Family Matters

Week 1 - Family Tree - LessonWeek 1 - What is a Family? - Lesson

Week 1 - How Our Families Help Us - LessonWeek 1 - How We Help Our Families - LessonWeek 1 - Rules and Responsibilities - Lesson

Week 2 - Family Tree - Activity CentreWeek 2 - What is a Family? - Activity Centre

Week 2 - How Our Families Help Us - Activity CentreWeek 2 - How We Help Our Families - Activity CentreWeek 2 - Rules and Responsibilities - Activity Centre

Week 3 - School Rules - LessonWeek 3 - Bullying - Lesson

Week 3 - Story Necklace - LessonWeek 3 - Change - Lesson

Week 3 - Interviewing - LessonWeek 3 - School Rules - Activity Centre

Week 4 - Bullying - Activity CentreWeek 4 - Story Necklace - Activity Centre

Week 4 - Change - Activity CentreWeek 4 - Interviewing - Activity Centre

Including:

July 2005

Written by: The Curriculum Review Team 2005

Family MattersRelationships, Rules and Responsibilities

Length of Unit: approximately: 43.4 hours

An Integrated Unit for Grade 1

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 26, 2005 at 11:01:30 AM

Family MattersRelationships, Rules and Responsibilities An Integrated Unit for Grade 1

The Curriculum Review Team 2005

Mari Koutsovitis, Sharon Moss, Anne Porretta, Pauline Beder (Proj. Lead)

CAPB(416) 325-0000

EDU

York Region District School Board

Based on a unit by:

An Integrated Unit for Grade 1Written by:

This unit was written using the Curriculum Unit Planner, 1999-2002, which was developed in the province of Ontario by theMinistry of Education. The Planner provides electronic templates and resources to develop and share units to help implement theOntario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry ofEducation. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy,edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials,equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associationsthat supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board

Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board

Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board

The following organizations have supported the elementary curriculum unit project through team buildingand leadership:

The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch


Family Matters Page 1

Relationships, Rules and Responsibilities An Integrated Unit for Grade 1

Unit Overview

Unit ContextFamily Matters is a five week, integrated, grade one Social Studies unit. This unit will give studentsopportunities to develop, identify and demonstrate an understanding of relationships, rules and responsibilitiesin their lives. Students will begin by focusing on the diverse nature of families and will identify the significantpeople, places and events in their lives. Specifically, they will investigate, sort and collect data todemonstrate how relationships, rules and responsibilities within families change over time. Assuming the roleof a reporter, students will collect, display, organize and analyze their learning in a final presentation to theirteacher, peers and families, showing how and why "Family Matters."

Unit SummaryThis literature-based unit has been divided into three parts:a. teacher-directed input weeksb. learning centre weeksc. a week of preparation for the culminating task

The teacher-directed input weeks are used to introduce expectations using a variety of instructionalstrategies. These initial learning experiences will provide the foundation for the activities the students will beengaged in during the second and fourth weeks. During the two activity centre weeks, students will beproducing artifacts that they will display and present to demonstrate their learning during the culminating task.

Input Weeks - During this time the teacher is introducing one lesson per day often using whole groupinstructional strategies. Students complete follow-up in a variety of groupings. The closure of each lessonshould clearly introduce the expectations and concepts that will be expected in the following "centre week."

Centre Weeks - Students will be divided into small groups identified by a colour or name. A rotational wheelmay be used. Each group will rotate through the five centres over the course of the week, visiting one centreper day. Teachers should consider balancing student abilities and gender when grouping studentsheterogeneously.

Week 1 - The first week of teacher-directed input lessons introduces a focus on families. This week will beginby defining the terminology to be used throughout the unit (e.g., responsibility, rule, different, similar...). Themain focus of this week will be on identifying family and individual experiences and responsibilities. Duringthis week, students will also investigate the need for rules and their consequences.

Week 2 - Students will complete five integrated learning centres based on the knowledge acquired from eachinput lesson from week one. These task performances will require students to create, sort, classify, designand write about the need for rules and responsibilities within their home, school and community.

Week 3 - This teacher-directed input week will link students' learning and experiences beyond family toinclude school and change over time. Students will brainstorm school rules and responsibilities, resolveconflicts, develop timelines and identify factors that cause change. At the end of this week, students will havean interviewing assignment.

Week 4 - Students will complete five integrated learning centres based on the knowledge acquired from eachinput lesson from week three. These task performances will require students to reflect, design, sequence,role-play and create a technology presentation.

Week 5 - Students will be organizing and preparing for their student-led conference and class presentation.Students will be selecting artifacts and creating a script, demonstrating their knowledge and understanding of

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Family Matters Page 2

Relationships, Rules and Responsibilities An Integrated Unit for Grade 1

Unit Overview

this unit.

The input and activity centre approach is a suggested format for this unit. Teachers may choose tore-organize activity centres into whole group lessons.

Culminating Task AssessmentStudents will be given the opportunity to practise presenting scripts and artifacts to another class. Theteacher and students will create a presentation schedule outlining the order of events for the Family Mattersculminating task. This will include classroom displays, a computer presentation and scripted reports and themusic and drama presentations. Learning buddies, administration staff or other classes may be invited to bean audience.

Links to Prior KnowledgeThe unit will begin with a focus on the students' own family and schooling experiences. Students will sharetheir understanding of "family." They will build on their understanding of patterns and cycles in their dailylives as these concepts were covered in the Kindergarten programme.

This unit will require students to:-work collaboratively in large and small group settings-share their experiences-perform dramatic role-play-present orally in front of a group-write independently using approximate and conventional spelling-reflect on their learning i.e. self-assessment, learning log responses, etc. . . .

Considerations

Notes to TeacherThis unit was developed with the understanding that students have already been given the opportunity to workcollaboratively (i.e., small group or activity-centre approach). Teachers may adapt the lessons to meet theneeds of their students. Lessons presented as learning centres may be done as whole-group instruction.

Seating arrangements must lend themselves to small groupings of 4 to 6 students.

Teachers must be aware of the differences that may impact the students' understanding of what constitutes"family", and make adaptations to tasks and material where necessary.

The lessons outlined in this unit may be covered at any time during the school year.

Teachers should be aware of their board's policies on sensitive issues.

Learning Logs will be used throughout the unit. These may consist of commercially preparedjournals or stapled booklets. Teachers use these logs to help students to reflect on their learning.Guiding questions or prompts are posed in order to focus on the expectations and skills covered inthe lesson or unit.

Prompts may include: Today I learned . . .It made me think of . . .I wonder . . .

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Subtask List Page 1List of Subtasks

Week 1 - Family Tree - LessonThe teacher introduces a song like Family Tree by Tom Chapin. The song is used as a springboard todiscuss students' understanding and experiences about families and introduce the concept of a familytree. Using a graphic organizer (KWL), the teacher will record what the students already know aboutfamilies and what they want to learn. In this lesson, we are beginning to develop vocabulary necessaryto articulate future concepts and skills. The teacher and students then collaboratively compose a letterfor parents sharing the intent of the unit, posing questions to further study and to gather information tocomplete their own, or fictional, family trees.

1

Week 1 - What is a Family? - LessonThe purpose of this lesson is to extend the vocabulary for the unit and to lay the foundation for furtherdiscussions about "family." The students will be asked to compare their family with that of a fictionalcharacter such as "David" in "David's Father" by R. Munsch. A preliminary definition of "family" willevolve over the course of the lesson.

2

Week 1 - How Our Families Help Us - LessonThe purpose of this lesson is to develop students' awareness of various family structures and theresponsibilities of family members. Students will view a story such as Amazing Grace on video. Theteacher will lead a discussion based on characters from the story, and questions will be encouragedregarding roles, responsibilities and stereotypes.

3

Week 1 - How We Help Our Families - LessonThe purpose of this lesson is to further develop the students' concept of family responsibilities. Thestudents will listen to a story such as Piggybook by A. Browne and identify the consequences of notfulfilling our responsibilities. Using a chart divided in half, the teacher will list brainstormed rules andconsequences.

4

Week 1 - Rules and Responsibilities - LessonThe purpose of this activity is for students to identify rules in the home, school and community. Theteacher will use a book such as Boss for a Week by L. Handy in order to generate a class list ofappropriate and inappropriate rules for home, school and the community. In small groups, students willuse playing cards to record rules and consequences, which the teacher will use to create a classgameboard.

5

Week 2 - Family Tree - Activity CentreStudents will be creating a family tree banner using information gathered from the homeworkassignment in Input Lesson #1. Students will identify family members on individual leaves, which willbe organized on a family tree. Students will create their individual banners using construction paperand/or fabric.

6

Week 2 - What is a Family? - Activity CentreThe students will draw all the members of their families, naming each person in their drawings. Eachpicture will be accompanied by a number sentence denoting the number of males and females (e.g. 3males + 2 females = 5 people in my family). Students will share their pictures and information withintheir groups and add their drawings to the class wall graph.

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Week 2 - How Our Families Help Us - Activity CentreThe purpose of this activity is to have students identify their family members. Students will be creatinga family plate illustrating family members and writing about how family members help them.

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Week 2 - How We Help Our Families - Activity CentreThe purpose of this activity is to provide students with the opportunity to identify and recognize theimportance of working together as a family. Students will be creating a class big book thatdemonstrates the consequences of not contributing to household tasks.

9

Week 2 - Rules and Responsibilities - Activity CentreThe purpose of this activity is for students to identify the rules and consequences at home, at schooland in the community. Students will use the game cards that they created in Input Lesson #5 and ageneric playing board created by the teacher. Students will use procedural writing to organize anexplanation of how the game is played.

10

Week 3 - School Rules - LessonUsing a book such as Lilly and the Purple Plastic Purse by K. Henkes, students will identify school rulesthat enable them to work in a respectful, supportive environment. The teacher and students willcollaboratively create an experience chart that lists those school rules that promote respectful and safelearning for all.

11

Week 3 - Bullying - LessonView a video such as Coping with Bullying from the Be Cool series, and discuss the problems andfeelings associated with bullying, as well as possible solutions. Divide the students into small groups.Each group will be given a problem related to bullying, and the group will role-play possible solutions totheir problem.

12

Week 3 - Story Necklace - LessonThe purpose of this lesson is to help students develop an understanding of the important events in theirlives. The teacher will read a story like Love You Forever by R. Munsch. Students will retell thesequence of events in the story as the teacher uses a circular story map to demonstrate the cyclicalnature of timelines in our lives. The teacher will prepare and share his/her own timeline in the form of astory necklace. Students will be asked to create their own story necklaces as a homework assignment.

13

Week 3 - Change - LessonThe purpose of this lesson is to provide students with an understanding of how responsibilities change.Using stories like The Baby Sister by T. de Paola, and Darcy and Gran Don't Like Babies by J. Cutler,students will compare the similarities and differences between two stories using a Venn diagram.

14

Week 3 - Interviewing - LessonUsing a book like Knots on a Counting Rope by B. Martin Jr., teacher and students discuss how elderscarry on traditions and stories that tell about family members and their lives. The teacher and studentswill create a list of possible interview questions which will be reproduced and sent home as ahomework assignment. The information from this assignment will be used in Activity Centre #10.

15

The purpose of this activity is to have students demonstrate their knowledge and understanding ofschool rules. Using the experience chart created in Input Lesson #6, students will select, illustrate andrecord safety rules in an individual booklet.

Week 4 - Bullying - Activity CentreThe purpose of this activity is for students to demonstrate their understanding of the effects of bullying.By creating posters, students will promote a safe school environment. The purpose of this activity is tocreate posters that will inform and engage the school community in the issue of prevention of bullying.

17




Week 4 - Story Necklace - Activity CentreThe purpose of this centre is to give students the opportunity to present their timeline story necklace tothe class. Each student will have approximately ten minutes to present the story necklace he/shecompleted for homework.

18

Week 4 - Change - Activity CentreThe purpose of this activity is to have students recognize the importance of change through role-play.Students will be listening to a taped story, discussing it and retelling the story with a focus on solvingconflicts that are a result of change. Students will use classroom puppets to create new endings totheir story.

19

Week 4 - Interviewing - Activity CentreStudents will use information gathered through interviews with an elder to create a computerpresentation. Students will be using the Storybook Weaver or similar computer software.

20

Week 5 - Collections The teacher and students will revisit the KWL chart created at the beginning of the unit. Students willidentify and discuss the knowledge and skills that they learned throughout the unit. Students will begiven the opportunity to select four artifacts that best demonstrate this learning. Students will discusstheir choices in small groups.

21

Culminating Task - Script First DraftUsing the script framework BLM 19, students will write a detailed report for each artifact they haveselected. These first drafts will be shared with a partner for revising and editing. The scripts will behanded to the teacher for final editing. The teacher uses this time to begin conferencing with individualstudents in order to assess their understanding of the concepts covered throughout the unit.

22

Culminating Task - Script Final DraftEdited frameworks are returned to students in order for them to complete their final copies. Theteacher continues to conference with individual students in order to assess their understanding of theconcepts covered throughout the unit.

23

RehearsalStudents will be given the opportunity to practise presenting scripts and artifacts to another class. Theteacher and students will create a presentation schedule outlining the order of events for the FamilyMatters culminating task. This will include classroom displays, a computer presentation and scriptedreports and the music and drama presentations. Learning buddies, administration staff or other classesmay be invited to be an audience.

24

Family Matters - Student-Led ConferenceDuring a student-led conference the students will demonstrate an understanding of the diversity of

family structures (what is a family), how families help us meet our needs, and how rules andresponsibilities change over time. The culminating task requires the student to create a written scriptthat directs his/her role as a reporter through a series of self-selected artifacts. This student-led

f ill i l d l di l t d t ti d/ lf t i d tf li

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Family Matters Subtask 1Week 1 - Family Tree - Lesson

Relationships, Rules and Responsibilities An Integrated Unit for Grade 1 ~ 50 mins

Expectations1a4 • communicate their response to music in ways

appropriate for this grade (e.g., through visual arts,drama, creative movement, language).

1z4 A – state in simple terms what “relationships”, “rules”, and“responsibilities” are;

1z1 • identify people with whom they have significantrelationships, and the rules and responsibilitiesassociated with people, places, and events in their livesand communities;

1z6 A – identify important relationships in their lives (e.g., withfamily members, friends, pets, teachers) and namesome responsibilities that are part of theserelationships;

1z7 A – describe significant people and places in their lives(e.g., parents, sports figures; bedroom, park,playground, community centre) and the rulesassociated with them;

DescriptionThe teacher introduces a song like Family Tree by Tom Chapin. The song is used as a springboard todiscuss students' understanding and experiences about families and introduce the concept of a familytree. Using a graphic organizer (KWL), the teacher will record what the students already know aboutfamilies and what they want to learn. In this lesson, we are beginning to develop vocabulary necessary toarticulate future concepts and skills. The teacher and students then collaboratively compose a letter forparents sharing the intent of the unit, posing questions to further study and to gather information tocomplete their own, or fictional, family trees.

GroupingsStudents Working As A Whole Class

Teaching / Learning StrategiesDiscussionBrainstormingGuided WritingHomeworkRead Along

Assessment

Assessment StrategiesObservation

Assessment Recording DevicesAnecdotal Record

Teaching / Learning1. The teacher introduces the students to an interesting artifact--a family tree banner depicting the teacher'sown family members. The students are asked to make observations about the banner and to discuss thequestion Why do we record our family members on a "tree?"

2. Students are asked to listen to the song like Family Tree and be prepared to discuss what they haveheard.

The teacher must take care to establish clear "ground rules" for discussion with students, taking into consideration issues such as:

* Everyone has the right to think what he/she wants; no one should try to take this right away. * Many different viewpoints may arise. * Classroom conversations will focus on understanding a variety of personal values and beliefs, not on judging them. * Thoughts and feelings alone do not have negative effects on people, hurtful behaviours do. * You do not have to accept one's opinion, but must treat all individuals with dignity and

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respect

3. After listening to the tape once, have students share their initial responses about the song and its contents.

4. Listen to the tape a second time using the words to the song on chart. Bring their attention to thehighlighted verses, and/or special words. Point to each word as it appears during the song.

5. Using the KWL chart, the teacher will record what the students already know about families and what theywant to learn. The teacher may highlight key vocabulary words that are important to developing the unit.

6. Using chart paper, the teacher and the students collaboratively compose a letter to inform parents aboutthe upcoming unit of study about families, relationships and responsibilities. See sample Family MattersLetter BLM 1.

7. Students will be given the organizer BLM 2 - Family Tree Banner on which to collect their data at home.The children will be asked to identify the members of their families on leaf shapes to be used later in ActivityCentre 1.

8. Inform students that next week during Activity Centres, they will have the opportunity to create their ownfamily banner.

AdaptationsColour code specific verses e.g., chorus, to guide children as they read the music on the chart.

ResourcesSample Letter - Family Matters BLM 1 1_Sample Letter - Unit.cwk

Homework - Family Tree Banner BLM 2 1_2_Homework Assignment1.pdf

Family Tree Sundance Music

Chart Paper 1-2

Coloured Markers 5

KWL Chart 1

cd/tape player 1




Notes to TeacherThe teacher should be aware of, and sensitive to, the possible diversities in family structures which may exist in theirclassrooms.

Teacher ReflectionsOutline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.

Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the publishedunit.


Family Matters Subtask 2Week 1 - What is a Family? - Lesson


Expectations1e7 • use and spell correctly the vocabulary appropriate for

this grade level;1z3 A • explain how and why relationships, rules, and

responsibilities may change over time, and in differentplaces.

1z4 – state in simple terms what “relationships”, “rules”, and“responsibilities” are;

1z14 A – use appropriate vocabulary (e.g., change, rights,responsibilities, roles, respecting rules, cooperating,being courteous) to communicate the results ofinquiries and observations about relationships, rules,and responsibilities.

1z5 – explain why rules and responsibilities have beenestablished (e.g., for protection and safety, for fairdivision of work);

1z6 – identify important relationships in their lives (e.g., withfamily members, friends, pets, teachers) and namesome responsibilities that are part of theserelationships;

1z7 – describe significant people and places in their lives(e.g., parents, sports figures; bedroom, park,playground, community centre) and the rulesassociated with them;

1z10 – brainstorm and ask simple questions (e.g., How?Why?) to gain information about relationships, rules,and responsibilities;

1z12 – use illustrations, key words, and simple sentences(e.g., chart, picture book, cartoon) to sort, classify, andrecord information about relationships, rules, andresponsibilities;

DescriptionThe purpose of this lesson is to extend the vocabulary for the unit and to lay the foundation for further discussionsabout "family." The students will be asked to compare their family with that of a fictional character such as "David" in"David's Father" by R. Munsch. A preliminary definition of "family" will evolve over the course of the lesson.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesBrainstormingDiscussionDirect TeachingRead AloudWord Wall

AssessmentIn anecdotal records, teachers can look to seehow well students:- completed homework (learning skills);- use appropriate vocabulary to share theinformation they have gained from theirhomework;- identified people in their family;- identified similarities and differences bycomparing "David's Family" and their own;- described the roles and responsibilities ofvarious family members;

Assessment StrategiesQuestions And Answers (oral)Observation


Teaching / Learning1. Share information gained from one or two discoveries made about their families from last night's homework.Tell the children they will be hearing a story about another family.

2. Read aloud a book such as David's Father by R. Munsch.

3. Divide a piece of chart paper into two sections. On one side, have children identify characteristics of thefamily in the story. On the other side, describe characteristics of their own families. Discuss similarities and




differences.

4. Go over the brainstorming with the students, identifying and highlighting key words that will be important forthis unit (e.g., adopted, grandmother, etc.) Add these words to your word wall. If there is no word wall, thesewords may be displayed on a separate chart as unit vocabulary words.

5. Using the points from the above discussion, have students give their definitions of a family.Formulate a class definition (e.g., A family is a group of people who care for one another.)

6 Give each student a unit folder to decorate. Ask them to consider the following when decorating theirfolders: How could family members be illustrated? What is important about a family? What are special things a family does together? Are there any important symbols in a family? e.g. Star of David, cross, flag, etc.

7. Students share their folders in groups of two or three with their peers.

Adaptations1. Have a taped version of the story available for those students who need to listen to the story a second time.

2. A video of the story available may also be useful.

ResourcesDavid's Father Robert Munsch

So Much Trish Cooke

Introducing Phoebe Gilman Scholastic Canada Inc.

Chart Paper 1

Markers 2

Construction Paper or Folders 1




Notes to Teacher

Year-Long Study - "Important Canadians"

The teacher can use the author, Robert Munsch and the book David's Father, or another Canadian authorand book, as an introduction to a study of Canadians from our past and present. This study can beintroduced at the end of September or early October.

Robert Munsch can be the first in a series of Canadian authors along with Phoebe Gilman, PauletteBourgeois, Michael Kusugak, Itah Sadu etc. The content covered in these picture books can be linked tothe themes studied throughout the year contained in the Social Studies curriculum.

The teacher will present students with a portrait of him or herself as an important Canadian, setting a modelfor students to follow throughout the year, i.e., personal biography, talents, interests and accomplishments.Discussions will centre on how individual contributions help to make Canada a better place. Students will beassigned days when they will present themselves to the class as, "Important Canadians." An "ImportantCanadians" bulletin board may be created to display and highlight both authors and students.

The teacher may want to schedule the presentation of a new Canadian Author and Student portraits on thefirst Friday of each month. The bulletin board display would be changed as new portraits are introduced.




Family Matters Subtask 3Week 1 - How Our Families Help Us - Lesson


Expectations1z3 A • explain how and why relationships, rules, and



1z23 – list the occupations of some people in the community(e.g., storekeeper, hair stylist, mail carrier, farmer,teacher, police officer, firefighter, doctor, nurse,salesperson);


1z9 – describe how they follow the rules about respectingthe rights and property of other people and about usingthe shared environment responsibly (e.g., by sharing,being courteous, cooperating, not littering).


1z14 – use appropriate vocabulary (e.g., change, rights,responsibilities, roles, respecting rules, cooperating,being courteous) to communicate the results ofinquiries and observations about relationships, rules,and responsibilities.

DescriptionThe purpose of this lesson is to develop students' awareness of various family structures and theresponsibilities of family members. Students will view a story such as Amazing Grace on video. Theteacher will lead a discussion based on characters from the story, and questions will be encouragedregarding roles, responsibilities and stereotypes.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working In Small Groups

Teaching / Learning StrategiesClassifyingThink / Pair / ShareTechnology

AssessmentThe teacher will be looking for students who:

- can identify four ways that his/her family helphim/her; and- demonstrate a beginning awareness ofstereotypes

Assessment StrategiesPerformance TaskQuestions And Answers (oral)

Assessment Recording DevicesChecklist

Teaching / Learning1. View the Reading Rainbow videotape or read the book, Amazing Grace by Mary Hoffman and CarolineBirch, or choose another suitable video or book.

2. Identify the family members in the video/book.

3. Review some of the family members discussed in Input Lesson #2.

4. On a chart, list the family members in the story (e.g., Ma, Nana). Have students identify who they are andwhat role they play. Generate other names for the people in this family (e.g., Ma, Mother, Mere, Mama,Grandmother, Nana, Nona, Bubi, Dad, Papa, Pere, etc.)




5. Think/Pair/Share. In groups of 2-3, have students think about the responsibilities of their family membersand how each member contributes to the family. Share their results with the whole group. The teacherrecords family members and their different responsibilities. This is a good time to raise questions to addressissues of stereotype (e.g., Who does the cooking in your family? Who fixes and repairs things around yourhome? Who goes to work? Who takes care of the children?)e.g.,Mother - paints my bedroomFather - reads to meGrandmother - tells me stories

6. Give each student a piece of paper which they will fold into four equal sections. In each section, thestudents will illustrate and write about "How My Family Helps Me" (e.g., My mother fixes my bike.)

Adaptations1. Teacher scribes for students experiencing difficulty with writing.

ResourcesObservation Checklist BLM 23 3_Observation Checklist.cwk

Amazing Grace Mary Hoffman and Caroline Birch

Amazing Grace Reading Rainbow

Chart Paper 1

Coloured Markers 4

Crayons or Pencil Crayons 8

11 1/2 x 14 blank paper 1




Notes to Teacher1. The teacher should be aware of, and sensitive to, the possible diversities in family structures which may exist in theirclassrooms.

2. There may be students who have different cultural experiences that should not be judged by the teacher or students.




Family Matters Subtask 4Week 1 - How We Help Our Families - Lesson


Expectations1z3 • explain how and why relationships, rules, and


1z9 A – describe how they follow the rules about respectingthe rights and property of other people and about usingthe shared environment responsibly (e.g., by sharing,being courteous, cooperating, not littering).

1z10 A – brainstorm and ask simple questions (e.g., How?Why?) to gain information about relationships, rules,and responsibilities;

1z11 A – use primary and secondary sources to locateinformation about relationships, rules, andresponsibilities in their home, school, and community(e.g., primary sources: interviews, eyewitness visitors,class trips; secondary sources: maps, illustrations, printmaterials, technology);

1z12 A – use illustrations, key words, and simple sentences(e.g., chart, picture book, cartoon) to sort, classify, andrecord information about relationships, rules, andresponsibilities;

1z13 A – construct and read concrete, pictorial, and simplemaps, graphs, charts, diagrams, and timelines to clarifyand present information about relationships, rules, andresponsibilities in their daily lives (e.g., timeline of aschool day, class graph of students’ responsibilities athome);

1z17 – order a sequence of events to demonstrate howrelationships, rules, or responsibilities change over time(e.g., throughout the day, throughout the school year),and in different places.

1z22 – identify the distinguishing physical features of theircommunity (e.g., buildings, roads, rivers, lakes);

DescriptionThe purpose of this lesson is to further develop the students' concept of family responsibilities. Thestudents will listen to a story such as Piggybook by A. Browne and identify the consequences of notfulfilling our responsibilities. Using a chart divided in half, the teacher will list brainstormed rules andconsequences.


Teaching / Learning StrategiesDiscussionGraphingRead Aloud

AssessmentThe teacher will be looking for students whoare able to:

- to identify responsibilities; - verbalize the need for responsibilities; - understand the consequences of theseresponsibilities not being met.

Assessment StrategiesLearning LogQuestions And Answers (oral)


Teaching / Learning1. Pre-reading discussion: Teacher initiates discussion using the following questions: What is aresponsibility? What are some of the responsibilities we have at home/school? Explain to the students that




you will be reading about one family and you would like them to identify the various family members'responsibilities.

2. Teacher reads a book such as Piggybook by A. Browne. (Pay close attention to the illustrations as theauthor uses these visual images to enhance his message.) Possible alternatives to the Piggybook areprovided in the Resources List. Teacher might stop at a strategic spot and have students predict what mighthappen. What alternatives existed for solving the problem?

3. Debrief: The teacher asks the students to identify the learning that took place in the story (e.g., everybodyhas a job in a family.) Discuss the following questions and list responses on a chart: What were some of the jobs/responsibilities you saw in the book? Who was doing the jobs? Why did mom leave? What happened when she left? How did the pictures help to tell the story? What did dad and the boys learn from this experience? What are some of your own responsibilities?

4. Using graph paper, choose some of the responsibilities that the students generated and survey to seewhich are the most common jobs (e.g., make my bed, set the table.)

5. Discuss the results of your class graph with the students. What does the graph show? (e.g., Some jobsare appropriate for children and others are for adults.)

Adaptations1. Have a taped version of the story available for those students who need to hear it a second time.

2. Increase time allowed for completion of the activity, if necessary.

ResourcesAt-A-Glance Anecdotal Tracking Sheet - BLM24

4_Anecdotal Tracking.pdf

The Piggybook Anthony Browne

Pigsty Mark Teague

Christopher, Please Clean Up Your Room! Itah Sadu

Jillian Jiggs To The Rescue Phoebe Gilman

Chart Paper (1 cm cube) 1

Stickers Assorted

Coloured Markers 4




Notes to Teacher1. The teacher should be aware of, and sensitive to, the possible diversities in family structures which may exist in theirclassrooms.

2. There may be students who have different cultural experiences that should not be judged by the teacher or students.




Family Matters Subtask 5Week 1 - Rules and Responsibilities - Lesson


Expectations1e1 • communicate ideas (thoughts, feelings, experiences)

for specific purposes (e.g.,write a letter to a frienddescribing a new pet);

1e3 • write simple sentences using proper punctuation (i.e.,periods);

1e22 • express clear responses to written materials, relatingthe ideas in them (thoughts, feelings, experiences) totheir own knowledge and experience;

1e41 • communicate messages, and follow basic instructionsand directions;

1e43 • listen and react to stories and recount personalexperiences;

1z3 • explain how and why relationships, rules, andresponsibilities may change over time, and in differentplaces.

1z8 – identify significant events in their lives (e.g., their firstday of school, a trip) and the rules associated withthem;




1z22 – identify the distinguishing physical features of theircommunity (e.g., buildings, roads, rivers, lakes);


DescriptionThe purpose of this activity is for students to identify rules in the home, school and community. Theteacher will use a book such as Boss for a Week by L. Handy in order to generate a class list ofappropriate and inappropriate rules for home, school and the community. In small groups, students willuse playing cards to record rules and consequences, which the teacher will use to create a classgameboard.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesBrainstormingDiscussionClassifying

AssessmentTeacher uses anecdotal recording device totrack students' responses during discussion andto record students' ability to demonstrate theirunderstanding of concepts covered throughidentifying rules and their consequences.

Assessment StrategiesObservationQuestions And Answers (oral)





Teaching / Learning1. Pre-reading. Review with the class what responsibilities are and why they are needed.

2. Teacher reads a book such as, Boss for a Week and leads the discussion about the changes Carolinemakes at home. (e.g., How do her daily choices affect Caroline and the members of her family?)

3. Have students share what they would do if they were boss for a week. Discuss with the students whousually makes the rules in their homes.

4. Divide chart paper into three equal parts: Responsibilities at Home/School/Community. Explore with thestudents: What are some responsibilities/consequences that you have at home? Taking out the garbage/House smells if it is not taken out. What are some responsibilities/consequences that you have at school? Walking in the hallway/May fall and bump my head if I run. What are some responsibilities/consequences that you have in the community? Putting trash in the garbage can/The streets will be filthy .

5. As a shared writing experience, the teacher records on the chart paper those rules and consequencessuggested by the children. The teacher may choose to colour-code the children's responses (i.e., blue forresponsibility and yellow for consequence).

6. Students each get an index card. The index cards may be colour-coded to match the teacher's chart.Each child is assigned one of the rules or consequences to copy from the class chart onto their index card.Explain to the students that these cards will be used for the game they will be playing.

7. The teacher collects the cards. The students sit in a large circle and the teacher invites the children tocreate possible rules for the game. See BLM 3 for gameboard.

Possible Rules:-how many players-where to place the rules or consequence cards-where to start on the gameboard-where to finish-how to move forward, backwards, etc. . . .-what to do if someone can't answer a question, identify a rule or consequence

8. Once the class has decided on the game rules, the teacher and the class may try a practice run.

AdaptationsThe teacher can write the information for ESL/ESD learners and they can illustrate it.




ResourcesThe 3 R's Game BLM 3 5_3_3 R's Board Game.pdf

Boss for a Week L. Handy

Pencils and Erasers 1

Chart Paper 1

Markers 4

Index Cards 2

Playing Pieces 1

Dice 1-2

Notes to TeacherTeacher needs to be sensitive to students' experiences and perspectives as they may be influenced by social andcultural beliefs or values that may be different from North-American experience.




Family Matters Subtask 6Week 2 - Family Tree - Activity Centre


Expectations1a25 A • produce two- and three-dimensional works of art that

communicate ideas (thoughts, feelings, experiences)for specific purposes;

1a26 A • use the elements of design (colour, line, shape, form,space, texture), in ways appropriate for this grade, whenproducing and responding to works of art;


1z7 A – describe significant people and places in their lives(e.g., parents, sports figures; bedroom, park,playground, community centre) and the rulesassociated with them;

DescriptionStudents will be creating a family tree banner using information gathered from the homework assignment in InputLesson #1. Students will identify family members on individual leaves, which will be organized on a family tree.Students will create their individual banners using construction paper and/or fabric.

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesLearning CentresClassifying

AssessmentUsing a student tracking sheet, the teacher willwrite an anecdotal comment or a rating basedon the chosen expectation and/or other relevantobservations.

The teacher will be looking for students whoare able to:

- produce three-dimensional works of art - use the elements of design (colour, line,shape, form, space and texture) - identify family members

Assessment StrategiesObservationPerformance Task


Teaching / LearningThe teacher provides his/her family banner as a visual reference model.

1. Each student in the group will choose a piece of felt or construction paper for their banner background.

2. Depending on the media used as a background, the students can either cut and paste or paint their treetrunk. Using felt, students can cut out a tree trunk out of construction paper and glue it on the felt. Usingconstruction paper, the students can paint their tree trunk. As a tracer for the tree trunk the students can usetheir forearm including their hand to form the tree trunk and branches of the tree. (They may wish to work witha partner to do this.) The teacher may wish to cover tables or the work area with plastic sheeting or any type


Family Matters Subtask 6Week 2 - Family Tree - Activity Centre


of protective cover to make clean-up easier.

3. Using their homework assignment from Input Lesson #1, the students cut out their leaves. Each leaf isglued onto a piece of construction paper, which is then cut out and pasted on the branches of their tree.

4. Check for student understanding of instructions. Repeat and clarify instructions.

5. Provide as many visual clues as possible e.g., labelled diagrams of family members.

6. Completed banners are hung in the classroom using a dowel. See BLM 4.

Adaptations

ResourcesCompleted Family Tree Banner - BLM 4 6_4_Family Tree Banner.pdf

Felt or construction paper (12 x 18) 1

Construction paper - leaves Assortment

Paint - Tree trunk Variety

Dowel 1

Notes to Teacher1. Depending on availability, any variety of materials can be used to create the banner e.g., fabric, felt, constructionpaper, manilla paper, mural paper, corrugated paper, etc.

2. Dowels can be made out of twigs, yarn, clothes hangers, rulers, etc.

3. Students can record their family name on the front or back of their banner.

4. Have students make their own tree trunk tracers. Students place their elbow on the bottom edge of their background.They lay their forearm and fingers flat on their background extending their fingers. They trace their arm from theirelbow to their fingers.




Family Matters Subtask 7Week 2 - What is a Family? - Activity Centre


Expectations1m69 A • collect and organize categorical primary data and

display the data using concrete graphs and pictographs,without regard to the order of labels on the horizontalaxis;

1m70 • read and describe primary data presented in concretegraphs and pictographs;


1z11 – use primary and secondary sources to locateinformation about relationships, rules, andresponsibilities in their home, school, and community(e.g., primary sources: interviews, eyewitness visitors,class trips; secondary sources: maps, illustrations, printmaterials, technology);


DescriptionThe students will draw all the members of their families, naming each person in their drawings. Each picture will beaccompanied by a number sentence denoting the number of males and females (e.g. 3 males + 2 females = 5people in my family). Students will share their pictures and information within their groups and add their drawings tothe class wall graph.


Teaching / Learning StrategiesClassifyingGraphingLearning Centres


Assessment StrategiesPerformance TaskExhibition/demonstration


Teaching / Learning1. A wall graph may be set up as a bar graph in the classroom or hallway as it will require a large space. The number ofmembers in each family will run along the horizontal axis (2 members, 3 members, etc.) and the number of families ineach category, (1, 2, 3, 4, 5, etc.) will be represented on the vertical axis.

2. The students will draw a detailed picture of each of their family members on My Family Data Sheet using a variety ofmarkers or crayons. In the space provided, the students will complete the sentences using information from their ownfamily structures. See My Family Data Sheet - BLM 6.

3. The students will place their pictures in the appropriate column on the Wall Display Class Graph.

AdaptationsHave ESL and special needs students work with a partner to complete the "number sentences" on BLM 6.


Family Matters Subtask 7Week 2 - What is a Family? - Activity Centre


ResourcesMy Family Data Sheet - BLM 6 7_6_Family Data Sheet.cwk

Markers Assortment

Paper 8 1/2 x 11 1

Crayons Assortment

Mural Paper Grid 1

Notes to Teacher1. The teacher may provide students with a variety of crayons or markers that include skin colours and shades whichrepresent the diversity of the children and their families.

2. The teacher may choose to create the Family Graph on a large bulletin board or on mural paper outside theclassroom. The graph will have the headings: 2 people, 3 people, 4 people, etc. The graph should be accessible to thestudents.




Family Matters Subtask 8Week 2 - How Our Families Help Us - Activity Centre




1a26 • use the elements of design (colour, line, shape, form,space, texture), in ways appropriate for this grade, whenproducing and responding to works of art;

1e4 • produce short pieces of writing using simple forms(e.g., stories, descriptions, lists of information);


1z12 – use illustrations, key words, and simple sentences(e.g., chart, picture book, cartoon) to sort, classify, andrecord information about relationships, rules, andresponsibilities;

DescriptionThe purpose of this activity is to have students identify their family members. Students will be creating a family plateillustrating family members and writing about how family members help them.


Teaching / Learning StrategiesLearning Centres

AssessmentUsing a student tracking sheet, the teacher willwrite an anecdotal comment or a rating basedon the chosen expectation and/or other relevantobservations. See BLM 23.

Assessment StrategiesPerformance TaskObservation

Assessment Recording DevicesChecklistAnecdotal Record

Teaching / Learning1. Students will use large paper plates to illustrate their families. See the Plate Stand Template - BLM 7. Attention shouldbe paid to the setting/background that best reflects their family (e.g., hockey arena, cottage, temple).

2. Each student will be given a small recipe card on which they will identify family members and describe family activitiesor interests. The recipe card will be glued to the back of the plate, e.g., Mom drives us to the arena. I read the Qu'ran withmy dad.

3. Students will use the template to make a stand for their plates. Each plate will be displayed in the classroom, library, orschool display cabinet.

AdaptationsThe teacher may assist children with the written component of this exercise, i.e., scripting for students or editing forspecific spelling and punctuation when needed.

Resources


Family Matters Subtask 8Week 2 - How Our Families Help Us - Activity Centre


Family Plate Stand - BLM 7 8_7_Family Plate Stand.cwk

Large paper plates 1

Bristol Board (for plate stand) 1

Recipe Cards 1

Crayons/Pencil Crayons Assortment

Scissors 1

Glue 1 bottle

Notes to TeacherTeacher should provide a variety of skin colour crayons or markers for students to illustrate themselves and theirfamilies.


Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published

unit.


Family Matters Subtask 9Week 2 - How We Help Our Families - Activity Centre


Expectations1e3 A • write simple sentences using proper punctuation (i.e.,

periods);1e6 • begin to revise written work, with the assistance of the

teacher;1e7 • use and spell correctly the vocabulary appropriate for

this grade level;1e1 • communicate ideas (thoughts, feelings, experiences)

for specific purposes (e.g.,write a letter to a frienddescribing a new pet);

1e2 • organize information so that the writing conveys aclear message (e.g., describe events in the propersequence: We went to see the dog. I liked him verymuch. We took him home on the bus);


1z3 • explain how and why relationships, rules, andresponsibilities may change over time, and in differentplaces.




1z12 A – use illustrations, key words, and simple sentences(e.g., chart, picture book, cartoon) to sort, classify, andrecord information about relationships, rules, andresponsibilities;

1z13 – construct and read concrete, pictorial, and simplemaps, graphs, charts, diagrams, and timelines to clarifyand present information about relationships, rules, andresponsibilities in their daily lives (e.g., timeline of aschool day, class graph of students’ responsibilities athome);


DescriptionThe purpose of this activity is to provide students with the opportunity to identify and recognize the importance ofworking together as a family. Students will be creating a class big book that demonstrates the consequences of notcontributing to household tasks.


Teaching / Learning StrategiesWriting To LearnLearning Centres


Assessment StrategiesObservationPerformance Task





Teaching / Learning1. Teacher and students review the story by discussing the actions and consequences of the family in the story.

2. Each student is given a page from the class big book titled How Not to be a Pig ! See Class Big Book Template - BLM8. On the front of each page students illustrate and write about how they help at home, e.g., I take out the garbage. Onthe back of the page students illustrate and write about what would happen if they neglected their responsibilities, e.g.,My house would look like a garbage dump.

3. When all students have completed the front and back of their pages the book is assembled by the teacher into a classbig book. A possible first verse might be...

In order to have a happy family,We all have a responsibility,So read our book and see what we've done.When you follow the rules,Work can be fun.

AdaptationsThe teacher may assist children with the written component of this exercise, i.e., scripting for students or editing forspecific spelling and punctuation.

ResourcesPiggybook- Big book template - BLM 8 9_8_Piggybook.cwk

Piggybook Anthony Browne

Large drawing paper 1

Crayons or pencil crayons Assortment

Pencils and erasers 1




Notes to Teacher1. Teacher may cut the individual student pages into the shape of a pig's face. See BLM 8.

2. Students may be given the opportunity at a later date to share their big book with other classes.

3. Teacher may want to share the introductory verse with the students prior to publishing.

4. The teacher may choose to mount the pages of the Piggybook on wallpaper.




Family Matters Subtask 10Week 2 - Rules and Responsibilities - Activity Centre


Expectations1e2 A • organize information so that the writing conveys a

clear message (e.g., describe events in the propersequence: We went to see the dog. I liked him verymuch. We took him home on the bus);

1e4 A • produce short pieces of writing using simple forms(e.g., stories, descriptions, lists of information);



1z5 A – explain why rules and responsibilities have beenestablished (e.g., for protection and safety, for fairdivision of work);




DescriptionThe purpose of this activity is for students to identify the rules and consequences at home, at school and in thecommunity. Students will use the game cards that they created in Input Lesson #5 and a generic playing boardcreated by the teacher. Students will use procedural writing to organize an explanation of how the game is played.

GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesLearning CentresWriting To Learn


Assessment StrategiesSelf AssessmentObservation


Teaching / Learning1. In their small group, students play The Three R's Board Game (BLM 3) that they created with their teacher in theprevious input week. If time permits, the students may play the game twice.

2. Then, using BLM 9 - The Three R's: How to Play the Game, the students record their own rules for playing the game.

3. Each students completes a self-assessment recording sheet (BLM 10 - How I Play the Game).

AdaptationsPeer coaching may be provided for ESL/ELD students and those students with special needs.


Family Matters Subtask 10Week 2 - Rules and Responsibilities - Activity Centre


ResourcesHow To Play The 3 R's Game - BLM 9 10_9_How To Play.cwk

The 3 R's- Self-Assessment - BLM 10 10_3 R's Game Self-Assess.cwk


Playing cards (student created)

Playing Pieces 1

Dice 1-2

Notes to Teacher1. The teacher may choose to enlarge The 3 R's Board Game, or it may be used as a File Folder Game.

2. Make sure class members have a clear understanding of group expectations for collaboration, turn-taking andplaying fair.

3. The board game can be a take-home activity.




Family Matters Subtask 11Week 3 - School Rules - Lesson


Expectations1e22 • express clear responses to written materials, relating

the ideas in them (thoughts, feelings, experiences) totheir own knowledge and experience;




1z15 – explain how events and actions (e.g., a ban onpopular toys at school, birth of a sibling) can causerules and responsibilities to change, and describe whatsome new rules and responsibilities might be;


DescriptionUsing a book such as Lilly and the Purple Plastic Purse by K. Henkes, students will identify school rulesthat enable them to work in a respectful, supportive environment. The teacher and students willcollaboratively create an experience chart that lists those school rules that promote respectful and safelearning for all.


Teaching / Learning StrategiesBrainstormingDiscussionRead Aloud

AssessmentTeacher uses anecdotal recording device totrack students' responses during discussion andto record students' ability to demonstrate theirunderstanding of concepts covered throughidentifying rules at school. See BLM 24.

Assessment StrategiesQuestions And Answers (oral)Observation


Teaching / Learning1. The teacher reads a book like Lilly and the Purple Plastic Purse by Kevin Henkes.

2. As a class, discuss the various issues present in the books. If Lilly and the Purple Plastic Purse is read,the following questions could be used. - I wonder why this author wrote this story? - Was the teacher fair in taking the purse? Why or why not? - Why did Lilly ignore her teacher's request? (What conditions prompt us to break the rules? e.g., anger,excitement) - How did Lilly feel about her teacher after he took her purse? - How did Lilly resolve the problem?


Family Matters Subtask 11Week 3 - School Rules - Lesson


3. Using instant photos of different areas of the school (e.g., hallway, washroom, classroom, library, computerlab, slide, field etc.) as visual references, discuss some of the rules followed at their school. How do we knowthese rules? Consider where we find these rules, e.g., part of the School Code of Conduct, posted in theclassroom).

4. Divide your chart paper into the various parts of the school and attach the corresponding instant picture tothe section (students need to refer to this chart during Activity Centre #6 in order to copy the sentences intotheir individual accordion booklet). As a shared writing experience, the teacher records 1-2 rules for eacharea in the school.

5. Share the accordion booklet with the students. Explain to the students that they will be choosing four ofthese rules to copy and illustrate in their own booklet.

AdaptationsThe teacher may assist children who need help with the written component of this exercise, i.e., scripting for students orediting for specific spelling and punctuation.

ResourcesLilly's Purple Plastic Purse Kevin Henkes

Photos of different school areas Assortment

Accordion booklet from Activity Centre #6 1

Chart paper 1

Coloured markers Assortment

Notes to Teacher1. This is a good time to introduce or review the school's code of conduct. The teacher should have a copy to refer toand to share with the students.




Family Matters Subtask 12Week 3 - Bullying - Lesson


Expectations1a48 A • solve problems in everyday situations through role

playing and movement in drama and dance.1z14 – use appropriate vocabulary (e.g., change, rights,

responsibilities, roles, respecting rules, cooperating,being courteous) to communicate the results ofinquiries and observations about relationships, rules,and responsibilities.

1z21 – identify the physical and social needs of residents inan area (e.g., for food, water, shelter, safety, recreation,social interaction);

1z16 – identify an area of concern (e.g., littering, sharing,conflicts), and suggest changes in rules orresponsibilities to provide possible solutions;


DescriptionView a video such as Coping with Bullying from the Be Cool series, and discuss the problems andfeelings associated with bullying, as well as possible solutions. Divide the students into small groups.Each group will be given a problem related to bullying, and the group will role-play possible solutions totheir problem.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesDiscussionRole PlayingTechnologyRead Aloud

AssessmentTeacher uses a tracking sheet to track students'responses during the discussion and to recordstudents' ability to demonstrate theirunderstanding of concepts covered throughoutthe lesson. See BLM 23.

Assessment StrategiesClassroom PresentationObservationPerformance TaskQuestions And Answers (oral)


Teaching / Learning1. Teacher reads a story like Willy the Champ by Anthony Browne. Using the illustrations in the book as aprompt (e.g., Willy cornered by the bully against the brick wall), discuss the characteristics and feelings of avictim and a bully.

2. Have children relate personal bullying experiences. Discuss strategies that they have used to deal withbullying situations.

3. Introduce the Coping with Bullying or alternate video series and explain that they will be learning furtherstrategies for dealing with bullying.




4. After the video, discuss the terminology introduced in the video (Hot/Cold/Cool Responses). Use some ofthese terms to create a chart of anti-bullying slogans. Tell the students that next week they will have theopportunity to create an anti-bullying poster and they may select one of these slogans (or they can think oftheir own).

5. Get the students ready for role-play. Instruct students that whenever they're role-playing, the school codeof conduct and classroom rules always apply.

Students are paired and given an "A" or "B" role. The teacher assigns a bully role to the "A's" and a victimrole to the "B's." Provide the students with the following scenario: The Bully (A's) - You forgot your lunch and you demand B's pizza lunch. The Victim (B's) - You have your favourite lunch - pizza and a bully (A's) wants to take it away from you.

6. Allow students time to work through their scenarios. Circulate to provide guidance and suggestions.

7. Students share their scenarios and receive questions and comments.

8. If time permits, students reverse roles.

Adaptations1. Teacher needs to consider language competencies and confidence levels in student pairs and provide support whereneeded.

2. Some students may need additional time to work through their scenarios.

ResourcesBully For You Toni Goffe

Chrysanthemum Kevin Henkes

Elbert's Bad Word Audrey Wood

Emily Umily Kathy Corrigan

Half Wild and Half Child Lizi Boyd

John Patrick Norman McHennessy: The BoyWho Was Always Late

John Burningham

I am not a Crybaby Norman Simon

Hooway for Wodney Wat Helen Lester

The Meanest Thing to Say Bill Cosby




How do I feel about Bullies and Gangs Julie Johnson

Who's Afraid of the Big Bad Bully Teddly Slater

Willy and Hugh Anthony Browne

Name Calling Itah Sadu

Ruby the CopyCat Peggy Rathmann

Willy the Champ Anthony Browne

The "Be Cool Series": Coping With Bullying James Stanfield Company, Inc.

TV/VCR 1

Notes to Teacher1. This lesson may require a double session or it may be integrated into other subjects.

2. An extensive "Bullying" reference list is provided from which alternative stories may be chosen.

3. This lesson lends itself well to a Learning Buddies activity.

4. Choose a bullying scenario that reflects issues in your classroom/school.




Family Matters Subtask 13Week 3 - Story Necklace - Lesson


Expectations1e43 • listen and react to stories and recount personal

experiences;1z1 • identify people with whom they have significant

relationships, and the rules and responsibilitiesassociated with people, places, and events in their livesand communities;

1z2 • use a variety of resources and tools to gather,process, and communicate information about the rulespeople follow in daily life and the responsibilities offamily members and other people in their school andcommunity;





1z20 • describe how people in the community interact witheach other and the physical environment to meethuman needs.


1z24 – identify the places in which people work and describethe technologies, tools, and vehicles they use;

1z8 – identify significant events in their lives (e.g., their firstday of school, a trip) and the rules associated withthem;

DescriptionThe purpose of this lesson is to help students develop an understanding of the important events in theirlives. The teacher will read a story like Love You Forever by R. Munsch. Students will retell thesequence of events in the story as the teacher uses a circular story map to demonstrate the cyclicalnature of timelines in our lives. The teacher will prepare and share his/her own timeline in the form of astory necklace. Students will be asked to create their own story necklaces as a homework assignment.


Teaching / Learning StrategiesHomeworkSketching To LearnStory Telling

AssessmentTeacher uses anecdotal recording device totrack students' responses during discussion andto record students' ability to demonstrate theirunderstanding of concepts covered throughoutthe lesson. See BLM 24.

Assessment StrategiesObservationQuestions And Answers (oral)





Teaching / Learning1. The teacher reads a book like Love You Forever by Robert Munsch.

2. As a class, discuss the various themes (i.e., life cycles, relationships, feelings, changes) presented in thebook: - What types of activities did the boy do as a baby/teen/adult? - How do you know the mother loved her son?

3. The teacher uses a circular story map (BLM 11) and, as a shared writing experience, he/she records theevents in the story as recalled by the students.

4. Using a personal story necklace, the teacher then tells the story of his/her own life. The teacher needs tomodel sequential vocabulary such as first, second, then, next, finally, and also by choosing key significantevents. The teacher retells his/her own life story using photographs, pictures and other personal artifacts(e.g., key to first house, miniature watering can, a strand of baby hair, etc.) attached to a story necklace. Theteacher uses a coloured paper clip to attach one item after the other to the necklace as the story progresses.

5. Encourage the students to ask questions in order to gain more information about the teacher's story.

6. The teacher will give each student a large re-sealable bag containing an assignment task sheet (BLM 12),large paper clips, plastic multi-coloured paper clips and recipe cards. Students will be instructed to use thematerial in the bag to construct their own life story at home. These will be due the following week for ActivityCentre #8 where the students will be presenting their story necklace to their group.

Adaptations1. For students unable to complete the homework assignment, the teacher may need to make time to help the studentcreate one during school time.

2. Students who require extra teacher attention or who are developing their language skills may sit close to the teacherwhere the teacher can direct and support student learning.

ResourcesCircular Story Map - BLM 11 13_11_Circular Story Map.cwk

Story Necklace H/W Assignment - BLM 12 13_12_Necklace Homework.pdf

Love You Forever Robert Munsch

The Giving Tree Shel Silverstein




Window Jeannie Baker

The Memory String Eve Bunting

The Memory Stone Anne Louise MacDonald

Teacher's personal story necklace 1

Homework bag (plastic multi-coloured paperclips, artifacts, re-sealable bag, recipe cards)

1

Notes to Teacher1. Plastic paper clips and recipe cards can be purchased at many stores.

2. Encourage students to bring in photographs, and "light" artifacts for their story necklaces, e.g., a lost tooth, lock ofhair).

3. Teacher must stress that students practise retelling their stories for their families first before presenting to their peersthe following week.

4. Encourage students to label each story item with a number to assist them with sequencing.

5. Limit the story items to 6 artifacts (include only 6 recipe cards).




Family Matters Subtask 14Week 3 - Change - Lesson


Expectations1z12 – use illustrations, key words, and simple sentences

(e.g., chart, picture book, cartoon) to sort, classify, andrecord information about relationships, rules, andresponsibilities;

1z17 A – order a sequence of events to demonstrate howrelationships, rules, or responsibilities change over time(e.g., throughout the day, throughout the school year),and in different places.






DescriptionThe purpose of this lesson is to provide students with an understanding of how responsibilities change.Using stories like The Baby Sister by T. de Paola, and Darcy and Gran Don't Like Babies by J. Cutler,students will compare the similarities and differences between two stories using a Venn diagram.


Teaching / Learning StrategiesClassifyingRead AloudStory Mapping

AssessmentThe teacher is looking for students to:- identify the events/feelings and responsibilitiesin each book, and- identify changes in her/his own life

See BLM 24.

Assessment StrategiesQuestions And Answers (oral)


Teaching / Learning1. The teacher reads two books that deal with change in families. The teacher may choose to read thesebooks at separate times or together.

2. After reading both books the teacher will use a Venn diagram (BLM 13), to record similarities anddifferences of events/feelings and responsibilities between the two stories.

DIFFERENCES: Book: Darcy and Gran Don't Like Babies- new baby-grandma understands her problem-mom/dad

DIFFERENCES: Book: My Mother's Getting Married- mom gets married - new dad




- mom tries to support her- mom and herself

SAME:- confused/angry- same love- jealous- happier before because got more attention- both happy with new changes in end- both need time

3. Using the information from the Venn diagram, the teacher will invite students to identify important changesin their own homes and lives, what caused the changes and how these changes affected their responsibilities.Record the information on a chart with the following headings:a. Who? (e.g., Sharon and Amit)b. What happened? (Sharon and Amit moved to a new house)c. How did the responsibilities change? (finding new friends, helping get house settled, starting new school, different house rules)

Adaptations1. Have a taped version of the stories available for those students who need to hear it a second time.

2. Use drama to act out family/school events that have changed and how they made you feel.

ResourcesVenn Diagram - BLM 13 14_13_Venn Diagram.pdf

Darcy and Gran Don't Like Babies Jane Cutler

My Mother's Getting Married Joan Drescher

Chart paper (Venn diagram) 1

Chart paper (table with 3 headings) 1

Markers 1




Notes to Teacher1. This lesson may take longer than 60 minutes.

2. The teacher may prefer reading the stories at different times of the day in order to allow students time to absorb theevents in each story.




Family Matters Subtask 15Week 3 - Interviewing - Lesson


Expectations1z15 A – explain how events and actions (e.g., a ban on

popular toys at school, birth of a sibling) can causerules and responsibilities to change, and describe whatsome new rules and responsibilities might be;


1z19 • use a variety of resources and tools to gather,process, and communicate information about thedistinguishing physical features and community facilitiesin their area;


1z10 A – brainstorm and ask simple questions (e.g., How?Why?) to gain information about relationships, rules,and responsibilities;



DescriptionUsing a book like Knots on a Counting Rope by B. Martin Jr., teacher and students discuss how elderscarry on traditions and stories that tell about family members and their lives. The teacher and students willcreate a list of possible interview questions which will be reproduced and sent home as a homeworkassignment. The information from this assignment will be used in Activity Centre #10.


Teaching / Learning StrategiesInterviewHomeworkBrainstormingResearchAdvance Organizer

AssessmentThe teacher is looking for students to:- identify those people who are elders in theirown family- contribute to the list of possible interviewquestions to ask their elders

Assessment StrategiesObservationQuestions And Answers (oral)Learning Log


Teaching / Learning1. The teacher reads a story like Knots on a Counting Rope by Bill Martin, Jr.

2. The teacher facilitates a discussion with the students about the child's relationship with his grandfather.At this time, the grandfather can be identified as an "elder", a person from whom the child learns of hispersonal history and the traditions valued by his people.

3. The teacher tells the children that they will be selecting an elder from their family or community. As a class,teacher and students generate a list of questions from which they can learn more about their elders andthemselves.




Sample questions:"How are things the same or different from when you were growing up?""What is an important thing that you can tell me about you?"" What is an important thing that you know about me?"" What is the most important thing that I can learn from you?" What would you like to teach me?"

4. The teacher tells the children that they will be conducting an interview with their chosen elder.The teacher distributes the Interview Booklet (BLM 14). The students choose four questions from the chart torecord in their booklets (1 per page).

5. Once the questions have been copied, the booklet is sent home and the questions are answered andillustrated at home.

Adaptations1. Some students may need help scripting, more time for writing, or a reduction in the number of questions recorded.

2. Some children may want to tape their interviews.

ResourcesInterview Booklet - BLM 14 15_14_Interview Booklet.pdf

Knots on a Counting Rope Bill Martin, Jr.

Grandfather's Journey Allen Say

We Are All Related George Littlechild

Something From Nothing Phoebe Gilman

Once There Were Giants Martin Waddell and Penny Dale

Chart Paper 1

Markers Assortment

Pencils and Erasers 1




Notes to Teacher1. Students will need a few days to collect this information.

2. The teacher may wish to invite a colleague to share the reading of the story as it is well suited as a read-aloud for twovoices.

3. Teachers may want to consider inviting elders to the classroom to conduct interviews. For children who do not have"elders" in their family, they may bring an older friend or neighbour to the classroom. Some children may share an"elder" with a classmate.




Family Matters Subtask 16Week 3 - School Rules - Activity Centre


Expectations1e3 • write simple sentences using proper punctuation (i.e.,

periods);1z9 A – describe how they follow the rules about respecting

the rights and property of other people and about usingthe shared environment responsibly (e.g., by sharing,being courteous, cooperating, not littering).





DescriptionThe purpose of this activity is to have students demonstrate their knowledge and understanding of school rules.Using the experience chart created in Input Lesson #6, students will select, illustrate and record safety rules in anindividual booklet.


Teaching / Learning StrategiesLearning CentresWriting To LearnRead Aloud


Assessment StrategiesObservation

Assessment Recording DevicesAnecdotal RecordChecklist

Teaching / Learning1. The teacher will bring the School Safety Chart created during Input Lesson #6 to the centre. The teacher and the classreview the ideas that were shared during Input Lesson #6.

2. In the accordion-folded shape booklet found at the centre (BLM 15), students record 3-4 ideas about rules at school.Children may write their ideas independently or use the chart as a reference.

3. Once copied and edited with the teacher, the booklet will be illustrated and shared with members of the class and theschool community, e.g., principal, librarian, caretaker.

Adaptations1. Those children who have difficulty writing independently may copy the rules directly from the class chart.

2. Different coloured markers may be used to highlight or help students find the rules that they are seeking.


Family Matters Subtask 16Week 3 - School Rules - Activity Centre


3. Photographs also offer visual support in finding and organizing information.

ResourcesSafety at School Booklet - BLM 15 16_15_Safety School Book.pdf

Safety at School Chart from Input Lesson #6 1

Markers, Crayons, Pencil Crayons Assortment

Pencils, Erasers 1

Notes to Teacher1. The accordion booklets are pre-folded. The covers can be cut into whichever shapes the teacher chooses (e.g.,school bus, school building). Several shapes may be provided to offer student choice.

2. Completed booklets can be displayed in the classroom.




Family Matters Subtask 17Week 4 - Bullying - Activity Centre







1z16 A – identify an area of concern (e.g., littering, sharing,conflicts), and suggest changes in rules orresponsibilities to provide possible solutions;

DescriptionThe purpose of this activity is for students to demonstrate their understanding of the effects of bullying. By creatingposters, students will promote a safe school environment. The purpose of this activity is to create posters that willinform and engage the school community in the issue of prevention of bullying.


Teaching / Learning StrategiesLearning CentresSketching To Learn

AssessmentThe finished product is evaluated using theattached rubric.

Assessment StrategiesPerformance Task

Assessment Recording DevicesRubric

Teaching / Learning1. Students will have the opportunity to observe a selection of posters prior to beginning their activity. Posters should belocated in the same area where students will be creating their own posters.

2. Students select an anti-bullying slogan from the class chart developed during Input Lesson #7.

3. Using a variety of materials, e.g., markers, crayons, paints, pastels, etc. students create a 12 x 18 poster depicting anaspect of bullying, e.g., "Bullying hurts!"

4. Each student will be given the opportunity to share their poster with the class before deciding where they want todisplay it in the school.

Adaptations

ResourcesBullying Poster Rubric


Family Matters Subtask 17Week 4 - Bullying - Activity Centre


Colouring materials Assortment

Paper 12 x 18 1

Selection of posters Assortment

Chart of Anti-bullying slogans 1

Notes to Teacher1. Check for student understanding of instructions before beginning task.

2. Check on progress often in first few minutes of work, i.e., they're not spending too much time looking at posters,helping them make a decision etc.

3. The teacher needs to supply the students with an assortment of posters for their reference. The teacher-librarianmay be a good source for posters that aim at persuading people not to engage in inappropriate behaviour, e.g.,anti-smoking posters, anti-racism posters, etc.

Examples of good posters will include: -bright colours -brief message -bold text -strong lines

4. Students' posters may be laminated.




Family Matters Subtask 18Week 4 - Story Necklace - Activity Centre


Expectations1e43 A • listen and react to stories and recount personal

experiences;1z19 • use a variety of resources and tools to gather,

process, and communicate information about thedistinguishing physical features and community facilitiesin their area;






DescriptionThe purpose of this centre is to give students the opportunity to present their timeline story necklace to the class.Each student will have approximately ten minutes to present the story necklace he/she completed for homework.

GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesLearning CentresRetelling


Assessment StrategiesClassroom Presentation


Teaching / LearningStudents will be using the story necklaces assigned from homework in Input Lesson #8.

1. Students take turns retelling their personal stories using artifacts as a guide for ordering their timeline.

2. Each presentation will be followed by a brief question or comment period. Students may use the followingoral framework: - I liked... - Could you tell me more about... - Have you thought about... for next time.

3. After all students have presented, they will have the opportunity to reflect on ONE presentation in theirlearning logs. They may use the following prompts:


Family Matters Subtask 18Week 4 - Story Necklace - Activity Centre


- Today I heard about... - It made me think of... - I wonder...

See BLM 17.

AdaptationsProvide students who did not complete their homework assignment with the materials to create it during class time.Learning buddies, adult volunteers or students who have finished their story necklaces may help these students.

ResourcesStory Necklace Reflection Sheet - BLM 17 18_17_Necklace Reflection.pdf

Student story necklaces 1

Learning Logs 1

Notes to Teacher1. Before activity centres are started, remind students to return their homework assignment.

2. If time permits, the teacher may encourage the students to present their story necklaces to other classrooms and toadministrators.




Family Matters Subtask 19Week 4 - Change - Activity Centre


Expectations1a48 • solve problems in everyday situations through role

playing and movement in drama and dance.1z20 • describe how people in the community interact with

each other and the physical environment to meethuman needs.

1z3 A • explain how and why relationships, rules, andresponsibilities may change over time, and in differentplaces.


1z15 A – explain how events and actions (e.g., a ban onpopular toys at school, birth of a sibling) can causerules and responsibilities to change, and describe whatsome new rules and responsibilities might be;

DescriptionThe purpose of this activity is to have students recognize the importance of change through role-play. Students willbe listening to a taped story, discussing it and retelling the story with a focus on solving conflicts that are a result ofchange. Students will use classroom puppets to create new endings to their story.


Teaching / Learning StrategiesPuppetryTechnologyRetelling


Assessment StrategiesClassroom PresentationObservationPerformance Task


Teaching / Learning1. Students listen to a taped version of a story based on change. Assign a different book/tape for each group (seeResources and Subtask Notes).

2. As a group, students discuss specific challenges and solutions related to the story.

3. Using classroom puppets, students retell their story. The teacher may use commercially-made puppets or studentsmay create their own prior to this activity.

4. Students can retell their story a second time, creating a new ending to the story.

5. Students share their plays with the class.

AdaptationsStudents may need to listen to the story more than once.


Family Matters Subtask 19Week 4 - Change - Activity Centre


ResourcesAlexander, Who's Not (Do you hear me? Imean it!) Going to Move

Judith Viorst

My Mother's Getting Married Joan Drescher

Lights for Gita Rachna Gilmore

My Wicked Stepmother Norman Leach and Jane Browne

Alison's House Maxine Trottier

Katie's Babbling Brother H.J. Hutchins and Ruth Ohi

Ira Sleeps Over Bernard Weber

Commercially or student-made puppets (e.g.,paper bag or popsicle stick, etc.

Assortment

Cassette Player or Headphones 1

Notes to Teacher1. Use any books related to life cycle change. Provide each group with a different book/tape.

2. If using commercially-purchased puppets, ensure puppets reflect a diverse ethnic population.

3. It time permits, the teacher may want to videotape the plays.




Family Matters Subtask 20Week 4 - Interviewing - Activity Centre


Expectations1z15 – explain how events and actions (e.g., a ban on

popular toys at school, birth of a sibling) can causerules and responsibilities to change, and describe whatsome new rules and responsibilities might be;


1z19 A • use a variety of resources and tools to gather,process, and communicate information about thedistinguishing physical features and community facilitiesin their area;

1e5 A • use some materials from other media (e.g., computerclip-art) to enhance their writing;

1e47 A • create some simple media works;1z10 A – brainstorm and ask simple questions (e.g., How?

Why?) to gain information about relationships, rules,and responsibilities;



DescriptionStudents will use information gathered through interviews with an elder to create a computer presentation.Students will be using the Storybook Weaver or similar computer software.


Teaching / Learning StrategiesAdvance OrganizerTechnologyLearning CentresComputer Assisted Learning


Assessment StrategiesPerformance Task


Teaching / Learning1. Using the interview booklet (BLM 14) completed as homework during Input Lesson #10, students chooseinformation from their booklet that they wish to put onto one page in Storybook Weaver, or similar software.

2. Students may add details using the Storybook Weaver program or may leave the area blank for their ownillustrations.

Adaptations1. Increase the time allowed for completion of the task.

2. Provide peer coaching to assist in task completion.


Family Matters Subtask 20Week 4 - Interviewing - Activity Centre


Resourcesstorybook weaver

Computers 1

Notes to Teacher1. Students should have had prior experience with Storybook Weaver or similar software.

2. The students can be booked into the computer lab or the library to work in small groups. Parentvolunteers or learning buddies may assist.




Family Matters Subtask 21Week 5 - Collections


Expectations1e43 • listen and react to stories and recount personal

experiences;1e45 • apply some of the basic rules of participating in a

conversation and working with others;1m69 • collect and organize categorical primary data and

display the data using concrete graphs and pictographs,without regard to the order of labels on the horizontalaxis;

1z1 A • identify people with whom they have significantrelationships, and the rules and responsibilitiesassociated with people, places, and events in their livesand communities;

1z2 A • use a variety of resources and tools to gather,process, and communicate information about the rulespeople follow in daily life and the responsibilities offamily members and other people in their school andcommunity;





DescriptionThe teacher and students will revisit the KWL chart created at the beginning of the unit. Students will identify anddiscuss the knowledge and skills that they learned throughout the unit. Students will be given the opportunity to selectfour artifacts that best demonstrate this learning. Students will discuss their choices in small groups.

GroupingsStudents Working IndividuallyStudents Working In Small GroupsStudents Working In PairsStudents Working As A Whole Class

Teaching / Learning StrategiesBrainstormingDiscussionOral ExplanationRetellingThink / Pair / Share

AssessmentThe teacher is looking for students who areable to:

- select four artifacts - verbally express what they have learned

See BLM 23.

Assessment StrategiesQuestions And Answers (oral)ObservationExhibition/demonstrationPortfolios


Teaching / Learning1. In a large group, the teacher and students revisit the KWL chart created at the beginning of the unit.Review what the students already knew and what they wanted to learn. On another column, list the newlearning that the students identify.

2. The teacher describes the culminating task (BLM 18). The teacher uses open-ended questioning to guideand focus the students' responses.




e.g., Student: I learned that rules and responsibilities are important. Teacher: Can you give me an example of how you learned that? Student: When I did the Piggybook I learned that if I don't do my chores at home, then there areconsequences. When I played The Three R's Game I learned I could win if I followed the rules.

3. Using the prepared word/picture cards or photographs of the various artifacts created throughout the unit,the teacher identifies and sorts what the students have learned with each artifact.

The teacher guides the students' thinking by asking:

Which of these activities tells us about:- families- change- rules at home, school and the community- timeline

4. The teacher selects a student volunteer to choose an artifact and answer the question: What did you learnfrom that activity? The teacher continues to select student volunteers until each artifact has been chosen anddiscussed.

5. In their small groups, students individually select four artifacts. Each student is given 5-10 minutes to thinkabout what he/she has learned and what they want to say about each artifact. The student picks a buddy withwhom they will share their artifacts.

6. The teacher selects one person from each group to orally present their artifacts to the class.

AdaptationsThe teacher should select volunteers who feel confident to share their learning. Second-language learners may bepaired with more proficient speakers.

ResourcesFamily Matters Culminating Task - BLM 18 21_18_Family Culminating.cwk

Teacher prepared word/picture cards Assortment

KWL Chart 1

Student portfolios 1




Notes to Teacher1. The teacher needs to prepare word / picture cards that depict each of the artifacts from the activity centres. If theteacher has access to an instant camera or a digital camera, photos taken throughout the unit could be used toshowcase each of the artifacts.




Family Matters Subtask 22Culminating Task - Script First Draft


Expectations1e7 A • use and spell correctly the vocabulary appropriate for

this grade level;1e8 A • use correctly the conventions (spelling, grammar,

punctuation, etc.) specified for this grade level (seebelow).

1e21 • read independently, using reading strategiesappropriate for this grade level;

1e22 A • express clear responses to written materials, relatingthe ideas in them (thoughts, feelings, experiences) totheir own knowledge and experience;



1e6 • begin to revise written work, with the assistance of theteacher;




DescriptionUsing the script framework BLM 19, students will write a detailed report for each artifact they have selected. Thesefirst drafts will be shared with a partner for revising and editing. The scripts will be handed to the teacher for finalediting. The teacher uses this time to begin conferencing with individual students in order to assess theirunderstanding of the concepts covered throughout the unit.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesWriting ProcessConferencing

AssessmentThe teacher uses the Culminating Task Rubric(Relationships, Rules and Responsibilities) as asummative assessment for the unit.

Assessment StrategiesConferencePortfolios

Assessment Recording Devices

Teaching / Learning1. In a large group, the teacher selects a student to share his/her script and be a reporter. Using the script framework onoverhead, (Script Framework BLM 19), the teacher records the student's oral recount of the learning for each artifact.

2. The script frameworks are distributed and students begin their first drafts of their scripts.

3. As the students are writing, the teacher is conferencing with students and uses the Culminating Task Rubric


Family Matters Subtask 22Culminating Task - Script First Draft


(Relationships, Rules and Responsibilities) to assess their learning throughout the unit.

4. Students are encouraged to share their completed scripts with 2-3 peers while the teacher is conducting studentconferences.

Adaptations1. Parent volunteers, learning buddies, peer tutors and co-operative students can be used to assist students with theirwriting.

ResourcesMy Report - Script Framework - BLM 19 22_19_My Report.pdf


Photocopies - Script Framework for Students 1

Student portfolios 1

Notes to Teacher1. The students may stamp their first draft copies of their script frameworks using a "DRAFT" stamp.




Family Matters Subtask 23Culminating Task - Script Final Draft

Relationships, Rules and Responsibilities An Integrated Unit for Grade 1 ~ 50 x 2 mins

Expectations1e8 A • use correctly the conventions (spelling, grammar,

punctuation, etc.) specified for this grade level (seebelow).


1e6 • begin to revise written work, with the assistance of theteacher;

1e7 A • use and spell correctly the vocabulary appropriate forthis grade level;

1e21 • read independently, using reading strategiesappropriate for this grade level;

1e22 A • express clear responses to written materials, relatingthe ideas in them (thoughts, feelings, experiences) totheir own knowledge and experience;





DescriptionEdited frameworks are returned to students in order for them to complete their final copies. The teacher continues toconference with individual students in order to assess their understanding of the concepts covered throughout theunit.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesWriting ProcessConferencing

AssessmentThe teacher uses the Rubric BLM 19 as asummative assessment for the unit.

Assessment StrategiesPortfoliosConference

Assessment Recording DevicesRubric

Teaching / Learning1. Student volunteers can share their writing with the class. Encourage class input for revisions, comments and questionsafter each presentation. Students who are ready for their final drafts are given a new copy of the script framework totransfer their writing. See Script Framework BLM 19.

2. The teacher reviews writing expectations for final copies, e.g., beginning sentences with uppercase letters, endingsentences with periods and using word banks and personal and classroom dictionaries to spell unfamiliar words.

3. Students continue to complete their rough drafts or begin their final drafts.


Family Matters Subtask 23Culminating Task - Script Final Draft


4. The teacher continues to hold teacher-student conferences.

AdaptationsParent volunteers, learning buddies, peer tutors and co-operative students can be used to assist students with theirwriting.

ResourcesRelationships, Rules and Responsibilities


Dictionaries Assortment

Notes to TeacherCompleted final drafts are given to the teacher for a final editing check.




Family Matters Subtask 24Rehearsal


Expectations1z2 A • use a variety of resources and tools to gather,

process, and communicate information about the rulespeople follow in daily life and the responsibilities offamily members and other people in their school andcommunity;

DescriptionStudents will be given the opportunity to practise presenting scripts and artifacts to another class. Theteacher and students will create a presentation schedule outlining the order of events for the FamilyMatters culminating task. This will include classroom displays, a computer presentation and scriptedreports and the music and drama presentations. Learning buddies, administration staff or other classesmay be invited to be an audience.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesRehearsal / Repetition / PracticePeer Practice

Assessment

Assessment StrategiesPerformance TaskObservation


Teaching / Learning1. Using chart paper, discuss and record a suggested sequence of events for the Family Matters presentation.

2. As a shared writing experience, teacher and students compose a letter inviting parents to the event(BLM 21).

3. In their role as reporters, students may use a clipboard to hold their scripts. Teacher and students rehearsepresentations.

4. The students perform a dress rehearsal for special guests, e.g., reading buddies, grade buddies, administration staff,etc.

Adaptations1. Provide support for those students who may lack confidence and communication skills.

2. For students who may be having difficulty, the rehearsal performances are perfect opportunities to refine, consolidateand review their presentation skills or concepts covered throughout the unit.


Family Matters Subtask 24Rehearsal


ResourcesFamily Matters Invitation - BLM 21 24_Family Invitation.pdf

Portfolios 1

Chart paper 1

Markers Assortment

Clipboards 1

Notes to Teacher1. Students needs time to go through their portfolios and organize them consistently as a class.

2. The teacher needs to arrange special guest audiences ahead of time.

3. Ensure that the computer lab is available for those students who have chosen to present a technology artifact.

4. The letter composed by the teacher and students has to be prepared to be sent home a week in advance.

5. The teacher may require a school permit for an evening performance.

6. A sign-up sheet can be provided for any classes who are interested in viewing the rehearsal.

7. If a class set of clipboards is not available, the teacher may need to borrow them from other classrooms.




Family Matters Subtask 25Family Matters - Student-Led Conference


Expectations1e2 A • organize information so that the writing conveys a

clear message (e.g., describe events in the propersequence: We went to see the dog. I liked him verymuch. We took him home on the bus);




DescriptionDuring a student-led conference the students will demonstrate an understanding of the diversity of family structures(what is a family), how families help us meet our needs, and how rules and responsibilities change over time. Theculminating task requires the student to create a written script that directs his/her role as a reporter through a series ofself-selected artifacts. This student-led conference will include classroom displays, a computer demonstration and/ora self-contained portfolio.

GroupingsStudents Working Individually

Teaching / Learning StrategiesDemonstrationRetellingOral ExplanationDiscussionReview

Assessment

Assessment Strategies


Teaching / Learning1. Students arrive with their families and gather in the classroom.

2. The teacher welcomes the guests and outlines the agenda for the evening.

3. The teacher gives each student reporter the Family Matters Feedback Sheet (BLM 22) and requests that it becompleted over the duration of the evening as it will be collected at the end of the event.

4. Depending on the sequence that was decided by the class, the evening commences.

5. During the event, the teacher circulates, taking instant or digital pictures that each family can keep.

6. Reporters return their scripts

Adaptations

Resources


Family Matters Subtask 25Family Matters - Student-Led Conference


Family Matters Feedback Sheet - BLM 22 25_22_Family Feedback.pdf

Family Isabell Monk

Digital or instant Camera

Portfolios 1

Clipboards and Scripts 1

Notes to Teacher




Blackline Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:Unit Analysis:



Resource List


Page 1

RubricBullying Poster Rubric

2ST 17

Relationships, Rules and Responsibilities2

ST 23

Blackline Master / FileAt-A-Glance Anecdotal Tracking Sheet - BLM 24

4_Anecdotal Tracking.pdfUse this template for any anecdotal observations.

ST 4

Circular Story Map - BLM 1113_11_Circular Story Map.cwk

ST 13

Completed Family Tree Banner - BLM 46_4_Family Tree Banner.pdf

ST 6

Family Matters Culminating Task - BLM 1821_18_Family Culminating.cwk

ST 21

Family Matters Feedback Sheet - BLM 2225_22_Family Feedback.pdf

ST 25

Family Matters Invitation - BLM 2124_Family Invitation.pdf

ST 24

Family Plate Stand - BLM 78_7_Family Plate Stand.cwk

ST 8

Homework - Family Tree Banner BLM 21_2_Homework Assignment1.pdf

ST 1

How To Play The 3 R's Game - BLM 910_9_How To Play.cwk

ST 10

Interview Booklet - BLM 1415_14_Interview Booklet.pdf

ST 15

My Family Data Sheet - BLM 67_6_Family Data Sheet.cwk

ST 7

My Report - Script Framework - BLM 1922_19_My Report.pdf

ST 22

Observation Checklist BLM 233_Observation Checklist.cwk

ST 3

Piggybook- Big book template - BLM 89_8_Piggybook.cwk

ST 9

Safety at School Booklet - BLM 1516_15_Safety School Book.pdf

ST 16

Sample Letter - Family Matters BLM 11_Sample Letter - Unit.cwk

ST 1

Story Necklace H/W Assignment - BLM 1213_12_Necklace Homework.pdf

ST 13

Story Necklace Reflection Sheet - BLM 1718_17_Necklace Reflection.pdf

ST 18

The 3 R's Game BLM 35_3_3 R's Board Game.pdf

ST 5

The 3 R's- Self-Assessment - BLM 1010_3 R's Game Self-Assess.cwk

ST 10

Venn Diagram - BLM 1314_13_Venn Diagram.pdf

ST 14

Licensed Softwarestorybook weaver ST 20

PrintAlexander, Who's Not (Do you hear me? I meanit!) Going to Move

Judith ViorstISBN 0-590-89982-1

ST 19

Alison's HouseMaxine TrottierISBN 0-19-540968-X

ST 19

All About Rules: Grade OneGinn Publishers

A Grade One Social Studies Unit published by Ginn.ISBN 0-13-027907-2

Unit

Amazing GraceMary Hoffman and Caroline Birch

Also available in video (Reading Rainbow.)ISBN 0-590-46009-9

ST 3

Around the CommunityRozanne Lanczak Williams: Frank SchafferPublications, Inc.

Make your own emergent reader booklets.ISBN 0-7682-0019-9

Unit

Boss for a WeekL. HandyISBN 0908643012

ST 5

Bully For YouToni GoffeISBN 0-85953-355-7

ST 12

Christopher, Please Clean Up Your Room!Itah Sadu

Alternative book.ISBN 1552090035

ST 4

ChrysanthemumKevin Henkes

-namecallingISBN 0-688-09700-6

ST 12

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 26, 2005 at 11:04:58 AM Page D-1


Resource List


Page 2

Darcy and Gran Don't Like BabiesJane CutlerISBN 0-590-44588-X

ST 14

David's FatherRobert MunschISBN 1550370111

ST 2

Elbert's Bad WordAudrey Wood

-swearingISBN 0-15-225320-3

ST 12

Emily UmilyKathy CorriganISBN 0920236960

ST 12

FamilyIsabell MonkISBN 1-57505-485-X

ST 25

First Steps: Writing Resource BookAddison Wesley Longman Australia Pty Ltd.

A writing resource book for teachers.ISBN 0-582-91574-0

Unit

Grandfather's JourneyAllen SayISBN 0395570352

ST 15

Half Wild and Half ChildLizi Boyd

-not listening, acting wildISBN 0-670-82072-5

ST 12

Hooway for Wodney WatHelen LesterISBN 0395923921

ST 12

How do I feel about Bullies and GangsJulie Johnson

ST 12

I am not a CrybabyNorman Simon

-crying, poor self-conceptISBN 0-14-054216-7

ST 12

Ira Sleeps OverBernard WeberISBN 0-590-42455-6

ST 19

Jillian Jiggs To The RescuePhoebe Gilman

Alternative book.ISBN 0590241788

ST 4

John Patrick Norman McHennessy: The BoyWho Was Always Late

John Burningham

-a boy lies; gives excuses for being late; teacher a bullyISBN 0517885956

ST 12

Katie's Babbling BrotherH.J. Hutchins and Ruth OhiISBN 1-55037-156-8

ST 19

Knots on a Counting RopeBill Martin, Jr.ISBN 0805054790

ST 15

Lights for GitaRachna GilmoreISBN 0-884-481-506

ST 19

Lilly's Purple Plastic PurseKevin HenkesISBN 0688128971

ST 11

Love You ForeverRobert MunschISBN 0-920668-37-2

ST 13

My Friends, My Family, and MeRozanne Lanczak Williams: Frank SchafferPublications, Inc.ISBN 0-7682-0014-9

Unit

My Mother's Getting MarriedJoan DrescherISBN: o-8037-0176-4

ST 14

My Mother's Getting MarriedJoan DrescherISBN 0-8037-0176-4

ST 19

My Wicked StepmotherNorman Leach and Jane BrowneISBN 0-02-754799-0

ST 19

Name CallingItah Sadu

-name-callingISBN 1-895248-04-3

ST 12

Once There Were GiantsMartin Waddell and Penny DaleISBN N-0-7445-0484-8

ST 15

PiggybookAnthony BrowneE BRO ISBN 0-394-884-16-7

ST 9

PigstyMark Teague

Alternative book.ISBN: 0-590-45916-3

ST 4

Ruby the CopyCatPeggy Rathmann

-copycat behaviourISBN 0-590-47423-5

ST 12

So MuchTrish CookeISBN 1-56402-344-3

ST 2

Something From NothingPhoebe GilmanISBN 0590745573

ST 15



Resource List


Page 3

Tapestry OneLes Asselstine and Rod Peturson: Harcourt Canada

A Grade One Social Studies book0-7747-0639-2

Unit

The Giving TreeShel SilversteinISBN 0060244194

ST 13

The Meanest Thing to SayBill CosbyISBN 0590956167

ST 12

The Memory StoneAnne Louise MacDonaldISBN 0-921556-71-3

ST 13

The Memory StringEve BuntingISBN 0-395-86146-2

ST 13

The PiggybookAnthony BrowneE BRO ISBN 0-394-884-16-7

ST 4

We Are All RelatedGeorge LittlechildISBN 0-968-047-904

ST 15

Who's Afraid of the Big Bad BullyTeddly SlaterISBN 0590478796

ST 12

Willy and HughAnthony BrowneISBN 1550542222

ST 12

Willy the ChampAnthony BrowneISBN 0394879074

ST 12

WindowJeannie BakerISBN 0688089186

ST 13

MediaAll I Really Need

RaffiUnit

Amazing GraceReading RainbowX HOF

ST 3

Digital or instant Camera ST 25Family Tree

Sundance Music

Tape or CD version available for ordering. Approximately$10-$15 American funds.

Tel: 914-674-0247 Fax: 914-674-0247

ST 1

Family Tree (1988)Tom Chapin: Sundance Music

Unit

Introducing Phoebe GilmanScholastic Canada Inc.

ST 2

The "Be Cool Series": Coping With BullyingJames Stanfield Company, Inc.1-800-421-6534

ST 12



Resource List


Page 4

Material11 1/2 x 14 blank paper

1per person

ST 3

Accordion booklet from Activity Centre #61per class

ST 11

Bristol Board (for plate stand)1per person

ST 8

Chart of Anti-bullying slogans1per group

ST 17

Chart Paper1-2

Teacher writes the words to the music.per class

ST 1

Chart Paper1

Teacher prepares T-chart to make comparisons.per class

ST 2

Chart Paper1per class

ST 3


ST 5

Chart paper1per class

ST 11


ST 15

Chart paper1per class

ST 24

Chart Paper (1 cm cube)1per class

ST 4

Chart paper (table with 3 headings)1per class

ST 14

Chart paper (Venn diagram)1per class

ST 14

Clipboards1per person

ST 24

Clipboards and Scripts1per person

ST 25

Coloured Markers5

To highlight verses.per class

ST 1

Coloured Markers4per class

ST 3

Coloured Markers4per class

ST 4

Coloured markersAssortmentper class

ST 11

Colouring materialsAssortment

Crayons, markers, pencil crayons, pastels, paints etc.per group

ST 17

Commercially or student-made puppets (e.g.,paper bag or popsicle stick, etc.

Assortmentper group

ST 19

Construction paper - leavesAssortment

The number of leaves depends on the individual child'sfamily members.

per person

ST 6

Construction Paper or Folders1

12 x 18 paper folded in halfor legal sized file foldersor scrapbooks

per person

ST 2

CrayonsAssortment

Include assortment of Crayola "people colours"per group

ST 7

Crayons or Pencil Crayons8

To decorate their unit folder.per group

ST 3

Crayons or pencil crayonsAssortmentper group

ST 9

Crayons/Pencil CrayonsAssortmentper group

ST 8

Dice1-2per group

ST 5



Resource List


Page 5

Dice1-2per group

ST 10

DictionariesAssortmentper class

ST 23

Dowel1

Suggestions for a dowel: hanger, twig, yarn or ruler.per person

ST 6

Felt or construction paper (12 x 18)1

The banner can be constructed out of any material that isreadily available to you (pre-cut felt, construction paper orfabric).

per person

ST 6

Glue1 bottleper group

ST 8

Homework bag (plastic multi-coloured paperclips, artifacts, re-sealable bag, recipe cards)

1

Plastic paperclips can be purchased at many stores.per class

ST 13

Index Cards2

Students record rules/consequences.per person

ST 5

KWL Chart1

To record what the children "Already Know" and "What WeWant to Learn" about families.

per class

ST 1

KWL Chart1per class

ST 21

Large drawing paper1per person

ST 9

Large paper plates1per person

ST 8

Learning Logs1per person

ST 18

Markers2per class

ST 2

Markers4per class

ST 5

MarkersAssortmentper group

ST 7

Markers1per class

ST 14

MarkersAssortmentper class

ST 15

MarkersAssortment

ST 24

Markers, Crayons, Pencil CrayonsAssortmentper group

ST 16

Mural Paper Grid1per class

ST 7

Paint - Tree trunkVariety

Students can select a colour to paint their tree trunk.per group

ST 6

Paper 12 x 181

Bristol board, manilla etc.per person

ST 17

Paper 8 1/2 x 111per person

ST 7

Pencils and Erasers1per person

ST 5

Pencils and erasers1per person

ST 9


ST 10

Pencils and Erasers1per person

ST 15


ST 22


ST 23

Pencils, Erasers1per person

ST 16



Resource List


Page 6

Photocopies - Script Framework for Students1per person

ST 22

Photos of different school areasAssortment

To be used as visual references.per class

ST 11

Playing cards (student created) ST 10Playing Pieces

1per person

ST 5

Playing Pieces1per person

ST 10

Portfolios1per person

ST 24

Portfolios1per person

ST 25

Recipe Cards1per person

ST 8

Safety at School Chart from Input Lesson #61per group

ST 16

Scissors1per person

ST 8

Selection of postersAssortmentper group

ST 17

StickersAssortedUse to do graphing.

ST 4

Student portfolios1per person

ST 21

Student portfolios1per person

ST 22

Student story necklaces1

Created as a homework assignment in Input Lesson #8.per person

ST 18

Teacher prepared word/picture cardsAssortmentper class

ST 21

Teacher's personal story necklace1per class

ST 13

Equipment / ManipulativeCassette Player or Headphones

1per group

ST 19

cd/tape player1per class

ST 1

Computers1per person

ST 20

TV/VCR1per class

ST 12


Date

Dear _________________ ,

Our class is beginning a Social Studies unit about Relationships, Rules and Responsibilities. We want to know more about the people in our family, how they help us and how we can help them.

Many of our activities will be about changes in our lives, families, school and community. We will be interviewing, researching and recording our learning in different ways. We will have a few homework assignments that we would need your help with throughout the unit.

At the end of our unit of study, we will be hosting a “Family Night” to share our learning with you. Look for our special inviation to arrive soon!

We hope to learn a lot from this unit because we think “Family Matters!”

Love,

____________________ BLM 1

“Family Matters”

Name/Relationship

Name/Relationship

Name/Relationship Name/Relationship

Name/Relationship

Name/Relationship

BLM 2

BLM 6Name:__________________ Date:___________________

My Family Data

In my family, there are ________ male(s) and ________ female(s).

_____ + _____ = ______ members in my family. male(s) female(s)

BLM 7

Template for Family Plate Stand

Fold heavy paper in half. Draw line and cut along.

Fol

Fold Line

Plate will sit on the legs of the base.

BLM 8Piggybook -Template for the class Big Book

BLM 10

BLM 11

He grew into a teenager and had strange friends. His mother sang to him.

He left home when he became a grown-up. His mother sang to him.

His mother got old. He sang to his mother.

He had his own baby and he sang to her, “I Love You Forever.”

A mother has a new baby and she sang to him, “I Love You Forever.”

He grew and he grew and he never wanted to take a bath. His mother sang to him.

Circular Story Map

I Love You Forever

by Robert Munsch

BLM 13

BLM 14

BLM 15

BLM 18

Family MattersCulminating Task

(Kidspeak)

You are going to be a reporter.

Your job is to write a report.

You will choose 4 artifacts to talk about in your report.

Your report will tell others what you learned about families, rules and responsibilities.

You will be presenting to your teacher, other students, and your family.

Your report will be assessed by your teacher.

BLM 19

BLM 21

BLM 22

BLM 23

Observation ChecklistGrade One Social Studies Relationships, Rules and Responsibilities

Student Name

Expectations for this Subtask to Assess with this Rubric:

Arts:Performance and creativework– produces two- andthree-dimensional work(poster) about bullying

Arts:Communication– communicates ideasabout bullying (to informschool community)

Social Studies:Understanding ofconcepts about bullying

Social Studies:Application of concepts andskills to create posterdemonstrating connectionbetween issue of bullying andworld outside school

– produces poster aboutbullying with limitedeffectiveness

– shows limited understandingof the concepts about bullying

– shows limited understandingof connections betweenaspects of social studies andthe world outside the school

– produces poster aboutbullying with someeffectiveness

– communicates ideas aboutbullying with someeffectiveness

– shows some understandingof the concepts about bullying

– shows some understandingof connections betweenaspects of social studies andthe world outside the school

– produces poster aboutbullying with considerabeeffectiveness

– communicates ideas aboutbullying with considerableeffectiveness

– shows considerableunderstanding of the conceptsabout bullying

– shows considerableunderstanding of connectionsbetween aspects of socialstudies and the world outsidethe school

– produces poster aboutbullying with a high degree ofeffectiveness

– communicates ideas aboutbullying with a high degree ofeffectiveness

– shows a thoroughunderstanding of the conceptsabout bullying

– shows a thoroughunderstanding of connectionsbetween aspects of socialstudies and the world outsidethe school

Level 1 Level 2 Level 3 Level 4

Bullying Poster Rubricfor use with Subtask 17 : Week 4 - Bullying - Activity Centre

from the Grade 1 Unit: Family MattersStudent Name:Date:

– communicates ideas aboutbullying with limitedeffectiveness

1a25 • produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes;

1z9 – describe how they follow the rules about respecting the rights and property of other people and about using the shared environment responsibly (e.g., by sharing, beingcourteous, cooperating, not littering).

1z14 – use appropriate vocabulary (e.g., change, rights, responsibilities, roles, respecting rules, cooperating, being courteous) to communicate the results of inquiries andobservations about relationships, rules, and responsibilities.

Category/Criteria

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Expectations for this Subtask to Assess with this Rubric:

Social Studies:Understanding ofconcepts aboutrelationships, rules andresponsibilities

Social Studies:Communication ofrequired knowledge aboutrelationships, rules andresponsibilities

Social Studies:Application of conceptsand skills – create simple timeline todescribe changes over time

Language:Application of languageconventions

– shows a limitedunderstanding of the concepts

– completed timeline containsa limited number of details orconnections with the student'slife

– uses a limited number of theconventions studied

– shows some understandingof the concepts

– communicates with someclarity and precision

– completed timeline containssome details or connectionswith the student's life

– uses some of theconventions studied

– shows considerableunderstanding of the concepts

– communicates considerableclarity and precision

– completed timeline containsa considerable number ofdetails or connections with thestudent's life

– uses a considerable numberof the conventions studied

– shows a thoroughunderstanding of the concepts

– communicates with a highdegree of clarity and precision

– completed timeline containsa thorough range of details orconnections with the student'slife

– uses all (or almost all) of theconventions studied

Level 1 Level 2 Level 3 Level 4

Relationships, Rules and Responsibilitiesfor use with Subtask 23 : Culminating Task - Script Final Draft

from the Grade 1 Unit: Family MattersStudent Name:Date:

– communicates with limitedclarity and precision

1e8 • use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).

1e22 • express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience;

1z1 • identify people with whom they have significant relationships, and the rules and responsibilities associated with people, places, and events in their lives and communities;

1z2 • use a variety of resources and tools to gather, process, and communicate information about the rules people follow in daily life and the responsibilities of family membersand other people in their school and community;

1z3 • explain how and why relationships, rules, and responsibilities may change over time, and in different places.

Category/Criteria

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Expectation List

Selected


Page 1

Assessed

English Language---Writing• communicate ideas (thoughts, feelings, experiences) for specific purposes (e.g.,write a letter to a friend describing a new

pet);21e1

• organize information so that the writing conveys a clear message (e.g., describe events in the proper sequence: We went tosee the dog. I liked him very much. We took him home on the bus);

1 21e2

• write simple sentences using proper punctuation (i.e., periods); 2 11e3• produce short pieces of writing using simple forms (e.g., stories, descriptions, lists of information); 4 11e4• use some materials from other media (e.g., computer clip-art) to enhance their writing; 11e5• begin to revise written work, with the assistance of the teacher; 31e6• use and spell correctly the vocabulary appropriate for this grade level; 2 21e7• use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below). 21e8

English Language---Reading• read independently, using reading strategies appropriate for this grade level; 21e21• express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own

knowledge and experience;2 21e22

English Language---Oral and Visual Communication• communicate messages, and follow basic instructions and directions; 11e41• listen and react to stories and recount personal experiences; 3 11e43• apply some of the basic rules of participating in a conversation and working with others; 11e45• create some simple media works; 11e47

Mathematics---Data Management and Probability• collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard to

the order of labels on the horizontal axis;1 11m69

• read and describe primary data presented in concrete graphs and pictographs; 11m70

The Arts---Music• communicate their response to music in ways appropriate for this grade (e.g., through visual arts, drama, creative

movement, language).11a4

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific

purposes;31a25

• use the elements of design (colour, line, shape, form, space, texture), in ways appropriate for this grade, when producingand responding to works of art;

1 11a26

The Arts---Drama & Dance• solve problems in everyday situations through role playing and movement in drama and dance. 1 11a48

Social Studies---HC: Relationships, Rules, and Responsibilities• identify people with whom they have significant relationships, and the rules and responsibilities associated with people,

places, and events in their lives and communities;2 41z1

• use a variety of resources and tools to gather, process, and communicate information about the rules people follow in dailylife and the responsibilities of family members and other people in their school and community;

1 51z2

• explain how and why relationships, rules, and responsibilities may change over time, and in different places. 3 71z3– state in simple terms what “relationships”, “rules”, and “responsibilities” are; 4 51z4– explain why rules and responsibilities have been established (e.g., for protection and safety, for fair division of work); 4 31z5– identify important relationships in their lives (e.g., with family members, friends, pets, teachers) and name some

responsibilities that are part of these relationships;5 11z6

– describe significant people and places in their lives (e.g., parents, sports figures; bedroom, park, playground, communitycentre) and the rules associated with them;

4 21z7

– identify significant events in their lives (e.g., their first day of school, a trip) and the rules associated with them; 21z8– describe how they follow the rules about respecting the rights and property of other people and about using the shared

environment responsibly (e.g., by sharing, being courteous, cooperating, not littering).4 51z9

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Expectation List

Selected


Page 2

Assessed– brainstorm and ask simple questions (e.g., How? Why?) to gain information about relationships, rules, and responsibilities;6 31z10– use primary and secondary sources to locate information about relationships, rules, and responsibilities in their home,

school, and community (e.g., primary sources: interviews, eyewitness visitors, class trips; secondary sources: maps,illustrations, print materials, technology);

4 41z11

– use illustrations, key words, and simple sentences (e.g., chart, picture book, cartoon) to sort, classify, and recordinformation about relationships, rules, and responsibilities;

3 21z12

– construct and read concrete, pictorial, and simple maps, graphs, charts, diagrams, and timelines to clarify and presentinformation about relationships, rules, and responsibilities in their daily lives (e.g., timeline of a school day, class graph ofstudents’ responsibilities at home);

1 41z13

– use appropriate vocabulary (e.g., change, rights, responsibilities, roles, respecting rules, cooperating, being courteous) tocommunicate the results of inquiries and observations about relationships, rules, and responsibilities.

6 41z14

– explain how events and actions (e.g., a ban on popular toys at school, birth of a sibling) can cause rules andresponsibilities to change, and describe what some new rules and responsibilities might be;

2 21z15

– identify an area of concern (e.g., littering, sharing, conflicts), and suggest changes in rules or responsibilities to providepossible solutions;

3 11z16

– order a sequence of events to demonstrate how relationships, rules, or responsibilities change over time (e.g., throughoutthe day, throughout the school year), and in different places.

6 11z17

Social Studies---CWC: The Local Community• use a variety of resources and tools to gather, process, and communicate information about the distinguishing physical

features and community facilities in their area;2 31z19

• describe how people in the community interact with each other and the physical environment to meet human needs. 41z20– identify the physical and social needs of residents in an area (e.g., for food, water, shelter, safety, recreation, social

interaction);11z21

– identify the distinguishing physical features of their community (e.g., buildings, roads, rivers, lakes); 21z22– list the occupations of some people in the community (e.g., storekeeper, hair stylist, mail carrier, farmer, teacher, police

officer, firefighter, doctor, nurse, salesperson);41z23

– identify the places in which people work and describe the technologies, tools, and vehicles they use; 11z24

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Expectation Summary


Selected Assessed

English Language1e1 2 1e2 21 1e3 12 1e4 14 1e5 1 1e6 3 1e7 22 1e8 2 1e9 1e101e11 1e12 1e13 1e14 1e15 1e16 1e17 1e18 1e19 1e201e21 2 1e22 22 1e23 1e24 1e25 1e26 1e27 1e28 1e29 1e301e31 1e32 1e33 1e34 1e35 1e36 1e37 1e38 1e39 1e401e41 1 1e42 1e43 13 1e44 1e45 1 1e46 1e47 1 1e48 1e49 1e501e51 1e52 1e53 1e54 1e55 1e56 1e57 1e58 1e59 1e60

Mathematics1m1 1m2 1m3 1m4 1m5 1m6 1m7 1m8 1m9 1m101m11 1m12 1m13 1m14 1m15 1m16 1m17 1m18 1m19 1m201m21 1m22 1m23 1m24 1m25 1m26 1m27 1m28 1m29 1m301m31 1m32 1m33 1m34 1m35 1m36 1m37 1m38 1m39 1m401m41 1m42 1m43 1m44 1m45 1m46 1m47 1m48 1m49 1m501m51 1m52 1m53 1m54 1m55 1m56 1m57 1m58 1m59 1m601m61 1m62 1m63 1m64 1m65 1m66 1m67 1m68 1m69 11 1m70 11m71 1m72 1m73 1m74 1m75 1m76

Science and Technology1s1 1s2 1s3 1s4 1s5 1s6 1s7 1s8 1s9 1s101s11 1s12 1s13 1s14 1s15 1s16 1s17 1s18 1s19 1s201s21 1s22 1s23 1s24 1s25 1s26 1s27 1s28 1s29 1s301s31 1s32 1s33 1s34 1s35 1s36 1s37 1s38 1s39 1s401s41 1s42 1s43 1s44 1s45 1s46 1s47 1s48 1s49 1s501s51 1s52 1s53 1s54 1s55 1s56 1s57 1s58 1s59 1s601s61 1s62 1s63 1s64 1s65 1s66 1s67 1s68 1s69 1s701s71 1s72 1s73 1s74 1s75 1s76 1s77 1s78 1s79 1s801s81 1s82 1s83 1s84 1s85 1s86 1s87 1s88 1s89 1s901s91 1s92 1s93 1s94 1s95 1s96 1s97 1s98 1s99 1s1001s101 1s102 1s103 1s104 1s105 1s106 1s107

Social Studies1z1 42 1z2 51 1z3 73 1z4 54 1z5 34 1z6 15 1z7 24 1z8 2 1z9 54 1z10 361z11 44 1z12 23 1z13 41 1z14 46 1z15 22 1z16 13 1z17 16 1z18 1z19 32 1z20 41z21 1 1z22 2 1z23 4 1z24 1 1z25 1z26 1z27 1z28 1z29 1z301z31 1z32 1z33 1z34 1z35 1z36 1z37 1z38Health and Physical Education

1p1 1p2 1p3 1p4 1p5 1p6 1p7 1p8 1p9 1p101p11 1p12 1p13 1p14 1p15 1p16 1p17 1p18 1p19 1p201p21 1p22 1p23 1p24 1p25 1p26 1p27 1p28 1p29 1p301p31 1p32 1p33 1p34 1p35 1p36 1p37 1p38

The Arts1a1 1a2 1a3 1a4 1 1a5 1a6 1a7 1a8 1a9 1a101a11 1a12 1a13 1a14 1a15 1a16 1a17 1a18 1a19 1a201a21 1a22 1a23 1a24 1a25 3 1a26 11 1a27 1a28 1a29 1a301a31 1a32 1a33 1a34 1a35 1a36 1a37 1a38 1a39 1a401a41 1a42 1a43 1a44 1a45 1a46 1a47 1a48 11 1a49 1a501a51 1a52 1a53 1a54 1a55 1a56 1a57 1a58 1a59 1a601a61

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Page 1Unit Analysis


17 Anecdotal Record11 Checklist2 Rubric

Assessment Strategies

3 Classroom Presentation2 Conference2 Exhibition/demonstration2 Learning Log15 Observation10 Performance Task3 Portfolios10 Questions And Answers (oral)1 Self Assessment

Groupings

13 Students Working As A Whole Class2 Students Working In Pairs16 Students Working In Small Groups14 Students Working Individually

Teaching / Learning Strategies

2 Advance Organizer6 Brainstorming5 Classifying1 Computer Assisted Learning2 Conferencing1 Demonstration1 Direct Teaching8 Discussion2 Graphing1 Guided Writing3 Homework1 Interview9 Learning Centres2 Oral Explanation1 Peer Practice1 Puppetry1 Read Along6 Read Aloud1 Rehearsal / Repetition / Practice1 Research

Analysis Of Unit Components

25 Subtasks177 Expectations161 Resources200 Strategies & Groupings

-- Unique Expectations -- 14 Language Expectations 2 Mathematics Expectations 4 Arts Expectations 23 Social Studies Expectations

Resource Types

2 Rubrics 21 Blackline Masters 1 Licensed Software 50 Print Resources 7 Media Resources 0 Websites 76 Material Resources 4 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

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Page 2Unit Analysis

4 Retelling1 Review1 Role Playing2 Sketching To Learn1 Story Mapping1 Story Telling4 Technology2 Think / Pair / Share1 Word Wall2 Writing Process3 Writing To Learn

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Family Matters

Documents

Transcript of Family Matters