Kindergarten

Unit Plan: Superheroes in Training

Time Frame: 13 days
(November 2 - 30, 2015)

Developed by: Ashley Speakman
Important Considerations Prior to Unit:
Email staff to see if there are any volunteer or areas students can come out and help classes during Superhero Day
November Newsnote
will set out information again about ice-skating. It will also have information on Show and Share, Superhero
Day, Parent Teacher Interviews/Report Cards, and Assemblies.

Unit Overview:
This unit is striving towards Project Based Learning. Superheroes in Training is a month long unit wherein students study superheroes, heroes at
home and in the community, and ways that we can all be heroes by focusing on Inspiring Educations ethical citizenship. Students learning will be
visible through smaller assignments during the unit; however, they will spend three works creating their final projects: a comic style page of
different types of heroes. This PBL tangible outcome allows students to expand their thinking beyond the trite vision of a superhero and come to
realize that not all heroes wear capes. Through studying texts, play, representation and a Superhero themed day, students will gain an
appreciation of others, the environment, and an understanding of how they can bring good into their community.

Unit Rational:
Inspiring Education states that the education system should endeavor to instill in youth the qualities of Engaged Thinker, Ethical Citizen, and
Entrepreneurial Spirit. This unit specifically studies how even in kindergarten, students can begin to become ethical citizens. Students will be given
the opportunity to complete a service in their school community in order to gain a true understanding of the meaning of ethical citizenship.
Students will also be meeting outcomes from learning areas Citizenship and Identity and English Language Arts.

Subject Area: Gab Session

Lesson #, Learning Area/GLOs/SLOs/CCC/EEE
Tentative
Date:
Length
Weekly:
1-3 mins./
student

EARLY LITERACY:
1. The child listens, speaks, reads, writes, views and represents to
explore thoughts, ideas, feelings and experiences.
1.1 Discovers and Explores: Expresses ideas and develops
understanding

shares personal experiences prompted by oral text

talks about ideas, experiences, and familiar events

1.2 Clarifies and Extends

Listens to experiences and feelings shared by others.

PERSONAL AND SOCIAL RESPONSIBILITY
The child develops positive attitudes and behaviours toward
learning.

identifies and begins to demonstrate awareness of honesty.

Key
Concepts

- personal
experiences
- talking stick
- good listener

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- modeling
- visual cues of
good listeners

- Students take
turns talking about
their weekends
while peers
practice listening

- Talking stick

- Observations

Subject Area: Circle (if teaching the entire program, I would create as its own unit)
Lesson #, Learning Area/GLOs/SLOs/ CCC/EEE
Tentative
Date:
Length
Daily:
30 mins.

EARLY LITERACY:
2. The child listens, speaks, reads, writes, views and represents to
comprehend and respond personally and critically to oral, print,
and other media texts.
2.1 Uses Strategies and Cues: Uses prior knowledge

connects oral language with print and pictures

2.1 Uses Strategies and Cues: Uses comprehension strategies

reads own first name, environmental print and symbols,

words that have personal significance and some words in
texts.

5. The child listens, speaks, reads, writes, views and represents to
respect, support and collaborate with others
5.2 Works within a group: Cooperates with others

participates in class and group activities

EARLY NUMERACY:
Strand: Number
1. Develop Number Sense
Say the number sequence 1 to 10 by 1s, starting anywhere from 1

Key
Concepts

- cooperation
- participation
- patterns:
identify,
reproduce, extend,
create
- movement
- self-expression

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- modeling
- recitation
- class or
individual student
questioning

- calendar
(patterning,
numbers, date)
- Weather graph
- Counting of days
(Ten frames)
- Personal
Responses,
- Singing and
Movement

- SmartBoard
- Symbaloo
- Physical Calendar
- Straws and
numbers for 100
day count down
- Remember to
print out personal
responses

- Observations
- Make anecdotal
notes (focus on
special person each
day)

to 10

Strand: Patterns and Relations
2. Use patterns to describe the world and to solve problems.

demonstrate an understanding of repeating patterns (two to

three elements) by:
o identifying
o reproducing
o extending
o creating
CREATIVE EXPRESSION:
The child explores self-expression through creative thought and
through language art, movement, music and drama.
The child:

participates in action songs, singing games, and poems

experiences movement to respond to a variety of stimuli (e.g.

music)

Subject Area: Early Literacy (Jolly Phonics if teaching the entire program, I would create as its own unit)
Lesson #, Learning Area/GLOs/SLOs/ CCC/EEE
Tentative
Date:
Length
Daily:
5-10 mins

EARLY LITERACY
2. The child listens, speaks, reads, writes, views and represents to
comprehend and respond personally and critically to oral, print
and other media texts.
2.1 Uses Strategies and Cues: Uses phonics and structural analysis

begins to make connections among sounds, letters, words,

pictures, and meaning

hears and identifies sounds in words

PERSONAL AND SOCIAL RESPONSIBILITY
The child develops positive attitudes and behaviours towards
learning.
The child:

participates actively in learning tasks.

Key
Concepts

- sounds
- letters
- participation

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- modeling

- Jolly Phonics song

and actions
- sounding out
words together on
whiteboard
- review colouring
pages and
sound/action

- Jolly Phonics CD
and book
- Jolly Phonics
computer program
for review
- Jolly Phonics
colouring page
- SmartBoard

- Observations
- Assessment of
sounds for report
cards

Subject Area: Centres

Lesson#, Learning Area/GLOs/SLOs/ CCC/EEE
Tentative
Date:
Length
Heroes
All
Around
(Teacher
Centre)
Week 1
(Nov. 3-5),
Week 2
(Nov. 16-
18), &
Week 3
(Nov. 23-
25)
30 45
mins./
student/
week

EARLY LITERACY
2. The child listens, speaks, reads, writes, views and represents to
comprehend and respond personally and critically to oral, print,
and other media texts.
2.1. Uses Strategies and Cues: Uses prior knowledge

connects oral language with print and pictures

2.2. Responds to Texts: Constructs meanings from texts

relates aspects of oral, print and other media texts to

personal feelings and experiences

talks about and represents the actions of characters

portrayed in oral, print and other media texts

3. The child listens, speaks, reads, writes, views and represents to
manage ideas and information.
3.2 Selects and Processes: Uses a variety of information

seeks information from a variety of sources, such as people at

school, at home, in the community, picture books,
photographs and videos.
3.2 Selects and Processes: Accesses information

uses illustrations, photographs, video programs, objects, and

auditory cues to access information
3.3. Organizes, Records & Evaluates: Records information

represents and talks about ideas and information; dictates to

a scribe.

4. The child listens, speaks, reads, writes, views and represents to
enhance the clarity and artistry of communication.
4.3 Presents and Shares: Presents information

shares ideas and information about own drawings and topics

of personal interest
4.3 Presents and Shares: Enhances presentation

uses drawings to illustrate ideas and information and talks

about them
4.3 Presents and Shares: Uses effective oral and visual
communication

speaks in a clear voice to share ideas and information

Key
Concepts

- hero
- superhero
-community
-ethical citizen
- unique
-belong

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- read alouds
- think alouds
- exemplars
- Small group
instruction
- think, pair, share

- Heroes All
Around poster
(Week 1: What
Makes a Superhero
Special; Week 2:
Not all Heroes
Wear Capes; Week
3: The Hero in
Me)

- Copies of coloured
comic sheet for
poster
- white rectangles
(3/student)
- exemplar
- magnifying glass
- Superhero ABC
by Bob McLeod
(MMH Library)
- Selection of
Superhero books
and community
hero books
- The Day I Lost my
Superpowers by
Michael Escoffier
and Kris Di
Giacomo (MMH
library ISBN: 978-1-
59270-144-5)
- Anecdotal sheet
- tool caddies with
crayons, scissors,
glue
- student names
- Sentence frames

- Anecdotal notes
- Presentation
rubric based on ELA
GLO 5 outcomes (?)

Lesson#, Learning Area/GLOs/SLOs/ CCC/EEE

Tentative
Date:
Length
O
Canada
(Assistant
Centre)
Week 1
(Nov. 3-5)
30 45
mins./
student/
week

CITIZENSHIP AND IDENTITY:

K.1: I am Unique: Students will demonstrate an understanding
and appreciation of the multiple social, physical, cultural, and
linguistic factors that contribute to an individuals unique
identity.
Students will:
K.1.2 appreciate the unique characteristics, interests, gifts and
talents of others:

appreciate that French and English are Canadas official

languages
K.1.4 explore how we demonstrate respect for ourselves and
others by exploring and reflecting upon the following questions
for inquiry:

Why is speaking French and/or English important in our

schools, groups or communities?

How can we show respect and acceptance of people as they

are?

K.2: I Belong: Students will demonstrate an understanding and
appreciation of the characteristics and interests that unite
members of communities and groups.
Students will:
K.2.2 value and respect significant people in their lives:

appreciate the important contributions of individuals at

home, at school and in the community

Lesson#, Learning Area/GLOs/SLOs/ CCC/EEE

Tentative
Date:
Length
Number
Sense 1-2
(Assistant
Centre)
Week 2
(Nov. 16-
18)
30 45
mins./
student/
week

EARLY NUMERACY:
1: Develop number sense.

Relate a numeral 1 to 10, to its respective quantity

Represent and describe numbers 2 to 10, concretely and

pictorially

Key
Concepts

- family
- community
- country
- belong
- protecting
- helping
- Remembrance
Day
- symbol
-safe
- thankful
- maple leaf
- French
- English

Key
Concepts

- corner
- big line
- big curve

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- questioning
- Small group
instruction

- make own Canada

flag and discuss
song and meaning

- Flag
- Exemplar
- OCanada in
French
- O Canada book
from MMH Library
(#971 LAV)
- Sink with warm
soapy water
- 6 paint brushes

- red paint
- white 8 X 14
paper

- Observations

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- Small group
instruction
- HWT wet, trace,
dry
- Discussion

- students follow
HWT procedure
- students print in
number printing
books

- HWT books,
chalkboards,
- chalk
- sponges

- observations
- anecdotal notes

December
Calendar
(Assistant
Centre)
Week 3
Nov. 23-
25)
30 45
mins./
student/
week

EARLY NUMERACY:
1: Develop number sense.

Say the number sequence 1 to 10 by 1s

Relate a numeral 1 to 10, to its respective quantity

Represent and describe numbers 2 to 10, concretely and

pictorially

Lesson#,
Tentative
Date:
Length

Learning Area/GLOs/SLOs/ CCC/EEE

Superhero
Bodies
(Parent
Centre)
Week 1
(Nov. 3-5)
30 45
mins./
student/
week

PHYSICAL SKILLS AND WELL-BEING:

The child develops fine motor and perceptual motor skills
through participation in a variety of activities.
The child:

develops fine motor skills involving finger speed, arm

steadiness, arm and hand precision, finger and hand
dexterity, and the manipulation of small materials

develops perceptual-motor skills through activities involving

eye-hand coordination e.g. looking at picture books,
stringing beads, cutting, pasting, drawing and collage work.

The child develops attitudes and behaviours that promote a
healthy lifestyle, wellness and safety for others.
The child:

identifies external body parts and describes the function of

each

EARLY LITERACY
2. The child listens, speaks, reads, writes, views and represents
to comprehend and respond personally and critically to oral,
print, and other media texts.
2.1 Use Strategies and Cues: Use comprehension strategies

begins to use language prediction skills when stories are

read aloud.

asks questions and makes comments during listening and

reading activities

CITIZENSHIP AND IDENTITY
K.2 I Belong: Students will demonstrate an understanding and
appreciation of the characteristics and interests that unite

Community
Helpers
(Parent
Centre)
Week 2
(Nov. 16-
18)
30 45
mins./
student/
week

- Calendar
- December

- Small group
instruction
- counting

- Students make
own Dec. calendar
- print numbers
- count numbers

- calendars on legal
with dates
(highlighter to
trace)
- paint brush
- red, white, blue
and light pink paint
- exemplar

- observations and
anecdotal notes

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- body parts

- Small group
instruction
- model

- Instant Learning
Centre Body Parts
game
- Make Superhero
Bodies

- Instant Learning
Centre Body Parts
game (X2)
- Superhero Bodies
- Tool Caddies
- Construction
Paper (divided in 2)
- Title Cut outs
- Body Part Cut outs

- observations

- belong
- community
- helper
- contribution
- impact

- modeling
- small group
instruction
- scribe

- students discuss
pictures
- left to right
tracking for reading
and prediction
- representing by
drawings and
words

- community helper
books
- tool caddies
(crayons, pencils)

- observations

Key
Concepts

members of communities and groups.

Students will:
K.2.2. value and respect significant people in their lives:

appreciate the important contributions of individuals at

home, at school, and in the community
K.2.3 appreciate how their participation in their communities
affects their sense of belonging

appreciate the impact that group members have on each

other

Lesson#,
Tentative
Date:
Length

Learning Area/GLOs/SLOs/ CCC/EEE

Superhero
Puppet
(Parent
Centre)
Week 3
Nov. 23-25)
30 45
mins./
student/
week

EARLY LITERACY
2. The child listens, speaks, reads, writes, views and represents
to comprehend and respond personally and critically to oral,
print, and other media texts.
The child:
2.1 Use Strategies and Cues: Uses comprehension strategies

recalls events and characters in familiar stores read aloud by

others

PHYSICAL SKILLS AND WELL-BEING:
The child develops fine motor and perceptual motor skills
through participation in a variety of activities.
The child:

develops fine motor skills involving finger speed, arm

steadiness, arm and hand precision, finger and hand
dexterity, and the manipulation of small materials

develops perceptual-motor skills through activities involving

eye-hand coordination e.g. looking at picture books,
stringing beads, cutting, pasting, drawing and collage work.

CREATIVE EXPRESSION
The child explores self-expression through creative thought and
through language, art, movement, music and drama.
The child:

explores and expresses ideas, perceptions, feelings, and

thoughts in a variety of forms (e.g. art, music, drama, and
movement)

experiments with a variety of art materials to create two and

three dimensional forms

begins to select from familiar media, tools or materials to

express thoughts, ideas, feelings and experiences; eg., art
materials, musical instruments, dance, story, and puppets.

Key
Concepts

- puppet
- characters

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- small group
instruction

- make puppets
-retell story

- exemplar
- Charlies
Superhero
Underpants by
Paul Bright
- brown paper bags
- masks with eyes
cut out
- capes to cut out
- tool caddies (glue,
scissors, crayons)

-Observations

Lesson#,
Tentative
Date:
Length

Learning Area/GLOs/SLOs/ CCC/EEE

Key
Concepts

Teaching
Strategies

Learning
Activities

Resources/
Materials

Assessment &
Evaluation

- picnic table cloths

- yarn
- superhero name
tags
- super hero
emblems
- share stick
- circle songs and
videos
- Kid President
video (cut as used
for ethical
citizenship
assembly)
- pre-arrange
helping hands
activities
- garbage bags
- hero viewings

- observations
- notes as able

Subject Area: Superhero Day

Nov. 9
Full day

EARLY LITERACY
The child listens, speaks, reads, writes, views and represents to
respect, support and collaborate with others.
The child:
Respects Others and Strengthens Community: Uses language to
show respect

uses appropriate words, phrases and statements with adults

and peers when speaking and listening, sharing and taking
turns
Works within a Group: Cooperates with others

participates in class and group activities

finds ways to be helpful to others

CITIZENSHIP AND IDENTITY
Skills and Process
Students will:
K.S.6 develop age-appropriate behaviour for social involvement
as responsible citizens contributing to their community, such as:

being a classroom helper

ENVIRONMENT AND COMMUNITY AWARENESS
The child uses materials in the environment and community and
becomes aware of how others use materials.
The child:

becomes aware of the importance of protecting the

environment

PERSONAL AND SOCIAL REPSONSIBILITY
The child develops positive attitudes and behaviours toward
learning.
The child:

shows willingness to explore and expand learning, and to try

new things

shows willingness to adapt to some new situations

The child accepts and practices responsibility.
The child:

identifies ways to help

The child develops positive relationships with others.

- ethical citizen
- helping out
- superhero
- hero
- respect
- community
- helper
- environment

- modeling
- Save the day
- discussions
activities (litter pick
- videos and songs up, helping grade
fives)
- superhero names,
emblems and capes
- viewing

The child:

becomes aware of the needs of others and individual

similarities and differences

demonstrates a positive, caring attitude toward others: e.g.

expresses and accepts encouragement and demonstrates fair
play

The child contributes to group activities:
The child:

works cooperatively with a partner or in a group

offers and accepts help in partner or group activities

CREATIVE EXPRESSION
The child explores self-expression through creative thought and
through language, art, movement, music and drama.
The child:

experiments with a variety of art materials to create two and

three dimensional forms

participates in action song, singing games, and poems.