Grade 4/5 ELA Unit Plan

ERDG 317

Chauntel Baudu

Brooklyn Mantai

April 11, 2018

Essential Question

How has the concept of utopia changed overtime and/or across cultures or societies? (Heick, 2018)

Guiding Questions (Themes)

How are communities diverse?

How can identity impact societies?

Rational

This unit is based around the novel “The City of Ember” written by Jeanne DuPrau. This novel was chosen because it

represents a different perspective of life. In the grade 4/5 English Language Arts Curriculum, they express the importance of

analyzing text based around identity, community and social responsibility. This novel has young children taking on big roles in

their community. This unit will teach students how to understand the concept of utopia and dystopia and how it impacts how a

society functions. The students will complete a variety of assignments that are connected to the book. The purpose of this is to

have students make strong connections with the novel and understand that it is significant. This unit plan represents the first

10 lessons out of approximately 15 lessons. Students will answer questions about the novel to work on their reading and

comprehension skills and do hands on assignments to act out what happens in the novel. The final assignment for this unit will

be based around a science, technology, engineering, and mathematics (STEM) project (2018). The STEM project will consist of

students building what they think the new place will be like that Lina and Doon find in the end of the novel. Students will also

attach a report to this assignment explaining why they build it the way they did. The student’s main focus for this final

assignment will be to take the dystopia society that Lina and Doon use to live in and create a utopia society. Students will

explain what it will be like for people to live in a utopia society. The students will create what kind of government will be

operating and the rules and laws their city will have. This will be presented as a gallery walk and the teacher will invite

parents and other classes to view what the students created. The main reason behind this unit of study is to teach students

reading, writing and hands on skills.

Teacher Resource

My child magazine. (2017, August 23). An Introduction to Letter Writing. Retrieved April 11, 2018, from

https://www.readingrockets.org/article/ introduction-letter-writing

Dictionary.com. (n.d.). Retrieved April 11, 2018, from http://www.dictionary.com/

Goal to train 100,000 teachers in STEM no longer lofty. (n.d.). Retrieved April 11, 2018, from http://imaginethat.org/stories/goal-to-

train-100000-teachers-in-stem-no-longer-lofty/?gclid=Cj0KCQjw5LbWBRDCARIsALAbcOcc-

0Ssnh8jlAxCCrK8lm8ohHE7cWWMSBh4mbiGyi_McaCJDpqHGqgaArotEALw_wcB&utm_referrer=https://www.google.ca

Joseph, B. (n.d). 8 key issues for Aboriginal people in Canada. Retrieved April 11, 2018, from https://www.ictinc.ca/blog/8-key-

issues-for-aboriginal-people-in-canada

Saskatchewan Curriculum

Heick, T. (2018, February 26). Many, Many Examples Of Essential Questions. Retrieved April 11, 2018, from

https://www.teachthought.com/pedagogy/examples-of-essential-questions/

Student Resources

DuPrau, Jeanne. (2004). The City of Ember: The First Book of Ember. United States of America: Yearling, an imprint of Random

House Children’s Books a division of Random House, Inc., New York

Her Majesty Queen Rania of Jordan Al Abdullah & DiPucchio Kelly. (2010). The Sandwich Swap. New York: Scholastic.

Community Resources - A speaker from the City (TBT)

Grade 4Outcomes & Indicators I Can StatementsEnglish Language ArtsCC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.a) Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentationd) Organize information and ideas in visual and multimedia texts that are clear, meaningful, logical, and illustrative of the topic and are properly labelled and captioned.f) Use visual aids (e.g., pictograms, graphs, charts, tables, diagrams, maps, illustrations, movement) to enhance spoken or written productsCR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.e) Ask thoughtful questions that probe deeper thought and respond to questions with elaborationf) Summarize and paraphrase major ideas and supporting evidence presented in spoken messages and formal presentations.

CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity (e.g., Expressing Myself) community (e.g., Building Community) social responsibility (e.g., Preserving a Habitat) and support response

with evidence from text and from own experiences

c) Connect the insights of an individual or individuals in texts to personal experiences

CC4.1 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.

I can represent my knowledge in a variety of different ways

I can organize my ideas in a chart or diagram

I can organize my ideas to determine what is important

I can add visuals to my written products

I can understand the purpose of something that I am listening too

I can reflect on listened to information to ask questions

I can understand the purpose of a spoken message

I can understand and reflect on texts related to identity, community and social responsibility

I can relate with a person in a given text

I can write to produce descriptive, narrative, and expository compositions to relate to a main idea

a) Work through the stages of a writing process (e.g., pre-writing, drafting, revising successive versions)d) Write clear, coherent sentences and paragraphs that develop a central idea.j) Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgments through references to both the text and prior knowledge

Social Studies

PA4.2 Demonstrate an understanding of the provincial system of government.

a) Differentiate between rules and laws.

b) Differentiate between rights and responsibilities.

PA4.3 Demonstrate an understanding of the First Nations system of governance.a) Research the structures of governance in First Nations communities (e.g., local band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations).

HealthUSC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or disagreements in relationshipsh) Represent what disagreements look like, sound like, and feel like.I) Recognize that disagreements are part of healthy and of unhealthy relationships.

Treaty Education

I understand what the stages of writing are and how to work through them

I can write a sentence and develop it into a paragraph with a main ideaI can create my own text and response to ideas

I can understand what the provincial system of government is

I can determine the difference between a rule and a law

I can determine the difference between a right and a responsibility

I can understand how the First Nation Government works

I can find information on First Nation communities

I can determine how to develop new relationships and I can disagree in a relationshipI know what a disagreement looks likeI know what a healthy and unhealthy disagreement is

TR41: Analyze how relationships are affected when treaty promises are kept or broken.

- Represent examples of promises experienced in their families, classrooms and communities.

- Discuss the impact on relationships when promises are kept or broken.

I understand that a broken promise can impact something significantly

I know what a promise is and how to make one

I understand that a promise can make or break a relationship

Grade 5 Outcomes & Indicators I Can Statements

English Language ArtsCC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.a) Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for various tasks and identified purposes.f) Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.a) Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity community (e.g., Teamwork) social responsibility (e.g. What is Fair?)

c) Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts

CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.h) Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).i) Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader's need for clarity.

I can show and represent my knowledge through a poster

I can decide how to represent and organize my new understandings

I can organize my ideas through illustrations, graphs, maps, and graphics into written and oral presentations

I can determine when a visual and multimedia text is persuading something

I can get information from more than one source

I can understand and reflect on text that is related to identity, community and social responsibility

I can use my own knowledge to reflect on a text

I can write more than one paragraph with a specific topic and apply transitions to my writing

I can use the computer to help me with my drafting process

I can write a letter to someone to state my opinion on a topic

Treaty EducationTR51: Examine the concepts of colonization and decolonization and analyze their effects.

- Examine effects of racism on relationships among Saskatchewan people.

ScienceFM5.3 Assess how natural and man-made forces and simple machines affect individuals, society, and the environment.h) Examine how agricultural, industrial, automotive, marine, and household applications of pulleys (e.g., combine, swather, crane, fan belt, block and tackle, clothesline, and flagpole) have changed the lives of individuals and affected society and the environment.

I understand what the difference is between colonization and decolonization and the impacts of each

I understand that not everyone in Saskatchewan is treated equally

I can create simple machines that affect individuals, society, and the environment

I can create things that impact society and the environment

Lesson 1 – Introduction to Utopia and DystopiaOutcomes/Indicators: General Content: Students will create posters to represent what a

dystopia and utopia society looks like to them.

PresentationSet: 20 minutes

Introduce to the students on the board Utopia and Dystopia Give each student 2 sticky note to write down what they know

about each word on the board One of their sticky notes will be for utopia and one for dystopia

Assessment:

FormativePre-assessment: Having students write down what they know about the two topics.

CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.

Indicator CC5.2A) Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for

Encourage students that mistakes are ok and if they do not know anything about the word then to state that

After the students have collaborated their ideas on the board the teacher will read out-loud what students put on their sticky notes

After the teacher will then give the students the definitions Utopia is “any real or imaginary society, place, state, etc.,

considered to be perfect or ideal” (Dictionary). Dystopia is “an imaginary place where everything is as bad as it

can be” (Dictionary). A word wall will be created for the students to add to

throughout the unit At the end of each class the students will get the option to add

words to the word wall This will be a poster created by the teacher that states Utopia

on top and then Dystopia on the bottom with a line drawn in-between to separate the words from each other

Development: 30 minutes After the students understand the difference between utopia

and dystopia, they will think of characteristics for each one Students will use a think-pair-share method to collaborate their

ideas with each other The teacher will then have a class discussion about what

students came up with After the students will work with a partner and draw out what

they believe the difference is between a utopia society and a dystopia society

The teacher will explain to the students that a society is the world we live in

As the students are working together on this, the teacher will

Formative Assessment- Think-pair-shareIndependently thinking about the content, sharing their ideas with a partner and creating something, then sharing with the class

various tasks and identified purposes.

CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.

Indicator CC4.2d) Organize information and ideas in visual and multimedia texts that are clear, meaningful, logical, and illustrative of the topic and are properly labelled and captioned.

CC4.2 Indicatora) Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentationf) Use visual aids (e.g., pictograms, graphs, charts, tables, diagrams, maps, illustrations, movement) to enhance spoken or written products.

ask the students why they drew some of the pictures they did The teacher will tell the students that they will be sharing their

posters with the class when they are complete

Closure: 10 minutes With the time left over students will begin to present their work

to the class Students will explain why they drew what they did and what

they think the difference is between a utopia and dystopia society

Students will write down words that come to mind for utopia and dystopia as an exit slip to add to the word wall

Teaching Strategies: Allow for students to lead the discussion by asking questions Write down definitions on the board Use wait time when asking students questions Circulate the classroom when students are working on their

posters

Formative Assessment Exit slip: Adding to the word wall

Frequently ask the students why they put/drew what they did

Lesson Preparations/Materials: Sticky notes Poster paper

Classroom Management Strategies: Give students a time line and a list of things they need to

complete Writing down instructions on the board and orally telling

students Pair EAL students with students who work well in groups Have predetermined groups

Adaptive Dimension: Writing down instructions on board and orally telling students

what they need to complete Provide different sizes of paper for students to work on

Multiple Intelligences: Kinaesthetic: Having students get up to find partners (moving

around) Interpersonal: students get to work with others

Prerequisite Learning: How to collaborate respectfully and responsibly in groups

Lesson 2 – Predicting and Analyzing

Outcomes/Indicators:

CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

Indicatora) Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters,

General Content: Students will use visual images to determine and write what they believe a chosen text might be about.

PresentationSet: 20-30 minutes

Students will be finishing up their presentations on their drawings of utopia and dystopia

Teacher will hang the students posters around the classroom The teacher will introduce to the class that we will be working

on a novel study for the next few classes The novel of the book is called “The City of Ember” by Jeanne

DuPrau The novel will be portrayed to the students on the smart

board/whiteboard using Kobo (2018) Ideally each student would have a copy of this book The teacher will have a booklet that students will work on

throughout this novel study

Development: 15 minutes The students will be given 10 minutes to analyze the cover of

the book Remind the students the terms they used yesterday (Utopia and

Dystopia) Tell the students that the book aligns with these topics Students will answer the two following questions 1. What do you predict the story will be about by looking at the

cover? 2. What is one question you have by looking at the cover? This will teach students how to make predictions The teacher will explain to the class that a prediction is thinking

about what will happen with minimal detail provided The teacher will provide an example of what a prediction is The example could be by looking outside, I see dark clouds, I

Assessment:

Appendix A

Stop Check: Students will self-assess their understanding of the content. They will either

videos, advertising, double bar graphs, maps, videos).CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.

Indicatore) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration

predict/think its going to rain The teacher will ask students to give examples of predictions

they have Before the students start working the teacher will do a stop

check to see how students are doing with the new content

Closure: 10-15 minutes Have students who finish early share their predictions with a

class member The teacher will introduce to the students that we will be doing

an assignment throughout the book This assignment will be based around potential jobs that

students have to learn more about As an exit slip each student has to list one or two potential jobs

Teaching Strategies: Have conversations with students as they are working through

the first two questions in their booklet Have students share with others their predictions

Lesson Preparations/Materials: Previously worked on posters Booklet

Classroom Management Strategies: Pace around the classroom as students are working Frequently checking in with students and asking them questions

put their thumbs up if they understand, thumbs to the side if understand but still a little confused or thumbs down if they need help

Conversations: discuss with students what their predictions were and questions they may have

Exit Slip: List at least one job you could potentially see yourself doing in the future.

Adaptive Dimension: Writing down instructions on board and orally telling students

what they need to complete Pairing up certain students who need additional support

Multiple Intelligences: Kinaesthetic: Having students get up and move around when

presenting their posters Intrapersonal: students work independently Linguistic: Students write down what they know Visual Linguistic: Students get to analyze an image

Prerequisite Learning: Remembering the terms discussed in the previous lesson,

utopia and dystopia Students are able to form sentences

Lesson 3- Assignment Day ProjectOutcomes/Indicators:

CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity (e.g., Expressing Myself)

community (e.g., Building Community)

social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences

General Content: Students will listen to the teacher read the book out-loud and start working on their first summative assessment that reflects on chapter 1 of “The City of Ember”

PresentationSet: 10-15 minutes

Read to the students the first chapter of The City of Ember called Assignment Day

Before reading ask the students what they think Assignment Day means

Teacher Read out-loud to students the first chapter After the chapter discuss with the students the jobs that Doon

and Lina receive Lina was messenger and Doon worked in the pipework’s

Assessment:

Formative: Conversation with the class about the first chapter

Summative Assessment Introduction to rubric and

Indicator

c) Connect the insights of an individual or individuals in texts to personal experiences

CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity community (e.g.,

Teamwork) social responsibility (e.g.

What is Fair?)

Indicatorc) Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts

Development: 30 minutes The teacher will ask the students what it would be like if they

were assigned a job that they had no say in This discussion will lead into the students first summative

assessment with this unit Each student will be paired up with another student and will be

randomly assigned a job that is determined by the teacher Students will draw out of a hat the job that they will have to

learn more about (representing how they draw for jobs in the book)

The teacher will pair the students up in groups of two One student from each group will choose a job title out of a hat The students will need to work together to fill out the next sheet

in their booklet labelled assignment day The jobs that the students could possibly get are:- Environmentalist- Pipe worker- Messenger- Doctor- Editor- Teacher- Police officer- Electrician- Cashier Teacher will use some of the jobs that students wrote down in

the previous lesson Therefore the teacher can take some of the students input

when decided what jobs to put Tell the students that next class we will be having a surprise

guest speaker come in to talk to us about his career and the responsibilities they have

criteria for assignment

Appendix B

Closure: 10-15 minutes Read chapter 2 out-loud to the class Stop during the book to ask students questions such as- What is happening to the city of Ember?- Why are their blackouts?- What is happening to the supply for the city of Ember?- What do you think the message that Lina has to tell the mayor

deal with?- What type of person is Lina?

Teaching Strategies: Have conversations with students as they are working through

the first two questions in their booklet

Lesson Preparations/Materials: Previously worked on posters Booklet

Classroom Management Strategies: Pairs are predetermined Teacher is monitoring group work by walking around the

classroom

Adaptive Dimension: Having the teacher orally read to the class and the students

follow along in their books Discuss questions in booklet before having students start

Multiple Intelligences: Interpersonal: working with others Kinaesthetic: moving around to work in groups

Prerequisite Learning:

Formative: Conversation with students to see if they are comprehending information that is getting read to them

Researching skills

Lesson 4- Modeling First Summative Assessment & Work PeriodOutcomes/Indicators:

PA4.2 Demonstrate an understanding of the provincial system of government.a) Differentiate between rules and laws.b) Differentiate between rights and responsibilities.PA4.3 Demonstrate an understanding of the First Nations system of governance.a) Research the structures of governance in First Nations communities (e.g., local band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations).

General Content: Starting

PresentationSet: 15 minutes

The teacher and the students will create a rubric together The teacher will write down what the rubric needs to provide

but will work with the class to fill it out Students will work together with their partner to analyze what

their job is A check-list will also be provided to the students therefore they

know exactly what is expected of them The teacher will introduce a guest speaker The guest speaker will be a City Counsellor (TBT)

Development: 30 minutes The City Counsellor will present to the students what their roles

and responsibilities are After the City Counsellors presentation, the teacher will

introduce to the students the First Nations system of government

This will be expressed to the students in a slide show to compare and contrast the different roles and responsibilities people have in through different cultures

Closure: 10-15 minutes Have the students start to work on their projects Students will get the computers to research about their given

topic

Assessment:

Appendix C

The students will have the rest of this class and the next class as a work period to prepare for their presentations

Teaching Strategies: Prepare the students for guest speaker Have students come up with questions to ask the guest speaker

before arrival

Lesson Preparations/Materials: Computers

Classroom Management Strategies: Pairs are predetermined

Adaptive Dimension: Having the teacher orally read to the class and the students

follow along in their books Discuss questions in booklet before having students start

Multiple Intelligences: Interpersonal: discussions with other people

Prerequisite Learning: Researching Skills Safety on internet knowledge Knowledge about the roles of the government Knowledge about self-government and the roles and

responsibilities of First Nation communities

Lesson 5 (Work Period) Lesson 6- Presentations and Continuing Novel StudyOutcomes/Indicators: General Content: Working on reading and comprehending skills when Assessment:

CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusionsf) Summarize and paraphrase major ideas and supporting evidence presented in spoken messages and formal presentations.

analyzing a novel

PresentationSet: 20 minutes

Students will present their presentations about their job they received

Students will get the opportunity if they want to do their presentation in front of the class or just in front of the teacher

When students are complete their lesson they will self-assess themselves with the rubric presented to them

Development: 30 minutes Have the teacher read chapter 3 out-loud to the class During this reading the teacher will keep students engaged by

having them answer and ask questions throughout

Closure: 10-15 minutes Students will complete a mini quiz that checks for their current

understanding of the novel This quiz will be based on the first 3 chapters and will be used

as a formative assessment

Teaching Strategies: Have discussions with students regarding previous chapters Have discussions throughout reading the book

Lesson Preparations/Materials: Computers

Classroom Management Strategies: Walk around the classroom when reading to make sure students

are paying attention

Adaptive Dimension:

Appendix DFormative assessment for checking students understanding on the first 3 chapters of the book

Having the teacher orally read to the class and the students follow along in their books

Read the questions that students have to answer in their booklets

Allow students to look back in the book for answers

Multiple Intelligences: Intrapersonal: Reflecting on what you know Linguistics: Listening and writing

Prerequisite Learning: Knowledge about the first 2 chapters from the book

Lesson 7- Comparing & Contrasting the city of Ember with other societiesOutcomes/Indicators:

OutcomeUSC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or disagreements in relationshipsIndicator(s)h) Represent what disagreements look like, sound like, and feel like.I) Recognize that disagreements are part of healthy and of unhealthy relationships.

General Content: Students will learn to examine and understand how different cities have different roles and responsibilities.

PresentationSet: 20 minutes

Start by reading to the students “The Sandwich Swap” by Queen Rania of Jordan and Kelly DiPucchio

Discuss with the students that we have to respect diversity and respect what other people value

Teach students that it is ok to have a disagreement with someone about something but it has to be done in an appropriate way

Assessment:

Development: 30 minutes Tell the students that we will be looking into other societies and

cultures The students will be comparing and contrasting these societies

with the city of Ember from the novel and other places around Saskatchewan

Students will get the option to choose three places One place will be the city of Ember The second option will be a city if Saskatchewan The third option that students have to choose between is

reserves around Saskatchewan Provided in the students booklet are types of cities and reserves

that the teacher could choose for students to look into The students will have to find specific detail about the cities and

reserves provided The details that the students will have to find include- Population- Where it is located on the map- Roles and responsibly- What is in this community Students will be able to use the internet to research these

topics

Closure: 10-15 minutes Students will be given the rest of the class time to answer and

research the communities that they chose in their handout

Teaching Strategies: Guide students through the steps they need to complete Write the steps and questions on the board Read the book clearly and show students the images Ask questions throughout the book- Is it ok to not like things that other people like?

Appendix E

Formative: Product, students will fill out what they know through researching the topics they have chosen

- What can you do if you do not like something that someone else does?

Lesson Preparations/Materials: “Sandwich Swap” by Queen Rania of Jordan and Kelly DiPucchio Computers

Classroom Management Strategies: Help students who are struggling to pick topics Have students work together to collaborate information

Adaptive Dimension: Provide students with websites that they can find information

on Allow students who are doing the same topic to work together

and collaborate information

Multiple Intelligences:- Kinaesthetic: Allow students to work anywhere in the classroom- Linguistic: students will write down their ideas

Prerequisite Learning: Understand how to respect other cultures and societies Researching skills Understand how a Venn Diagram works

Lesson 8: GovernmentOutcomes/Indicators: General Content: Acknowledging some of the struggles that

Indigenous communities have to go through due to broken promises with the federal government

Presentation

Assessment:

TR41: Analyze how relationships are affected when treaty promises are kept or broken.

Indicators

- Represent examples of promises experienced in their families, classrooms and communities.

- Discuss the impact on relationships when promises are kept or broken.

TR51: Examine the concepts of colonization and decolonization and analyze their effects.

Indicator

Examine effects of racism on relationships among Saskatchewan people.

Set: 20 minutes- Discuss with the students what a dystopia is- Ask the students what makes up a dystopia society- Create a word wall on the board representing what dystopia

means and characteristics that align with it- After the list is created on the board discuss if the city of Ember

is seen as a utopia or dystopia society- Hopefully students will state that it is a dystopia because not

everything is perfect- The government of the city of Ember is unfair to the people- Lead this into a discussion that acknowledges that the federal

government broke promises and treaties with our own Indigenous peoples

Development: 30 minutes The teacher will divide the class into four groups Each group will be given a scenario that Indigenous

communities have to face The possible scenarios may include:- Lack of educational resources- Poor housing conditions- High level of unemployment- Lower levels of income

(Joseph, 2018)

The students will have to answer the following questions regarding these scenarios:

- What are possibly issues with these scenarios?- What could you do?

Closure: 10 minutes

Formative assessment: Graffiti wall

- Students will get the opportunity to walk around the classroom and read each scenario

- Students will be able to write down their opinion and read others

Share and have a class discussion on what students added about each scenario

Teaching Strategies: Have discussions with students regarding previous chapters Have discussions throughout reading the book

Lesson Preparations/Materials: Have the scenarios ready and typed out for the students

Classroom Management Strategies: Have groups predetermined

Adaptive Dimension: Have students read scenarios out loud before answering

questions

Multiple Intelligences: Kinaesthetic learners: students are up and moving around the

classroom answering questions

Prerequisite Learning: Students know what a treaty is Roles and responsibilities of the federal government

opinions on a piece of paper

Lesson 9 : Composing a LetterOutcomes/Indicators:

CC4.1 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.Indicatorsa) Work through the stages of a writing process (e.g., pre-writing, drafting, revising successive versions)d) Write clear, coherent sentences and paragraphs that develop a central idea.j) Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgments through references to both the text and prior knowledge

CC5.4 Use a writing process

General Content: Learning how to write a formal letter that includes information on Indigenous communities and rights that Indigenous people should receive

PresentationSet: 20 minutes

Teacher will go over the graffiti papers that the students created in the previous lesson

Teacher will tell the students that they are going to choose one of the following issues that Indigenous communities face and write a letter to the government addressing their concern to this issue

Teach students the difference between a formal letter and an informal letter

An informal letter is a letter that you would write to a friend or family member

A formal letter would be used when addressing a concern or issue to someone of higher authority

Students should be able to recognize that we will be working on a formal letter

Typically a formal letter should have the following criteria:

- The senders address is put at the top right hand side- Include telephone number and email if available- The address of the person receiving the letter goes on the left

hand side below the sender's address- The date- Greeting — Dear Sir or Madam. You can use the titles Miss, Mrs.

Assessment:

to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.Indicatorh) Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).i) Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader's need for clarity.

TR51: Examine the concepts of colonization and decolonization and analyze their effects.

or Mr. if you know the name of the person to whom you are writing

- The message- Complimentary close — Yours faithfully or Yours sincerely- Signature- Write name in block letters (this is to ensure that the person

receiving the letter knows exactly who has sent it. Signatures may not be very clear)

(An Introduction to Letter Writing, 2017)

- Before the students start this assignment, the teacher will go over the rubric with the students (created by the teacher)

Development: 30 minutes Students will be given the rest of their class time to write this

letter Students should plan out their ideas before working on their

draft When students are finished their draft, they have to get a peer

to edit it and then bring it to the teacher to check Teacher will monitor the students and frequently doing stop

checks

Closure: 10-15 minutes Students will be given the next class as a work period to finish

up their letters They will type them out on the computer and print them off The students will have to follow a check list when completing

this assignment to ensure that they have completed what is expected of them

Summative Assessment: Students will hand in their letters when complete and will be assessed using a rubric

Appendix F

Observation (formative): Teacher will be able to check the students work throughout this assignment

Formative: peer assessment

Indicator

Examine effects of racism on relationships among Saskatchewan people.

Teaching Strategies: Circulating around the room to help students individually Using wait time when asking students questions

Lesson Preparations/Materials: Computers (for some)

Classroom Management Strategies: Observing what the students are writing down Making eye contact with students when speaking Writing instructions and new leanings on the board

Adaptive Dimension: Some students can use computers to orally speak what they

want to write Have certain students sit at teacher desk for extra assistance Preparing a check list for students

Multiple Intelligences: Linguistics: expressing your knowledge in words and writing Intrapersonal: working independently

Prerequisite Learning: Understands how to write paragraphs and sentences Understands how to edit a draft

Lesson 10: Reading and ComprehendingOutcomes/Indicators:

CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity (e.g., Exploring Heritage)

community (e.g., Teamwork)

social responsibility (e.g. What is Fair?)

b) View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:

understanding, retelling, and explaining the ideas and information presented in the texts

analyzing the text structures and features

analyzing the texts and developing responses with evidence from the texts, personal experience, and research.

General Content: Students will get the opportunity to read the novel out-loud to the class and reflect on what is read

PresentationSet: 20 minutes

Start the class by reviewing the last three chapters that were read in our novel study

The teacher will guide this conversation by going over the mini quiz that the students completed on the first three chapters

After the class discussion the teacher will have the students read out-loud to each other chapter 4

Since the book will be displayed on the screen through kobo (2018), the students will be able to read along out-loud to their classmates

The teacher will randomly choose on students to read to the class

Development: 20 minutes Discuss with the students what Linda is going through during

this time During this chapter Linda believes that there might be a way

out of the city of Ember Get the students thinking about how this book might end Ask the students questions:- Do you think that there is a way out of Ember?- Why do you think the blackouts are occurring? This will get students thinking about their final project of this

unit Students will start by working through their booklet to reflect on

questions that relate to deeper thinking

Assessment:

Formative: Observing students reading

Formative: Conversation with students about topic

CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity (e.g., Expressing Myself)

community (e.g., Building Community)

social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

b) View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by:

retelling and explaining the ideas and information presented in texts

recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)

responding to and interpreting the texts, and explaining and supporting response with evidence

Closure: 15-20 minutes Have the students work on the questions in their booklet The teacher will also create a question jar at thing point in the

novel study This question jar will allow for students to ask questions they

have about the novel in a private way These questions will be answered out- loud before every lesson The teacher will encourage the students to ask questions and

teach them that there is no such thing as a bad question

Teaching Strategies: Teacher chooses the students to read Teacher chooses a variety of students to answer questions, not

just the students who put their hands up first

Lesson Preparations/Materials: Novel study booklet Kobo (2018)

Classroom Management Strategies: Frequently check the question jar Encourage students to write appropriate questions Know what students feel comfortable reading out loud and what

students don’t Determine how long students should read

Adaptive Dimension: Have students follow along in their books Students can write down questions and put them in the

question jar

Multiple Intelligences:- Linguistics- students who like to read words

from the texts. Prerequisite Learning: Students have read out loud in class before Students are capable and willing to read

Lesson 11Outcomes/Indicators:

CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.a) Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentationCC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters,

General Content: The teacher will give students instructions on prepare them for their final product. Students will start to work on their final project for this unit.

PresentationSet: 20 minutes

- Teacher will hand back to the students the posters that they created on the first day of this unit that represents what a utopia and dystopia society looks like to them

- The teacher will then lead the class into a discussion around what might be outside of Ember

- Teach the students that the city of Ember is seen as a dystopia society because of the lack of resources, unfair government and the lack of independence that individuals in the community have

- The teacher will then explain to the students the STEM project that they will be starting to work on

- This STEM project will consist of students creating a design on what they believe life is outside of the city of Ember

- The students will be creating their own utopia society- Students will be creating their own government for their society

and establishing rules that the community will follow

Assessment:

timelines, multimedia presentations, and summary charts.f) Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.

FM5.3 Assess how natural and man-made forces and simple machines affect individuals, society, and the environment.h) Examine how agricultural, industrial, automotive, marine, and household applications of pulleys (e.g., combine, swather, crane, fan belt, block and tackle, clothesline, and flagpole) have changed the lives of individuals and affected society and the environment.

- Students will work in groups of 2-3

Development: 30 minutes- The students will be given time to work on their writing portion

for this project- They will have to fill out specific questions that will guide them

to their write up in there booklets (these will only be guiding questions)

- The students will be assessed on their ability to organize their thoughts on a chart

Closure: 10-15 minutes Students will sketch out an idea of what they want to create for

their society The teacher will tell the students that they will receive class

time throughout the next week to construct their written piece and their building

Teaching Strategies: Have class discussions and small group discussions Pre-determined groups

Lesson Preparations/Materials: Novel study booklet with questions Previous used posters

Classroom Management Strategies: Walk around the classroom to ensure students are listening to

others Groups are working together and collaborating ideas

Adaptive Dimension:

Appendix G

Summative Assessment:The students will be assessed on their time management skills and their ability to create a draft. Students are able to organize their thoughts in a graphic organizer.

Pair specific students together Create larger groups or smaller groups

Multiple Intelligences: Visual spatial- students will be able to sketch out their ideas Linguistics- students will be able to write out their ideas Naturalist- students will create it towards nature

Prerequisite Learning: Students have some knowledge on how simple machines work

References

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introduction-letter-writing

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DuPrau, Jeanne. (2004). The City of Ember : The First Book of Ember. United States of America: Yearling, an imprint of Random

House Children’s Books a division of Random House, Inc., New York

Goal to train 100,000 teachers in STEM no longer lofty. (n.d.). Retrieved April 11, 2018, from http://imaginethat.org/stories/goal-to-

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issues-for-aboriginal-people-in-canada

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Saskatchewan Ministry of Education (2010) English Language Arts 5 Curriculum. Retrieved from:

https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/English_Language_Arts/English_Language_Arts_5_201

0.pdf

Saskatchewan Ministry of Education (2010) English Language Arts 4 Curriculum. Retrieved from:

https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/English_Language_Arts/English_Language_Arts_4_201

0.pdf

Saskatchewan Ministry of Education (2010) Health Education 4 Curriculum. Retrieved from:

https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/Health_Education/Health_Education_4_2010.pdf

Saskatchewan Ministry of Education (2011) Science 5 Curriculum. Retrieved from:

https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/Science/Science_5_2011.pdf

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https://www.curriculum.gov.sk.ca/bbcswebdav/library/curricula/English/Social_Studies/Social_Studies_Education_4_2010.pdf

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https://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/Treaty%20Education%20Outcomes

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