READING COMPREHENSION

HISTORICAL FICTION UNIT

GRADES 5 & 6
Overview:

Students will be able to demonstrate an understanding of historical fiction through direct instruction,
scaffolding, modelling and reading texts in/with class, judging them and drawing conclusions based on
the 6 elements of historical fiction.

Big Ideas:

What is historical fiction? How can we determine if what we’re reading can be considered historical
fiction? What are the 6 elements of historical fiction? (Blend of fact and fiction, Includes an authors
note/additional factual information from the author, information included about the setting must be
authentic and accurate, the main character(s) is (are) involved in a conflict or problem that is real from
that time period, description of the characters, plot, and setting is very vivid, characters and plot are
believable to readers)

Overall Expectations:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;

Specific Expectations:
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing
supporting details

1.5 use stated and implied ideas in texts to make inferences and construct meaning

1.8 make judgements and draw conclusions about the ideas and information in texts and cite stated
or implied evidence from the text to support their views

Assessments:

Class discussions. Observation. Student work (finding 4 remaining elements with evidence, from play on
Titanic & Solving Titanic mystery)

Lessons:

1. Intro to historical fiction (definitions). Reading a portion of an adapted version of “A Christmas

Carol” by Charles Dickens.
 2. What are the 6 elements of historical fiction? Determine if its historical fiction. Reading short
stories on Mona Lisa (Grade 6), and The Beginning of The Olympics (Grade 5) in “Reading for
Literacy.” Teacher and students look for elements together.
3. What are the 6 elements of historical fiction? Determine if its historical fiction. Read a play on
Titanic. Teacher will show evidence of 2 elements. Students find the rest.
4. Titanic Mystery Game. Students solve a mystery from a historical fiction text on Titanic.

ORAL COMMUNICATION
ROLE PLAYING UNIT

GRADES 5 & 6

Overview: Students will explore what it means and looks like to successfully role play, as well as
understanding the techniques used to get into character, and implementing at least 1 of them in
practice. (Such as the ability to identify different perspectives of the character in question).

OVERALL EXPECTATIONS

2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes;

SPECIFIC EXPECATIONS

2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including

paired sharing, dialogue, and small- and large group discussions

2.5 identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and
use them appropriately and with sensitivity towards cultural differences to help communicate their
meaning

1.8 identify the point of view presented in oral texts and ask questions to identify missing or possible
alternative points of view

Big Ideas

• What is Role Playing? (Acting)

• What are Elements of a “Table Read?”
• What are some Techniques that contribute towards successful role playing?

Assessments

Skit (diagnostic), Observation, “Actors on Acting” questions, Role Playing Table Read Presentation
(Rubric)
Lessons:

1. Intro to what role playing is. Students will form a skit and present it, in their table groups. Skits
must be formed by extracting meaning from a “topic card” of popular movies.
2. Intro to what a table read is. Students will read over scripts, chose characters, rehearse, and
perform in front of class.
3. We will watch a video “Actors on Acting.” Actors give tips and techniques on acting. Students
must answer questions and hand in.
4. Assignments for role playing table reads will be given, with rubric. Table groups must decide on
“Avengers: infinity war,” “Home Alone,” or “Avatar: The Last Airbender.” Practice.
5. Practice.
6. Practice.
7. Table Read Presentations.

WRITING STRAND
SUMMARY UNIT

OVERVIEW:

Students will develop an understanding of what a summary is, it’s elements and how it is written. This
will be done through scaffolding, direct instruction, modelling summary making in real time.

BIG IDEA:

What is a summary? What are the elements? What are the steps that go into forming a summary? By
the end of this unit students should be comfortable writing a summary on an event (something
lived/observed).

OVERALL EXPECTATIONS:

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

SPECIFIC EXPECTATIONS:

1.3 gather information to support ideas for writing, using a variety of strategies and a range of
print and electronic resources.
1.5 identify and order main ideas and supporting details and group them into units that could be
used to develop a summary, using a variety of graphic organizers

ASSESSMENTS:

Diagnostic (Summarizing an article), Observation, Formative (steps in creating a summary), Summative

(final summary)
LESSONS:

1. What is a summary? Students summarize an article about Canada at the Olympics. 4 Steps to
writing a summary.
2. Tips on step 4 of writing a summary. How do we organize our facts? Students begin outline of
their own summary.
3. Students work on summary.
4. Students complete summary.

MEDIA LITERACY STRAND

PURPOSE, CONVENTIONS & TARGET AUDIENCE OF MEDIA

BIG IDEAS:

What is media literacy? What are the purposes, conventions, and target audience of different pieces of
media? We will consolidate student understanding through creation of a brochure.

OVERALL EXPECTATION:

1. demonstrate an understanding of a variety of media texts;

2. identify some media forms and explain how the conventions and techniques associated with them are
used to create meaning;

3. create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;

SPECIFIC EXPECTATIONS:

1.1 identify the purpose and audience for a variety of media text

2.2 identify the conventions and techniques used in some familiar media forms and explain how they
help convey meaning and influence or engage the audience

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to
create, and explain why it is an appropriate choice

LESSONS:

1. What is media? What is literacy? What is media literacy?

 2. What is purpose? Purpose of different media?
3. What are conventions? Conventions in media? What are target audience of different media?
4. Conventions of a brochure. Purpose of a brochure. Target Audience of brochure.
5. Students work on brochure.
6. Students work on brochure.
7. Students work on brochure.

Assessments:

Work sheets (diagnostic and formative), brochure (summative task).

MATHEMATICS
MEASUREMENT & GEOMETRY STRAND (2D SHAPES)

Big Ideas: What are the properties of various 2D polygons? How do we classify
them? How do we measure their angles? How do we classify an angle? How do
we find perimeter and area of a polygon? How can we compose or decompose
shapes?

Specific Expectations:

Measurement – Grade 5

– estimate and measure the perimeter and area of regular and irregular polygons, using a variety of
tools and strategies

– create, through investigation using a variety of tools and strategies, two-dimensional shapes with the
same perimeter or the same area

– determine, through investigation using a variety of tools and strategies, the relationships between the
length and width of a rectangle and its area and perimeter, and generalize to develop the formulas

– solve problems requiring the estimation and calculation of perimeters and areas of rectangles

Geometry and Spatial Sense – Grade 5

– distinguish among polygons, regular polygons, and other two-dimensional shapes;

– identify and classify acute, right, obtuse, and straight angles;

– measure and construct angles up to 90º, using a protractor;

– identify triangles, and classify them according to angle and side properties;

– construct triangles, using a variety of tools ,given acute or right angles and side measurements

Measurement – Grade 6

– estimate, measure, and record length, area, mass, capacity, and volume, using the metric
measurement system.

– select and justify the appropriate metric unit to measure length or distance in a given real-life situation

– construct a rectangle, a square, a triangle, and a parallelogram, using a variety of, given the area
and/or perimeter

– determine, through investigation using a variety of tools and strategies, the relationship between the
area of a rectangle and the areas of parallelograms and triangles, by decomposing and composing

– develop the formulas for the area of a parallelogram (i.e.,Area of parallelogram = base x height) and
the area of a triangle [i.e., Area of triangle = (base x height) ÷ 2],using the area relationships among
rectangles, parallelograms ,and triangles

Grade 6 – Geometry & Spatial Sense

– sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides,
through investigation using a variety of tools and strategies

– sort polygons according to the number of lines of symmetry and the order of rotational symmetry,
through investigation using a variety of tools

– measure and construct angles up to 180° using a protractor, and classify them as acute, right, obtuse,
or straight angles;

– construct polygons using a variety of tools, given angle and side measurements (Sample problem: Use
dynamic geometry software to construct trapezoids with a 45° angle and a side measuring 11 cm.).

LESSONS:

Week 1: Definitions & Exploring Shapes: Direct instruction, teacher modelling, scaffolding, student
choice. Students will complete a diagnostic assessment, introduction to expectations, important
definitions (parallelogram, vertices, rectangle, quadrilateral, triangle, congruent, parallel), determining
the polygon based on side properties, students will create their names using grid paper and identify
various polygons within, worksheet and textbooks.

Week 2: Angle Properties: Direct instruction, teacher modelling, scaffolding, tutor groups, student
groupings, student choice. Students will be able to estimate, measure and construct angles and classify
as either obtuse, acute or right angle. Determining polygons based on their angle properties, (scalene,
isosceles, equilateral). Worksheets, textbook.

Week 3: Area & Perimeter: Direct instruction, teacher modelling, scaffolding, tutor groups, student
groupings, student choice. How do we determine area and perimeter of triangles, parallelograms and
quadrilaterals? Formulas? How can we find area and perimeter of images with multiple shapes?
Students will go back to their name images and measure area and perimeter. They will create images
using tangrams and/or pattern blocks, then find total area and perimeter of geometric image.
Worksheets and textbook.

Week 4: Review & Consolidation & Unit Test: Direct instruction, teacher modelling, scaffolding, tutor
groups, student groupings, student choice. Students will create another image using tangrams and/or
pattern blocks. They will need to classify each shape within their image based on angle and side
properties, and name said shape. They will also need to find total area and perimeter of their geometric
image. Jeopardy style review game, with interactive questions. Test.

MATHEMATICS:

DATA MANAGEMENT UNIT PLAN (GRADE 5 AND 6)

Unit Big Idea: Collect and organize discrete or continuous primary data and secondary data and display
the data using charts and graphs. Read, describe and interpret primary and secondary data presented in
charts and graphs.

Overall Expectations:

• collect and organize discrete or continuous primary data and secondary data and display the data
using charts and graphs, including broken-line graphs;

• read, describe, and interpret primary data and secondary data presented in charts and graphs,
including broken-line graphs

Specific Expectations:

– distinguish between discrete data and continuous

– collect data by conducting a survey or an experiment to do with themselves, their environment, issues
in their school or community, or content from another subject, and record observations or
measurements;

– collect and organize discrete or continuous primary data and secondary data and display the data in
charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels
(e.g.,appropriate units marked on the axes), and scales that suit the range and distribution of the data,
using a variety of tools

– read, interpret, and draw conclusions from primary data and from secondary data presented in charts,
tables, and graphs
– calculate the mean for a small set of data and use it to describe the shape of the data set across its
range of values, using charts, tables, and graphs

– compare similarities and differences between two related sets of data, using a variety of strategies

Lessons:

Week 1: Introduction, Primary vs Secondary Data, Discrete vs Continuous Data, Stem & Leaf Plots

Week 2: Bar Graphs, Broken Line Graphs & Histograms

Week 3: Central Tendency (Mean, Median, Mode, Range), Surveys & Collecting and Organizing Primary
Data

Week 4: Review and Test