Rememberance Day Grade 7 Unit Plan

8/6/2019 Rememberance Day Grade 7 Unit Plan

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Unit: Remembrance Day Duration: Oct 20 to Nov 11 Grade 7

Oral: The studentswill:Use prior knowledge

from beginning of year,

gestures and tone of

voice to understand

what is being said

Asksimple questions

about personalfacts(age, name,

parents, hometown) and

answer in full sentences

4 articles from Canada

Remembers Times in

French

Interview of fallen

soldier,

Summary of article

Questions for guest

speaker and aboutarticle

Oral: The students will:use compound sentences in conversations and

dialoguesuse language appropriately in a variety of

rehearsed, routine, and open-ended situationsrespond to oral texts and connect to personal

experience;give an oral presentation of fifteen to twentysentences in

make revisions to oral language in form, content,and organization (e.g., sequence of sentences,agreement of irregular adjectives), using resources andfeedback.

Reading: The students will:read at least twelve simple texts and identify

main ideas and some supporting details;produce a variety of simple responses, in

structured and open-ended situations, to conveyunderstanding of written text in a different form

(e.g., design a biography card);use various reading strategies to determine

meaning, such as verbal cues, structures (e.g.,inversion), personal experience, and resources;

express personal preferences or reactions to a text.

Writing: The students will:write simple and some compound sentences and

questions, using familiarand new vocabulary;write in a variety of simple forms (e.g., letters,

poems, descriptions), following a modelandmaking substitutions and minoradaptations to themodel;

revise and edit personal writing, using feedback fromthe teacher and peers, and using resources includingtechnology;

use and spell the vocabulary appropriate for thisgrade level.

ConferenceEssayExhibition /

DemonstrationInterviewLearning LogObservationPerformance TaskPortfoliosQuestions and

Answers (oral)QuizzesOral quizzesOral readingIn class oral

participationTests (written)ExaminationsDialoguesOral listening

exercises

AssessmentOpportunities

1. Oral classroom participation (Term 1)2. Reading (choral, in small groups, responses, aloud) (Term 1)3. Writing questions for an interview and responding to a peers interview

(Term 1)4. Short written response to readings


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Dog Tag Autobiography

Name:_______________________

Strengths and Next Steps

Questions 1.

2.

3.

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)

Understanding of content Is able to understand

and answer 3

questions based on

the content of their

oral presentation

mostly in French

Is able to understand

and answer 3

questions based on


oral presentation in

English


and answer 2

questions based on



English


and answer 1

questions based on



English

Thinking The use of critical and creative thinking skills and/or processes

Use of planning skills (e.g.,

focusing an inquiry,

formulating questions,

gathering information,

using prior knowledge of

the language)

uses planning skills

with a high degree of

effectiveness

uses planning skills

with considerable

effectiveness

uses planning

skills with some

effectiveness

uses planning

skills with limited

effectiveness

Communication The conveying of meaning through various forms

Communication for

different audiences and

purposes in oral, visual, and

written forms

Oral presentation

contains a high degree

of appropriate

vocabulary for

classroom audience

Oral presentation

contains considerable

appropriate

vocabulary for

classroom audience

Oral presentation

contains some

appropriate

vocabulary for

classroom audience

Oral presentation

contains limited

appropriate

vocabulary for

classroom audience

Expression and organization

of ideas and

information in oral forms

(e.g., clear expression; use

of appropriatevocabulary)

Uses 10 to 15

different words from a

provided vocabulary

Uses 6-9 different

words from a

provided vocabulary

Used 3-6 different

words from a

provided vocabulary

Uses 1-3 different

words from a

provided vocabulary

Application The use of knowledge and skills to make connections within and between various contexts

Application of knowledge

and skills in familiar

contexts (e.g., use of a

model, language

knowledge)

applies knowledge


contexts with a high

degree of

effectiveness

applies knowledge


contexts with

considerable

effectiveness

applies knowledge


contexts with some

effectiveness

applies knowledge


contexts with limited

effectiveness


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Date Activity Materials

1 - Introduce autobiography assignment- Model research- Orally ask questions about soldier related to information found

on the VirtualMemorial.gc.ca website

- Ask what information can be gained from the virtual warmemorial

- With class write out as many questions as possible in French tobe added to website as reference

- Qui = Who- Comment = How- Quand = When- Quest-ce que = What- Quel/Quelle = Which- Combien = How Many

Computer

Internet

Projector

2 - Students choose dog tags- Review research method (Surname is last name, dates of death

identify which war was fought, include first name and initials)

- Model identifying questions and answers from research, findingconcrete answers that are present in the text

Computer

Internet

Projector

Questions posted on

website

Dog Tag images3.4.5 - Lap tops are booked for this period

- Review proper use of internet and technology- Students will work to find facts about theirsoldier- Students will work in pairs- Should students not follow protocol they will work

independently with pen and paper, the laptop will be given to

anotherstudent

- Monitorstudent progress and ensure fairsharing of technologybetween partners

Computer

InternetProjector

Questions posted on

website

Dog Tag images

Laptop Cart

6 - Review questions compiled by class and model method ofanswering questions

- Take out the question word-Change ton/ta/tes/toi to

mon/ma/mes/moi-Change tu es/tu as to je suis/ jai- Plug in facts and numbers- Have students begin writing their questions and answers with

pen and paper

Computer

Internet

Projector

Questions posted onwebsiteDog Tag images

7 - Students will read about Canadian military using readingstrategies

- Find Cognates/Find known words from vocabulary/Decodemeaning of other words/Use resources

- Read the article aloud slowly to the class- Model reading on projector using Smart Notebook tools,

highlight cognates in the first few lines of the article, havestudents follow along and begin calling out cognates that they

see (watch out for faux amissuch as ON).

- Once all cognates have been highlighted, change colour for thehighlighter and highlight known vocabulary, model then shareagain

- Once all cognates and known vocabulary have been identified,begin modeling decoding strategiessuch as guessing, using

context of the sentence, reading ahead, skipping.

Computer

Internet

Projector

History Articles from

VAC

8 - Students will continue reading about Canadian military usingreading strategies

- Review learning goal and success criteria


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9 - From their readings, students will compile a list of questions inFrench for a member of the Canadian Forces to answer when

they visit the class(The officer understands French but will

answer in English due to his comfort level)

10 - Guest speaker: Students interview the speaker using questionsapproved by the class and written in French

11 - Students will write a thank you letter to the soldier in Frenchlisting 3 things they learned about the Canadian Military

Intervention plan and modifications for Chris Thompson:

Oral: The students will:use compound sentences in conversations and dialogues (with alist of possible sentences)use language appropriately in a variety ofrehearsed, routine, and open-ended situationsgive an oral presentation offifteen to twenty ten sentences in a one to one setting

Reading: The students will:read at least twelve 6 simple texts and identify main ideas and some one supporting details;produce a variety ofsimple responses, in structured and open-ended situations, to convey

understanding of written text in a different form (e.g., design a biography card);

Writing: The students will:

write simple and some compound sentences and questions, using familiarand new vocabulary;write in a variety of simple forms (e.g., letters, poems, descriptions), following a model and making

substitutions and minor adaptations to the model;

The program for this student is modified in both complexity and number of expectations. Along with thesemodifications the student also has adaptations to the program provided to them including but not limitedto:

- Scribing for writing tasks or use of technology- Extra time- Quiet space- Partnering with a peer- Provide a checklist of tasks for the student- Provide a vocabulary list for this unit of study

Rationale: Chris has an IEP and these expectations have been modified by the IPRC team in orderto better suit the educational needs of the student. Chris has difficulty staying on task when workingindependently and is often distracted by other students in the class. A checklist and a quiet space towork in have proven to be effective in helping Chris focus and remain on task, along with gentleredirection.

Chris also has trouble writing and processing his thoughts at the same time, he has been trained onassistive technology in order to make written tasks more genuine to his understanding andknowledge.

During classes with the laptops, Chris will be able to use the laptop provided to him by the IPRCteam, this will allow him to have uninterrupted access to the information needed to complete hisresearch and the ability to transfer his readings into a text to voice program.

Chris experiences anxiety when presenting in front of large groups, he will present in front of myself,and his mother or a friend of his choice.

During the presentation, Chris will be seated strategically in the back row on the side closest to thedoor should he feel overwhelmed he will easily be able to indicate to a teacher that he requires thechance to cool off with a walk around the first floor and a drink at the fountain.

Assessment and evaluation, the rubric is to be used to evaluate the student only on his expectationsfrom his IEP, quantity and complexity is to be changed accordingly.

Documents

Rememberance Day Grade 7 Unit Plan