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UNIT PLAN
Name Heather Reinholt Grades 1/2
Unit Topic/Guiding Question What is life like in Kamloops and other places in BC? Lessons in Unit 12
Rationale: How is this unit Through this unit students will learn what life is like in other places Anticipated Unit 3 weeks
relevant and important to these in BC, specifically Kamloops. Through reading the book “Rosie’s Timeline
learners?
Letters” by Kate Gehring, the students will learn about pen pals, and
form a pen pal friendship with a student in Kate Gehring’s practicum
class in the Kamloops school district. Students will learn about
advancements in technology as they ask questions about this other
area of BC and share information about their lives. Mapping
activities will introduce students to the concept of traveling and
communities.
Unit Overview: Students will use advancing forms of technology (letters, email, video messages, and video chat) to
connect with students in another part of the province. They will learn about cities, provinces, and
countries through comparison activities to help gain an understanding that Kamloops is another city
within the same province and country. Integrated art activities will allow students to show their
learning through hands-on projects.

Stage One: Desired results from the BC Curriculum Connections

Which Big Ideas (Understand), Core and Curricular Competencies (Do), Content Standards (Know) are developed in this unit?
U What will Big Ideas Essential Questions
n students
d understand? Canada is made up of many diverse What is a pen pal? How can they help me understand what life is like in other
e regions and communities (Gr. 2 Social places in the world?
r
Studies)
s What are the social and geographical features of Kamloops?
t
Everyone has a unique story to share.
a What is the difference between neighbourhood, city, province, and country?
n

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Curiosity and wonder lead us to new What are the differences between Kamloops and Campbell River?
discoveries about ourselves and the
What is important enough to me about myself, Penfield, and Campbell River to
world around us. (Gr. 1 & 2 ELA)
share with someone who lives outside of Campbell River?
Through listening and speaking, we
How can I use maps to help me understand what I’ve learned?
connect with others and share our
world. (Gr. 1 & 2 ELA) How does technology help me with communication and travel?
d
Technologies are tools that extend
human capabilities (Gr. 1&2 ADST).

People connect to the hearts and

minds of others in a variety of places
and times through the arts (Gr. 1 & 2
Art).
D What will Core Competencies:
o students do?
Communication Thinking Personal Awareness & Responsibility

 Connect and engage with others (to Creative Positive Personal & Social Identity
share and develop ideas)
 Acquire, interpret, and present  Novelty and value  Relationships and cultural contexts
information (includes inquiries)  Generating ideas  Personal values and choices
 Collaborate to plan, carry out and  Developing ideas  Personal strengths and abilities
review constructions and activities Personal Awareness & Responsibility
 Explain/recount and reflect on
experiences and accomplishments Critical  Self-determination
 Self-regulation
 Analyze and critique  Well-being
 Question and investigate
 Develop and design Social Responsibility

 Contributing to community and

caring for the environment
 Solving problems in peaceful ways
 Valuing diversity
 Building relationships

Curricular Competencies: - Use Social Studies inquiry processes and skills to ask questions;
gather, interpret, and analyze ideas; and communicate findings

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and decisions (Gr. 1 & 2)
- Explain why people, events, or places are significant to various
individuals and groups (significance) (Gr. 2)
- Explain the significance of personal or local events, objects,
people or places (significance) (Gr. 1)
- Engage actively as listeners, viewers, and readers, as appropriate,
to develop understanding of self, identity, and community.
- Communicate using letters and words and applying some
conventions of Canadian spelling, grammar, and punctuation.
- Explore the use of simple, available tools and technologies to
extend their capabilities (Gr. 1 & 2 ADST)
- Explore personal experience, community, and culture through
arts activities (Gr. 1 & 2 Arts).
- Interpret symbolism and how it can be used to express meaning
through the arts (Gr. 1 & 2 Arts)
- Express feelings, ideas, stories, observations, and experiences
through creative works (Gr. 1 & 2 Arts).
BC Content Standards: - Diverse features of the environment in other parts of Canada and
the world (Gr. 2)
- Roles and responsibilities of regional governments (Gr. 2)
K - Diverse cultures, backgrounds, and perspectives within the local
n What will
and other communities (Gr. 1)
o students know?
w - Natural and human-made features of the local environment (Gr.
1)
- Symbolism as a means of expressing specific meaning (Gr. 1 & 2
Arts)

First Peoples Principles of Learning: Which teachings are reinforced in this unit?

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FPPL: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships,
and a sense of place). Students need to determine important information about themselves and their communities that they would
like to use to share and connect with students in another community.

Stage Two: Evidence of Learning - Assessment Plans [Planning with the end in mind]

Formative - Assessment FOR Learning, with timelines. Explain how and when this evidence is collected within the unit.
Throughout the unit, formative assessment will be used to determine where students need more support. During discussions, I will
be tracking who is participating and how well they are understanding the concepts through their participation. As students do
writing activities, I will use positive reinforcement to point to use of finger spaces, periods, and question marks, and students who
use their dictionaries and the word wall for spelling (this will be a pre-determined expectation). Self-assessment and peer-
assessment tools will be used for many activities to provide students with a sense of responsibility to their work, and ensure their
work is at the level it needs to be prior to teacher assessment. Graphic organizers and cloze activities will be used to assess student
work leading up to summative assessment pieces. Creating a map of Penfield will show me how well students are grasping mapping
concepts and act as a pre-assessment for mapping activities.

Summative - Assessment OF Learning:

All pieces of writing that are sent to pen pals will be stored in the student’s portfolios. This includes their initial written letters, an
email, video message and script for message, and a favourite fact from pen pal. Venn Diagrams will be used to show student
understanding for several lessons including BC vs other provinces and Campbell River vs. Penfield. Students will be able to work
together for these. My Place in the World Graphic Organizer will be added to their portfolio to ensure students know their school,
city, province, and country. BC Collage Artwork and reflection will show me what students learned about images that represent BC.
The treasure map activity will show me what students learned about mapping concepts. Formative feedback will be used to ensure
individual understanding prior to final assessment. Graphic Organizer will be used to assess what student’s learned about changes in
technology and how it impacts our daily lives.

Stage Three: Learning Plan:

Learning Intention: curricular connections Instructional Activities: Assessment:

(student-friendly language) What do I intend for
students to learn in this lesson? scope/sequence, titles, brief lesson method/instrument/tool,
description

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criteria/standards

Lesson 1: Letters to Pen Pals -Read Rosie’s Letters to the class and explain -graphic organizers and self-assessment
that the author/illustrator is student teacher tools used prior to writing the letters
I can share information about myself, my school, in Kamloops, we will become pen pals with
and my community (Campbell River) in a letter -formative feedback will be given as letters
her class.
to a pen pal. are being written (use of punctuation,
-As a class discuss what the students know or included enough information)
I can listen to a story and understand what pen wonder and would like to share about
pals are. -peer-to-peer feedback used when letters
Campbell River and Penfield.
completed
-Students will fill out Graphic Organizers
-students will read their letters to the
about themselves, their school, and their
teacher prior to mailing to ensure
community.
comprehension
-Students will write letters to pen pals over a
-letters will be photocopied and entered in
few days including information about: what
portfolio prior to mailing
is special about CR, Penfield, family, school,
hobbies, etc. and ask questions about
Kamloops.

Lesson 2: Mirror Image Collages From K. Paterson (2005) -Formative assessment: Are students
providing appropriate and kind positive
I can create a collage that shows what -In this lesson students will begin with a
points to each other?
quick self-portrait of themselves. They will
makes up who I am.
look in the mirror for 1 min and then draw -Reflective journal: What is one thing that
I can point out the positive characteristics of however they see themselves. you learned about yourself? (Formative – I
my peers. will provide written or drawn feedback)
-Next they will be taking home an “All About
Me” survey to fill out Part 1 with their -Framed “Mirror Images” will be put in
caretakers that will help them discover more portfolio and/or displayed in the classroom.
about themselves (what they were like as
babies, relatives, place of birth, etc).

-In small, strategically designed, groups the

students will take turns listing positive traits
about each other (“positive points
discussions”) – a pre-amble regarding

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appropriate points to discuss with precede

-Students will then fill out the second part of

their “All About Me” survey that is about
their interests, goals, positive features, etc.

-Students collect pictures, symbols, poems,

quotes, words, etc. to display themselves.

-Finally, students will look in the mirror again

and draw themselves. They will compare
their first sketch with their second
considering if the activity changed they way
they see themselves. They will frame their
portraits with their collected items.

-A post-activity reflection will follow.

Lesson 3: Our School Community Materials: Farrell, S. (2015) -a self-check list will be used as formative
assessment on their school map based on
I can draw a map of my school community. -After listening to the daily announcements,
whether the included: rooms, hallways,
we will discuss who was mentioned in the
doors, gym, library, office.
I know who works in my schools and their roles. “who is working in our school today” part.
Complete this over a week and see how -I will provide feedback and give students a
many different people come and go chance to make changes before marking the
throughout a week. map based on the same check list.

-Watch and sing the song “We’re so proud of -maps will be entered into the student’s
our school” portfolios
(https://www.youtube.com/watch?
v=I_gRgOhWJ1c)

-As a class, we will fill out a graphic organizer

about who works in our school & find out
how many students are at the school.

-We will take a tour of the school, taking

notes as we go.

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-Students will draw a map of Penfield school.

Lesson 4: Campbell River Community Materials: Farrell, S. (2015) -formative assessment of student
contribution to discussions.
Lesson & E-mails to Pen Pals -Students will read their letters from their
pen pals (requesting help when needed). -peer feedback will be used to evaluate the
I can write an e-mail to my pen pal and share
emails prior to sending
information about my community and city. -Class discussion on what students’ families
do for work (this will be asked in their -Emails will be printed and added to their
I can share with my pen pal the common jobs in
planners the night before). portfolios, feedback will be provided to
Campbell River.
ensure by the end of the next
-Class discussion about the “Needs and
communication students have given
Wants” that Campbell River provides to
information about themselves, Penfield, and
families and discuss ways in which we give
Campbell River, and have asked questions
back to Campbell River
about their pen pals, their pen pals school,
-As a class we will find out about Campbell and Kamloops.
River the city: What makes up the economy?
-formative assessment during participation in
How many neighbourhoods? What is there
technology pro/cons
for kids to do? Population? Geographical
features? Average temp each season?
Average Rainfall? *This will be done on a
board that can be brought back later*

-Students will use this information and

decide what they would like to share about
Campbell River and develop more questions
to ask about Kamloops.

-Students will write another letter to their

pen pals using chromebooks.

-Closure: a quick discussion on pros/cons of

email and pros/cons of letter mail.

Lesson 5: BC vs Other *Materials: Farrell, S. (2015). -formative assessment: will be recording

which students participate (hands-up,
Provinces/Territories of Canada *Inspiration: Shepherd, C. (2010).
answer questions, add to discussion, etc.)
Lesson

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I can research information and share my -Introduce & discuss a map of Canada (hand during discussions.
findings about the provinces and territories of out a laminated map to each pair with
-formative feedback will be given on the
Canada. opaque tape covering the names of the
cloze activity – checking students for
provinces/territories – students will peel the
I can compare the provinces and territories of understanding with a checklist
tape off as we discover them)
Canada to my province, British Columbia.
-I will be looking to see that students know
-Introduce NSEW & Legend on Maps
how to use the books to look for information
-Name all the Provinces/Territories – see if and ensure that everyone in the group is
students can name them all as a class, participating
starting with BC (give prepared hints where
-group Venn diagram will be assessed to give
needed: I have lots of mountains, I am the
me an idea which students will need more
most EAST/WEST, I am an Island, I have a lot
help with understanding these concepts
of ice because I am far North, etc.)

-together learn and sing the song “The

Provinces of Canada are Fun to Remember”

-Divide students into groups of 3-4 (6 groups)

-Assign each group to a province/territory

and give them a simple information book
based on that province/territory.

-Hand out a cloze activity (in the shape of

their province) with characteristics to find
out about each province population, size
(area), flag, bird, location, jobs (economy).

-Show the students how I have done this

with BC (exemplar)

-Have the students bring up their

province/territory, share their findings, and
work to build a map of Canada

-Do a Venn diagram with each group of BC vs

each province/territory

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-Once complete, assign the students the
remaining 6 province/territories and have
them work together to fill out the
information and a Venn diagram within their
own groups. (this may be done another day).

Lesson 6: Read Emails & Record -Emails from the pen pal class will be printed -Peer-assessment of the scripts/questions
and read by the students. will happen as pairs read to each other and
Video Messages for Pen Pals
provide feedback
-Further follow-up questions will be formed
I can prepare a script and read it in a video
independently by the students and written -Formative feedback to ensure students are
message.
down. meeting asking questions/sharing
I can ask follow up questions from my pen pal’s information criteria (videos will be saved for
-Students will write down what they would
email. portfolios).
like to say in a video to their pen pals
-Formative assessment will take place as
-Students will record a 2-minute video
students participate in technology discussion
message to their pen pal and show them
their map of Penfield school.

-Recordings will take place during quiet time

-Once all recording is done, a discussion will

take place on technological advancements.

Lesson 7: Canada in the World Lesson -Read Rosie’s Letters again – put pins on a -Assess students on their organizer – where I
map of where letters had come from on the am in the world to ensure class
I can find Canada on a map of the world. map. understanding.
I can show that I know where I live in the world. -Review NSEW & legends on map. -Provide follow-up help where needed.

-Look at the world map – show students the

seven continents.

-Find where Canada is on that map. Which

continent is it in?

-Discuss with students: Do you know any

other countries? Does your family come

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from another country (ask in planner night
before)? Where do they come from? Find
them on the Rosie map as we discuss things.

-Go to a map of Canada & find BC.

-Hand out a map of BC & find VI/Campbell

River & Kamloops (students will label these).

-Fill in graphic organizer: my school, my city,

my province, my country, my continent.

Lesson 8: Receive Video Messages & -During quiet time, students will be called -Formative assessment on the level of
individually to watch the video responses of participation during communication
Prepare Follow-Up Questions
their pen pals. technology discussion.
I can watch and take notes from a video
-Students will take notes on the information
message.
shared.

-Students will prepare one final follow up

question for a skype session.

-Discussion on communication technology to

follow.

Lesson 9: Art Project -Read a British Columbia kid’s book (“Why I -formative assessment provided throughout
love British Columbia” by Daniel Howarth). activity – students have to show teacher the
I can create a collage of symbols of British rough layout of their province before gluing
Columbia. -Explain that the words in this book are
(teacher provides feedback on whether there
written by students just like you.
I can share what I learned about symbols of BC. is enough images).
-Discussion on symbols of BC in the book,
-summative assessment – reflection on the
what are the people and animals doing?
piece – in circle time students share 2-3
-Using magazines, clip art, and drawings images on their collage and state why they
students will create a collage that represents are symbols of BC.
British Columbia.

-Images will be glued onto a large piece of

cardstock shaped like BC and displayed on

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the bulletin board when complete.

Lesson 10: Kamloops vs Campbell -Google Maps directions CR to Kamloops -Formative assessment during discussions to
ensure understanding and participation.
River -Google Earth Kamloops & pen pal’s school.
-Venn Diagrams will be used to assess
I can fill out a Venn Diagram. -Discuss methods of travelling from CR to
student understanding of differences
Kamloops – pros & cons of each method
I can identify methods of transportation within between Campbell River and Kamloops.
my province. -Discuss travelling across Canada (Nfld)

-Gather all communications from your pen

pals (emails will be printed, notes from
video)

-Give the students time to work in pairs and

summarize their facts about Kamloops
(provide graphic organizer).

-Students will fill out their Venn Diagrams

comparing Kamloops to Campbell River (I do,
We do, You do style) ensuring to answer
questions that we have developed along the
way: which is bigger (area), which has higher
population, climate, water source, economy

Lesson 11: Treasure Map Inspired by Campbell, L. (2010) and Paterson, -Check list will be used for self-assessment
K (2005). and peer-assessment prior to handing in.
I can make a treasure map!
-Review elements and functions of maps -This map will be assessed based on inclusion
I can identify the main elements and functions of (legend, compass rose, water/land, etc.) of the following elements: compass rose
maps. (NSEW), labelled legend, labelled areas of
-Read Pirate Pearl by Phoebe Gilman
map (if not in legend), elements of the map
-Have class share any stories about pirates, (roads/pathways/geographical
hidden treasures, or treasure maps. features/desks/doors/window/rooms).

-Discuss elements of a Pirate’s map –

especially “false leads”, traps, dead ends,

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and other obstacles

-Students create their own maps using coffee

to stain paper

-In small groups, students will share ideas

about the treasure that their map is leading
to and what obstacles may be in the way.
(maps will be individual).

-Students will create a rough draft that will

be shared with a peer for feedback.

-Students then create their final map.

-Discuss technological changes in maps

-Follow-up ELA Lesson: Write story about

treasure hunt using your map (in ELA unit)

Lesson 12: Record Thank You Video -Students will each write and colour in one -students will be assessed on their graphic
letter to the phrase: “THANK YOU KATE organizer that they fill out based on
OR Skype Session & What did you
GEHRING’S CLASS” technology used throughout the unit.
learn?
-Students will write down their favourite -students will be checked to ensure they
I can show appreciation. thing that they learned from their pen pals. were able to say thank you for their new
I can show what I learned about changes in favourite fact (if they do not say it in the
-During a video call between the classes, we
communication technology. video, they will write it down & be emailed
will all say “THANK YOU” and each student
to the pen pal).
will say thank you to their pen pal and their
favourite thing they learned (if they are
comfortable talking in front of the class), and
show the class their treasure map.

-After the skype call, we will have a

discussion on the pros/cons of this
technology compared to each other method
we’ve used. Students can share their

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favourite form that we used.

-Student’s will be given time to fill out a

graphic organizer comparing the
technologies we used in this unit.

Resources Required: Include digital link, books, etc. formatted in APA

Campbell, L. (2010). Activity Ideas for Elementary Social Studies. In D. Hutchison & I. Wright (Eds.), Elementary social studies: A
practical approach to teaching and learning (pp. 138-141). Pearson Education Canada.
Farrell, S. (2015) Social studies unit for grade 2: My community. Savvy Teaching Tips. https://www.savvyteachingtips.com/2015/01/new-
social-studies-unit-for-grade-2-my.html

Gehring, K. (2015). Rosie’s Letters. Small Voice Press.

Gilman, P. (2000). Pirate Pearl. Scholastic Canada.
Howarth, D. (2016). Why I love British Columbia. Harper Collins Children’s Books.
Paterson, K. (2005). Differentiated learning: Language and literacy projects that address diverse backgrounds and cultures. Pembroke Publishers
Limited.

Shepherd, C. (2010). Activity Ideas for Elementary Social Studies. In D. Hutchison & I. Wright (Eds.), Elementary social studies: A
practical approach to teaching and learning (pp. 43-45). Pearson Education Canada.

Interdisciplinary Connections: How have you woven Social Studies, Science, and Language Arts (or French Language Arts) into this unit?
This unit is an even blending of English Language Arts and Social Studies. Technology (ADST) plays a large role as we discuss advances
in communication and mapping using technology. Art projects are interweaved into many activities (students are encouraged to
create drawings), while explicit art lessons (Treasure Map & BC Images Collage) provide full interweaving of visual arts. Students get
exposure to some math measurement concepts through characteristic comparisons (area, population, distance).

Reflection: What was successful in this unit? If taught again, what would I change to make this unit even more successful and
inclusive for diverse and exceptional students? Consider: how do I feel about this unit, as well as suggestions from students/ peers/
sponsor and supervisor.

What worked well?

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What were the challenges?
What are your next steps?

Differentiated Learning Appendix:

Strategies included in this unit to differentiate content, process and product for:

1) Students who are highly capable/gifted

Students in this category will be encouraged to dig deeper into each lesson. In this unit, this means they will be
encouraged to write more in depth about themselves and their pen pals, to include more details on their maps, to find
out more about travel options, to write about their chosen symbols, and to dig deeper into questions they ask of their
pen pals. They will be given this encouragement through formative feedback throughout the lessons. During group
work, these students will act as peer support for students who may need it. Gentle discussions will take place (“I know
you already know this, so can you please explain this to x student?”) which will help reinforce their own learning, while
providing struggling students with more support. Assessment for these students will focus on providing strategies for
challenging themselves. For example, with mapping activities these students will be encouraged to challenge
themselves and include a “scale” for reference. They will need to find out what that means and how to do it in their
map. For the treasure map, these students can research what treasures remain to be unfound, or true stories of
pirates.

2) Students with learning disabilities

Working with the School-Based Teams for these students will help guide the direction of assessment and lessons for
these students. For this age level, learning disabilities are not yet diagnosed and so students may simply be behind in
certain subject areas. To ensure these students can access the content, this unit includes multiple modes of learning

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including auditory, visual, and kinesthetic. For auditory learners, this unit incorporates teacher read-alouds, songs,
and audio-visual messages from pen pals. These students are always allowed to find a quiet spot to read aloud for
reading activities (including reading letters from their pen pals). Visual learners will benefit from seeing books,
creating maps, reading letters, filling in graphic organizers, drawing and watching videos. Kinesthetic learners will
enjoy doing hands-on activities like walking the school to create a map, project work like creating mirror image and
treasure maps, and interacting with their peers and pen pals. On top of these methods, this unit incorporates peer-
learning by having highly capable students act as peer support to students with learning disabilities, IEPs, ELL, or
students that just need a little individualized help. The scaffolding strategies in this unit build upon prior knowledge
that will help students with learning abilities succeed. Furthermore, being clear about the goals of each lesson and the
unit will allow these students to understand their expectations. Providing formative feedback throughout each lesson
will help these students know their strengths and where they need to improve. And finally, all students will have the
option of which piece of work is their “culminating activity” that they would like to show to their pen pal. They can
choose from their Mirror Image, Map of Penfield, British Columbia Art Collage, or their Treasure Map. Self, peer, and
formative teacher feedback on the piece that each student chooses to be their culminating piece will ensure that they
have produced their best piece of work. These are some of the strategies that have been identified in helping students
with learning disabilities succeed academically.

3) Students who are designated with Ministry categories (e.g. autism, chronic health) and have IEPs

For these students, I will be ensuring that I provide them with a clear picture and concrete expectations throughout
the unit. As each lesson is introduced, it will begin with the learning intention “I can..” that will inform the students of
what they will be expected to be able to do by the end of the lesson. At the end of the lesson, we will re-address this
statement to see if we need more work to be able to achieve that objective. Project-based instruction helps these
students to grasp concepts and show their learning. This unit includes two lessons from Kathy Paterson’s book
“Differentiated learning: Language and literacy projects that address diverse backgrounds and cultures.” These
lessons (“Mirror Image” and “Treasure Map”) are projects that encourage peer-support, individualized pacing, and
encourage students to create their own piece of work, without being compared to others or a standard. Students that
have IEPs will be assessed according to their IEPs. Formative feedback will ensure students are still working towards
the learning intentions set out by the teacher, while the ability to choose a favourite product to show their pen pal
provides differentiated assessment. Reflective journals that include options like written, circle the emoji, and voice
recordings will ensure these students can show the teacher what they learned and how they feel about it.

4) Students with behaviours (e.g. easily distracted, non-engagement, non-starters)

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The diversity of activities in this unit provide access to students of all behaviour levels. From using technology and
developing their writing skills to creating a treasure map and collages, students should find most of these activities
engaging. Lessons can easily be put away and broken into separate sessions. Active breaks and brain breaks can be
provided for students who need to “get the wiggles out” during lessons – these can be incorporated during transitions
between sections of lessons (e.g. when moving from reading a book at the carpet to going to desk work). The use of
graphic organizers and visuals make activities easier for students to get started. Project work is broken down into
step-by-step processes with multiple modes of instruction (verbal, visual, video). These students may be asked to help
with additional tasks or preparation steps of activities to increase their engagement (e.g. have them help create the
picture frames or stain the maps). Furthermore, the incorporation of the arts into several lessons provides a creative
outlet for students with these behaviours that need to release emotions.

5) English Language Learner (ELL) students

Each lesson in this unit uses some form of key visuals to help ELL students access the content. Key visuals used in this
unit include graphic organizers, cloze activities, and sentence starters for letters. Multimodal texts including map
drawing, story books, map creating, and videos will provide additional access to the content for these students.
Furthermore, the use of clear and simplified language that is spoken slowly throughout lessons will provide
comprehensible input for these students. Instructions will be repeated, and where possible, visualized. For example, as
I make exemplars for the art lesson and the mirror image lesson, I will record myself making them and play the video
in steps for the students. Much of this unit is about the students understanding what is important to them, and what
makes them special. Starting the unit with the “Mirror Image” project allows ELL students to celebrate their diversity.
They will be able to share with their classmates, and pen pals, aspects of their culture, language, and history. This will
help provide a sense of belonging for these students, increasing their engagement and their feeling of safety within
the classroom.

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SC=green, SS=blue, ELA=red, ART=orange, bold=strategies for ELL

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