3.1.1- the social, world by es in other and problem
questions for inquiry appreciate cultural exploring parts of solving
3.1.3- examine the similarities and and and the world 3.S.6 - develop
geographic differences linguistic reflecting by age-appropriate
characteristics that among people characteri upon the exploring behaviour for social
shape communities in and stics that following and involvement as
other parts of the world communities affect questions reflecting responsible citizens
by exploring and 3.1.4- examine quality of for inquiry upon the contributing to their
reflecting upon the economic life in 3.S.8 - following community
following questions for factors that communiti demonstrate questions 4.3 Present and
inquiry shape es in other skills of oral, for inquiry Share
3.1.4- examine communities in parts of written and 3.S.8 -
economic factors that other parts of the world visual demonstra
shape communities in the world by by literacy te skills of
other parts of the world exploring and exploring 3.S.4 - oral,
by exploring and reflecting upon and demonstrate written
reflecting upon the the following reflecting skills of and visual
following questions for questions for upon the decision literacy
inquiry inquiry following making and 3.S.4 -
3.S.9 - develop skills of 3.2.1 - questions problem demonstra
media literacy appreciate for inquiry solving te skills of
3.S.7 - apply the elements of 3.S.8 - 3.S.5 - decision
research process global demonstra demonstrate making
3.S.2 - develop skills of citizenship te skills of skills of and
historical thinking 3.S.8 - oral, cooperation, problem
3.S.3 - develop skills of demonstrate written conflict solving
geographic thinking skills of oral, and visual resolution 3.S.5 -
3.S.1 - develop skills of written and literacy and demonstra
critical thinking and visual literacy 3.S.9 - consensus te skills of
creative thinking 3.S.9 - develop develop building cooperatio
1.1 Discover and skills of media skills of 3.S.6 - n, conflict
Explore literacy media develop resolution
Express ideas and 3.S.7 - apply literacy age-appropr and
develop understanding the research 3.S.7 - iate consensu
Experiment with process apply the behaviour s building
language and forms 3.S.2 - develop research for social 3.S.6 -
Express preferences skills of process involvement develop
Set goals historical 3.S.2 - as age-appro
1.2 Clarify and Extend thinking develop responsible priate
Consider the ideas of 3.S.4 - skills of citizens behaviour
others demonstrate historical contributing for social
Combine ideas skills of thinking to their involveme
Extend understanding decision 3.S.4 - community nt as
2.2 Respond to Texts making and demonstra 3.S.1 - responsibl
2.3 Understand Forms, problem te skills of develop e citizens
Elements and solving decision skills of contributin
Techniques 3.S.6 - develop making critical g to their
age-appropriat and thinking and communit
e behaviour for problem creative y
social solving thinking Use prior
involvement as 3.S.5 - Use prior knowledg
responsible demonstra knowledge e
citizens te skills of Use Use
contributing to cooperatio comprehens comprehe
their n, conflict ion nsion
community resolution strategies strategies
3.2.2 - explore and Use textual Use
the concept of consensu cues textual
global s building Use phonics cues
citizenship by 3.S.6 - and Use
reflecting upon develop structural phonics
the following age-appro analysis and
 questions for priate 2.4 Create structural
inquiry behaviour Original analysis
1.1 Discover for social Text 2.4 Create
and Explore involveme 4.1 Enhance Original
Express ideas nt as and Improve Text
and develop responsibl 4.2 Attend 4.1
understanding e citizens to Enhance
Experiment contributin Conventions and
with language g to their Improve
and forms communit 4.2 Attend
Express y to
preferences 3.S.1 - Conventio
Set goals develop ns
1.2 Clarify and skills of
Extend critical
Consider the thinking
ideas of others and
Combine ideas creative
Extend thinking
understanding Use prior
Use prior knowledg
knowledge e
2.2 Respond to 2.3
Texts Understan
2.3 Understand d Forms,
Forms, Elements
Elements and and
Techniques Technique
s

Assessment/ Formative: Formative: Formativ Formative Formativ Formative:

Evaluation Observations on Observation e: : Group e: Group Reflective
students work/ s on Observa Work Work Journals
checklist students tion on Class Checklis Creative
Reflective Journals work students Discussio t Journals
Creative Journals Checklists work ns Reflectiv Checklist
Classroom Creative Checklis Reflective e Summative:
Discussions Journals ts Journals Journals Reflective
Summative: Reflective Researc Summativ Observa Journals
Creative Journals Journals h e: tions Creative
Checklist Class Class Reflective Summat Journals
Reflective Journals discussions Discussi Journals ive:
Quiz Summative: ons Creative Letter
Creative Summat Journals Write up
Journals ive: Checklist on
Reflective Researc bridges
Journals h Quiz
Reflectiv
e
 Journals
Creative
Journals

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I is for India

by

Prodeepta

Das

India: The

Culture by

Kalman

Bobbie
Unit Plan
Unit Title: Literacy Mornings
Grade: ​3

I. ​Introduction/Rationale

The use of literacy within the mornings will be directed towards the students learning a

strategy and then using it within their reading groups and/or literacy circles. These

reading strategies will be based on making connections, unknown words, making

predictions, character feelings, asking questions, visualizing, and summarizing. For the

first few months we will continue to discover new literature and various texts revolving

around our study of India, and will use the strategies the students have learned in order

to aid in their analysis and discovery of the text. After they have practiced their

strategies, the students will continue to work on writing a letter to a person that could be

affected in a positive or negative way to a building we may be learning about in Science

and Social studies. The students will use their strategies that they have used throughout

their reading and writing process to create a letter of their own, where they will

demonstrate their knowledge and understanding of the structure and the people who

may be impacted by its presence.

II. ​Objectives

In order to be successful students will:

1) Learn and further implement strategies into their reading and writing work
 2) Work within a group setting

3) Take what they have learned about India, and using their strategies create a

letter

lll. General and Specific Outcomes

General Outcome 1

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and

experiences.

1.1 Discover and explore

1.2 Clarify and extend

General Outcome 2

Students will listen, speak, read, write, view and represent to comprehend and respond personally and

critically to oral, print and other media texts.

2.1 Use strategies and cues

2.2 Respond to texts

2.3 Understand forms, elements and techniques

2.4 Create original text

General Outcome 3

Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1 Plan and focus

3.2 Select and process

3.3 Organize, record and evaluate

3.4 Share and review

General Outcome 4

Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of

communication.

4.1 Enhance and improve

 4.2 Attend to conventions

4.3 Present and share

General Outcome 5

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

5.1 Respect others and strengthen community

5.2 Work within a group

3.1: Communities in the World

General Outcome

Students will demonstrate an understanding and appreciation of how geographic, social, cultural

and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

3.1.1 - appreciate similarities and differences among people and communities

Specific Outcomes: Knowledge and Understanding

Students will:

3.1.2 - examine the social, cultural and linguistic characteristics that affect quality of life in

communities in other parts of the world by exploring and reflecting upon the following questions

for inquiry

3.2: Global Citizenship

Students will demonstrate an understanding and appreciation of Canada's roles and

responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:

3.2.1 - appreciate elements of global citizenship

Dimensions of Thinking

Students will:

3.S.1 - develop skills of critical thinking and creative thinking

3.S.4 - demonstrate skills of decision making and problem solving

Social Participation as a Democratic Practice

 Students will:

3.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building

Communication

Students will:

3.S.8 - demonstrate skills of oral, written and visual literacy

3.S.9 - develop skills of media literacy

III. ​Content area

In Social Studies and Science the students will be learning about India. In this unit i will

combine various texts, and literature that contribute to our study on India. After, the

students will take the strategies they have learned and apply it towards their letters that

they will make in regards to the work they have done with India (ie. letter to other grade

3 students, people that were affected or could be affected in a positive or negative way

in the buildings that they learn about).

IV. ​Student activities/processes

Reading Groups/ Literacy Circles- Working on various strategies and implementing

them into our reading and writing

Journal Writing and Mini Projects

Class Discussions

Group Discussions

Draft of Letter

Editing
Finishing up the final letter

V. ​Materials & resources

Websites:

https://www.cia.gov/library/publications/the-world-factbook/geos/in.html

https://kids.nationalgeographic.com/kids/places/find/india/#india-tajmahal.jpg

https://www.timeforkids.com/g34/turning-green-3/

http://www.ascd.org/ascd-express/vol12/1212-lent.aspx

http://www.learnalberta.ca/Search.aspx?lang=en&search=India&grade=Grade+3&subje

ct=Social+Studies

https://www-worldbookonline-com.elibrary.calgarypubliclibrary.com/kids/home?subacct=

CD12363#search/INDIA

https://www-worldbookonline-com.elibrary.calgarypubliclibrary.com/wbtimelines/viewtim

elines?source=WB&timelineId=52fc5f647fa57cac1bf1b75e

Books:

I is for India by Prodeepta Das

Where is the Taj Mahal? By Dorothy and Thomas Hoobler

Struggling Readers by Lori Jamison

Reading Power by Adrienne Gear

India Enchantment of the World by Don Nardo

T is for Taj Mahal by Varsha Bajaj

I is for India by Prodeepta Das

India: The Culture by Kalman Bobbie

VI. ​Tentative timeline

This will be an ongoing unit throughout from January to June, as the students will work

to hit all of their objectives throughout their reading groups, practicing the strategies,

and writing their letters.

VII. ​Evaluation

Observations

Students responses to questions

Worksheets

Creative Journals

Draft of letter

Final Letter

Unit Title: Social Studies- India

I. Introduction/Rationale
This unit will be a cross curricular unit that will encompass Social Studies and Literacy.

The students will go through a journey as Architects, who will learn about India and the

important aspects that shape the culture and its people. Further into the unit, the

students will prepare a blueprint that will help them in designing their bridge before they

start to build it.

II. General Outcomes/ Specific Outcomes

3.1: Communities in the World

Students will demonstrate an understanding and appreciation of how geographic, social, cultural and

linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:

3.1.1 - appreciate similarities and differences among people and communities

Specific Outcomes: Knowledge and Understanding

Students will:

3.1.2 - examine the social, cultural and linguistic characteristics that affect quality of life in communities in

other parts of the world by exploring and reflecting

3.1.3 - examine the geographic characteristics that shape communities in other parts of the world by

exploring and reflecting upon the following questions for inquiry

3.1.4 - examine economic factors that shape communities in other parts of the world by exploring and

reflecting

3.2: Global Citizenship

Students will demonstrate an understanding and appreciation of Canada's roles and responsibilities in

global citizenship in relation to communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:
3.2.1 - appreciate elements of global citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

3.2.2 - explore the concept of global citizenship by reflecting upon the following questions for inquiry

Skills & Processes

Dimensions of Thinking

Students will:

3.S.1 - develop skills of critical thinking and creative thinking

3.S.2 - develop skills of historical thinking

3.S.3 - develop skills of geographic thinking

3.S.4 - demonstrate skills of decision making and problem solving

Social Participation as a Democratic Practice

Students will:

3.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building

3.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to

their community

Research for Deliberative Inquiry

Students will:

3.S.7 - apply the research process

Communication

Students will:

3.S.8 - demonstrate skills of oral, written and visual literacy

3.S.9 - develop skills of media literacy

English Outcomes:

1.1 Discover and Explore

Express ideas and develop understanding

 ● connect prior knowledge and personal experiences with new ideas and information in oral, print

and other media texts

● explain understanding of new concepts in own words

● explore ideas and feelings by asking questions, talking to others and referring to oral, print and

other media texts

Experiment with language and forms

● choose appropriate forms of oral, print and other media texts for communicating and sharing

ideas with others

1.2 Clarify and Extend

Consider the ideas of others
● ask for the ideas and observations of others to explore and clarify personal understanding

Combine ideas
● experiment with arranging and recording ideas and information in a variety of ways

Extend understanding
● ask questions to clarify information and ensure understanding

2.4 Create Original Text

Generate ideas

● experiment with ways of generating and organizing ideas prior to creating oral, print and other

media texts

Elaborate on the expression of ideas

● use sentence variety to link ideas and create impressions on familiar audiences

Structure texts

● experiment with a variety of story beginnings to choose ones that best introduce particular stories

● add sufficient detail to oral, print and other media texts to tell about setting and character, and to

sustain plot

General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1 Plan and Focus

Focus attention

● use self-questioning to identify information needed to supplement personal knowledge on a topic

● identify facts and opinions, main ideas and details in oral, print and other media texts

Determine information needs

● ask topic-appropriate questions to identify information needs

Plan to gather information

● contribute ideas for developing a class plan to access and gather ideas and information

3.2 Select and Process

Use a variety of sources

● find information to answer research questions, using a variety of sources, such as children's

magazines, CDROMs, plays, folk tales, songs, stories and the environment

Access information

● use text features, such as titles, pictures, headings, labels, diagrams and dictionary guide words,

to access information

● locate answers to questions and extract appropriate and significant information from oral, print

and other media texts

● use card or electronic catalogues to locate information

Evaluate sources

● review information to determine its usefulness in answering research questions

3.3 Organize, Record and Evaluate

Organize information

● organize ideas and information, using a variety of strategies, such as clustering, categorizing and

sequencing

● draft ideas and information into short paragraphs, with topic and supporting sentences

Record information

● record facts and ideas using a variety of strategies; list titles and authors of sources

● list significant ideas and information from oral, print and other media texts
Evaluate information

● determine if gathered information is sufficient to answer research questions

4.1 Enhance and Improve

Appraise own and others' work

● share own oral, print and other media texts with others to identify strengths and ideas for

improvement

Revise and edit

● combine and rearrange existing information to accommodate new ideas and information

● edit for complete and incomplete sentences

Enhance legibility

● print legibly, and begin to learn proper alignment, shape and slant of cursive writing

● space words and sentences consistently on a line and page

● use keyboarding skills to compose, revise and print text

● understand and use vocabulary associated with keyboarding and word processing

Expand knowledge of language

● explain relationships among words and concepts associated with topics of study

● experiment with words and word meanings to produce a variety of effects

Enhance artistry

● choose words, language patterns, illustrations or sounds to add detail and create desired effects

in oral, print and other media texts

4.2 Attend to Conventions

Attend to grammar and usage
● identify a variety of sentence types, and use in own writing

● identify correct subject-verb agreement, and use in own writing

● use adjectives and adverbs to add interest and detail to own writing

● distinguish between complete and incomplete sentences

Attend to spelling
 ● use phonic knowledge and skills and visual memory, systematically, to spell phonically regular,

three-syllable words in own writing

● identify generalizations that assist with the spelling of unfamiliar words, including irregular plurals

in own writing

● identify frequently misspelled words, and develop strategies for learning to spell them correctly in

own writing

Attend to capitalization and punctuation

● use capital letters appropriately in titles of books and stories

● use exclamation marks, appropriately, as end punctuation in own writing

● use apostrophes to form common contractions and to show possession in own writing

● identify commas, end punctuation, apostrophes and quotation marks when reading, and use them

to assist comprehension

4.3 Present and Share

Present information
● present ideas and information on a topic, using a pre-established plan

Enhance presentation
● use print and nonprint aids to illustrate ideas and information in oral, print and other media texts

Use effective oral and visual communication

● speak or present oral readings with fluency, rhythm, pace, and with appropriate intonation to

emphasize key ideas

Demonstrate attentive listening and viewing

● rephrase, restate and explain the meaning of oral and visual presentations

● identify and set purposes for listening and viewing

General Outcome 5 (Gr. 3)

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
5.1 Respect Others and Strengthen Community
Appreciate diversity
● describe similarities between experiences and traditions encountered in daily life and those

portrayed in oral, print and other media texts

 ● retell, paraphrase or explain ideas in oral, print and other media texts

Relate texts to culture

● identify and discuss similar ideas or topics within stories from oral, print and other media texts

from various communities

Celebrate accomplishments and events

● use appropriate language to acknowledge and celebrate individual and class accomplishments

Use language to show respect

● demonstrate respect for the ideas, abilities and language use of others

5.2 Work within a Group

Cooperate with others
● work cooperatively with others in small groups on structured tasks

● identify others who can provide assistance, and seek their help in specific situations

Work in groups
● contribute ideas and information on topics to develop a common knowledge base in the group

● ask others for their ideas, and express interest in their contributions

Evaluate group process

● assess the effectiveness of group process, using pre-established criteria

lll.Objectives

Students will know their successful by:

1. Continue to reflect in their journal during their time learning about India

2. Create a Blueprint for their Bridge

3. Reflect in their creative journal

4. Create a letter

5. Participate in Group work/ discussions and Class Discussions

IV. Content area

First, we will start off with learning all of the aspects of India that pertain to the

curriculum so the students can have a concrete idea of India, and what makes it what it
is. Then we will learn about Tsunami’s and how this pertains to the climate of India, and

the issue surrounding students attending schools. As this develops we will continue to

do mini projects and reflective writing exercises, during our learning process. From

there, we will heading into creating blueprints for our bridges, keeping our knowledge in

mind while we are constructing them. We will develop our journey further as architects

when we work towards creating out letters and bridges.

This content will be integrated across the curriculum, as building of the bridges will be

involved within science and social studies. The blueprint will be integrated within

science and social studies as they will be working on how to design a bridge that will fit

the certain part of India, going on its culture, people, and resources. The letter will be

connected to the project on how an architect not only needs to know about the building

and its surroundings, but how it will affect the people that see it and use it everyday.

This letter will be tied to the Language Arts and Social Studies part of the curriculum.

V. Student activities/processes Student products

Group work

Group/Class discussions

Reflective Journals/ Projects

Creative Journals

Quiz

Letters

Blueprints

Bridges
Vl. Materials & resources

http://galileo.org/selected-proceedings-of-the-ideas-conference-2017/

https://kids.nationalgeographic.com/explore/countries/india/#india-tajmahal.jpg

https://www.cia.gov/library/publications/the-world-factbook/geos/in.html

https://www.nationalgeographic.org/media/happy-diwali/

http://www.weatherwizkids.com/?page_id=100

​https://www.youtube.com/watch?v=64FxBgv0n2o

https://sciencing.com/make-blueprint-kids-6621832.html

https://www-worldbookonline-com.elibrary.calgarypubliclibrary.com/kids/home?subacct=

CD12363#search/INDIA

https://www-worldbookonline-com.elibrary.calgarypubliclibrary.com/wbtimelines/viewtim

elines?source=WB&timelineId=52fc5f647fa57cac1bf1b75e

Books:

I is for India by Prodeepta Das

India: The Culture by Kalman Bobbie

Vll. Tentative timeline

This unit will most likely go until the end of April, but I have planned it till the end of the

school year just incase we need more time.

VIIl. Evaluation
The students will be evaluated on their daily reflections which focus on all of their

knowledge that they are accumulating on India and using this knowledge within their

future work. Also their work within their creative journals, group work, and classroom

discussions. As we move forward in our learning as Architects we will learn how to

create blueprints, which the students will be evaluated on dependent on how they built

their bridge based on their knowledge of India and the area. Then they will continue to

be evaluated on their letters and how they incorporate the information they have learned

through their work in literacy and social studies, as well as science. Their reflections

throughout the building process will demonstrate how they are using their knowledge

learnt in other units, and using it towards the building process.

Name:Haley Reynolds
School: Royal Oak School Practicum
Dates: Jan 7th to April 19th
Teacher Mentor: Shiroji McDonald
School Administrator: Ms. L Sparks
Faculty Mentor: Sue Price
A.Professional Goals/Growth Plan
Professional Goals
• Goal #1:_Assessment
______________________________________________________________
Rationale: Throughout all of my practicums I have been introduced and especially in my
second practicum I had begun to implement assessment within the classroom.
However, I feel as though I have a lot to learn when it comes to assessing students, and
what are various ways in which you can assess without always having to test students
on their knowledge. This is an important part of learning as you want to be able to not
only use it as an evaluation tool, but also a communication tool with parents to show
them where their kids are at. I want to learn how to make successful assessments.
• Goal #2:__Relationships, and working successfully with parents, students, and
collegues within my School
____________________________________________________________
Rationale: This is very important, I feel as though the relationships you create with the
students, parents and colleges within the school make a world of a difference when
working within a school. It’s not that I don’t know how to create some of these
relationships, but I want to work at creating strong, and professional relationships in aid
in everyone's growth. As a new teacher, it's a little intimidating going into a school
where these relationships have always been established. I want to work towards moving
away from this, and work towards learning how to create these relationships and
become a better teacher and person in the process.
B. Strategies ​(How I will go about achieving my goals?)•​ Strategies for addressing Goal
#1: Working on Assessments within this current practicum
Asking Questions and learning from other teachers within my school
See the positive and negative aspects of my last assessments and learn how to work on
them to make them better
Research
Look to Resources
• Strategies for addressing Goal #2:
Share my ideas but learn how to work with others ideas
Work with others
Ask Questions
Put myself out there
Always be open to learning
C. Indicators of Progress Towards Goals
(How I will know when and if I have achieved my goals?)
• Indicators of Progress for Goal #1:
Once I become more comfortable with making and using assessments
Using my Resources
Taking the advice from others and implementing them into my own assessments
• Indicators of Progress for Goal #2:
Having more confidence in how I hold and carry my relationships
Working with others within my school
Talking to others and being involved in more professional discussions within the school
D. Timeline for Completion
....Jan 7th to April 19th ...................................................................................................
E. Summary of Growth and Goals Achieved ​(Final plan only)​F. Reflections on
Professional Growth ​(Final plan only)
 Haley
Lesson Get to know you (Introductory Teacher:
Reynolds
Title/Focus Lesson) Date:
Jan 7th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) The child listens, speaks, reads, writes, views
Learning and represents to explore thoughts, ideas, feelings and
Outcomes: experiences.
Specific 1. 1.1 Express Ideas and Develop Understanding
Learning - connect prior knowledge and personal experiences with new
Outcomes: ideas and information in oral, print and other media texts
- explore ideas and feelings by asking questions, talking to
others and referring to oral, print and other media texts
2. 1.1 Experiment with language forms
- choose appropriate forms of oral, print and other media texts
for communicating and sharing ideas with others

LEARNING OBJECTIVES

1. By the end of the lesson, students will have shared some of the things that
make up who they are as individuals
2. The students will have learned one new thing about someone else within the
class
3. The students will be able to share that one new thing to the rest of the class
MATERIALS & EQUIPMENT
● Alberta English Language Arts Program of Studies
● Powerpoint on Ms. Reynolds
● Who Am I worksheets

PREPARATION & LOGISTICAL CONSIDERATION

● Have Powerpoint ready to go
● Worksheets on everyone's desks
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Essential Question​: ● Why is it important to learn about other
people?
Products/Performances: ● Have the powerpoint ready

● Have the students in an area where they are

able to see

● Have the worksheets on the table for the

students to go to after the powerpoint has
finished

PROCEDURE
Introduction Time
Attention Grabber: ● Start off with welcoming the students
Welcome back/ who am back
I/Share some of your ● Introduce who you are, something
5-7
stories you did over the christmas break
min
● Pick 4 people to share their stories
that they did over the break

Transition to Body/ ● Once the students have finished telling you

2
Introduction to who you some of their stories transition into who you
min
are are again and what we will be doing
Body Time
Introduction to who Ms. ● Firstly ask some of the kids to come
Reynolds is sit on the carpet and others to come
sit on their desks, dependent if there
2
is enough room
min
● Tell them what the powerpoint is
about
● Start the powerpoint

Powerpoint about myself ● Go over who you are

Transition them back to
their desks
Share with a partner
2
● Your likes and dislikes (fears)
mins
● Some pictures of you and your family
● After the powerpoint is over,
transition them back to their desks to 2
write their own “about me” mins
worksheet
● After they have finished, get 5
everyone to pair up with a partner mins
 (specifically someone who they may
not know as well)
● With that partner they will share one
thing about themselves that the other
may not know about them
Sharing with the class
● After they have learned this new thing
about their partner they will share it to
the rest of the class
● First by saying their partners name and 2
then introducing something that they mins
never knew about them (ex. Favourite
colour, favourite thing to do, what they
like or don't like, how many siblings they
have)
End of Lesson ● Students will then hand in their
worksheets to me
2
● Go back to their desks or the carpet
mins
● Ms. Mcdonald will take over for the
next lesson.
Assessment ● Observing and formally assessing
how students interact with one
another
● Who may have difficulties with the
assignment
● What difficulties were presented
within this assignment
● Who really liked the assignment

Adaptations ● If students aren’t listening, ask

questions, and bring the students back
in by having them help you out with a
task.
● If students have trouble writing, they
are able to just write their name on
the paper and think of one thing about
themselves they would like to share,
which they will also put on the paper
● Not every student has to share, as we
will only be able to do some of them
dependent on the time

Rationale
● How does this individual lesson scaffold learning opportunities for students?
By giving students the opportunity to not only learn about myself, but to also be able to
share things about themselves and learn something about their peers creates a
community like atmosphere. This lesson although it is an introduction to who I am, and
getting to know the students is also another way for the students to open themselves up
to learning about other people that they wouldn't normally know very well. It gives an
opportunity for the students to expand their understanding of others, even if it is just in
the classroom.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to communicate with one another effectively and with respect
● How to communicate their ideas either orally or in a written way

● In what ways is this lesson connected to the next lesson?

This lesson connects to the next lesson, as the students will have an understanding of
who I am, some new things about their classmates, and I will have more of an
understanding of who they are going into my next lesson.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
 Haley
Lesson Teacher:
Introduction to India Reynolds
Title/Focus Date:
Jan 8th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
2. (#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
3. (#1 Social Studies) Communities in the World
4. (#5 ELA) Students will listen, speak, read, write, view
and represent to respect, support and collaborate with
others.

Specific 1. 1.1 Discover and Explore

Learning -Express Ideas and Develop Understanding
Outcomes:
2. 2.1 Use Strategies and Cues
- Use Prior Knowledge
3. 3.1.3 Examine the geographic characteristics that shape
communities in other parts of the world by exploring and reflecting
upon the following questions for inquiry
4. 5.2 Work Within a Group
5. ​3.S.3 Develop skills of geographic thinking

LEARNING OBJECTIVES

1. By the end of the lesson students will be able to know where India is located
on the map as well as Canada.
2. Students will have filled in a KWL chart as a class together
3. Students will be able to label the important cities and Capital of India.
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Map of India for each table
● Map of Canada for each table
● KWL chart by the board
● https://www.youtube.com/watch?v=LwP_Fs8uZkA
● https://docs.wixstatic.com/ugd/5cd6ef_00b67dbbfe3c4b3b9116735a1770a5ec.pdf
 ● https://www.google.com/maps/search/world+map+countries/@32.4485863,78.91
65411,2.87z
PREPARATION & LOGISTICAL CONSIDERATION
● Have all of the maps on the desks
● Have a map that the students can explore
● Google Maps ready
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students learning from the lesson and working together?
Or are they just copying other people?

Essential Question​: ● How does India’s geographic location and

impact of its location relate to Canada, how is
it different?
Products/Performances: ● Have the maps on the table for the students to
glue into their journals

● Have google maps set up

● Have the videos set up

● Have the KWL chart set up (does not have to

be a chart, can also be a question)

● Have creative journals ready

PROCEDURE
Introduction Time
Attention Grabber: ● Explain to the students that we
KWL will be learning about India
● Create conversation over what 5-7
they already know about min
India, and what they would
want to know
Transition to Body ● Transition from the
conversation into pointing to
the map and asking if anyone 2
knows where India would be min
on the map
● Where is Canada
Body Time
Pointing out India's ● After the students point out their
Location guesses 2
● Go over with marker where india is min
or show it on google maps

Equator, Hemispheres, ● Introduce these concepts

Poles ● Demonstrate how they relate to what
we are learning 5
● How they relate to the weather on the mins
map
● (could be used for climate as well)
Go over India’s Capital
● Show India's Capital 2
● Give a few facts on the Capital mins
Where is Canada ● Then have the students show where
2
Canada is
mins
● Circle Canada
Go Over Canada’s ● Go over what Canada’s Capital is
Capital ● See if anyone can guess
5
● Point out the capital and have
mins
someone put it on the board or
google maps
What are the similarities
between the two? ● Talk about the similarities that we see on
the map of India and Canada 6
● Bring up some facts that we can talk mins
about Canada and India to highlight these
similarities
What are the differences? ● Go over the differences of India and
Canada 5
● Go over facts that highlight these mins
differences just like the similarities
What are the places ● Talk about the places that surround
around India? India
5
● See if any of the students have heard
mins
about them
● Point out where they are
Explain the activity ● Explain the activity to the students
3
● Demonstrate what they will be doing
mins
in their creative journals on the board
Transition back to desks ● Let the students go back to their
to do it on their own 20
desks (centres) and work together on
mins
their activity
End of lesson ● Have the students put away their
5
creative journals
mins
● Get ready for the next lesson
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● Summative Assessment: Creative
Journal

Adaptations ● Students will work in groups for this

assignment or centres this will help
other students who may have had
trouble or need more help to have that
support from their peers
● There will be an example on the
board for students to follow if they
get stuck

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This will be more of an introductory lesson for students. Although during this lesson
students will be able to make connections between India and Canada, based on the
facts they learn and the geographic location. They will also be able to work together in
their groups and help each other learn throughout their activity, providing them with
chances to further their work in groups.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a Map is

● In what ways is this lesson connected to the next lesson?

We will continue to learn about India, this lesson will be a starting point for the
students.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?

Haley
Lesson Teacher:
Flag of India Reynolds
Title/Focus Date:
Jan 9th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
2. (#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
3. (#1 Social Studies) Communities in the World
4. (#5 ELA) Students will listen, speak, read, write, view
and represent to respect, support and collaborate with
others.

Specific 1. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
2. 2.1 Use Strategies and Cues (ELA)
 - Use Prior Knowledge
3. 3.1.1 Appreciate similarities and differences among people and
communities (SS)
4. 3.1.3 Examine the geographic characteristics that shape
communities in other parts of the world by exploring and reflecting
upon the following questions for inquiry (SS)
5. 5.2 Work Within a Group (ELA)
6. 3.S.1 Develop skills of critical thinking and creative thinking
(SS)
7. 3.S.8 Demonstrate skills of oral, written and visual literacy

LEARNING OBJECTIVES

1. By the end of the lesson students will be able to indicate which flag is Indias
2. Students will be able to explain the meaning behind the various colours of the
flag
3. Students will be able to explain the important meaning behind the Dharma
Chakra
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Flags of India for each student
PREPARATION & LOGISTICAL CONSIDERATION
● Computers ready for research
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students able to describe what the colours mean within
the flag?

Essential Question​: ● How can a flag represent a country?

● Why is it important as an architect to know
the history of a countries flag?
Products/Performances: ● Have the flags on the table

● Have computers ready

PROCEDURE
 Introduction Time
Attention Grabber: ● Ask the students what this
India’s Flag represents
5-7
● Get guesses into what it is,
min
and what countries flag it may
be
Transition to Body ● Transition from the
2
conversation into bringing
min
up which flag it is for India
Body Time
Difference between ● Bring up Canada’s flag beside it,
Canada’s and Indias what differences do you see? 2-5
● What similarities? min
● Discuss them as a class

The colours ● Go over the colours of the flag

● What does the orange stand for? 2-5
● What does white? mins
● What does green?
The symbol ● What does the symbol in the middle
of the Canadian flag stand for?
2-5
● How does that relate to Canada?
mins
● What does the symbol mean on the
flag for India?
Explain what we will be ● Explain that they will be researching
doing more into the flags meaning 5
● See if they can find more information mins
on the flag and the meaning behind it
Research Time
● Have the students get into partners to
15
research
mins
● Have them write down what they have
found
Take what they have
researched and the flag
● Demonstrate to the students what they 5
and put it into their
need to do next mins
journal

Take what they have
researched and the flag
and put it into their
journal
● Have the students write one thing
about each colour and symbol that
they learned from researching and 20
discussions mins
● have the name of the symbol up on
the board for spelling
 ● Have the example on the board to go
off of
Hand in the journals
● Have the students hand in their 3
journals once they are finished mins
Clean up
● Once the students are done they can 3
clean up their desks mins
End of lesson ● Have the students put away their
2
creative journals
mins
● Get ready for the next lesson
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● What Research the students come up
with
● How the students are working
together
● Summative Assessment: Creative
Journal

Adaptations ● Students will work in partners for this

assignment or centres this will help
other students who may have had
trouble or need more help to have that
support from their peers
● There will be an example on the
board for students to follow

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will help the students connect the previous information that they have
learned about the geography of India. The students are able to take some of the
information they have already learned and connect it to the various colours within the
flag, its symbol, and the meaning behind these. Students will be able to work within
partners to research more into the flag and find their own information about it, this will
give the students independence to further their own learning process. The activity will
be source of information to show that the students have taken what they have
researched and applied it towards their assignment.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a flag is

● In what ways is this lesson connected to the next lesson?

Next we will continue into India’s climate and land, and connect that to its location in
the world.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Are the students really putting their own research into what the flag
means for their assignment or are they looking to the board for what the
colours and symbol mean within the flag?