2019-2020 – Long Range/Yearly Plan (Grade 4)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
September
October
November
Photography and Techno-graphics Arts
Photography and Techno-graphics Arts
Photography and Techno-graphics Arts
Technology-Integration
C1 - Students will access, use and communicate information from a variety of technologies.
C1 - Students will access, use and communicate information from a variety of
technologies.
C1 - Students will access, use and communicate information from a variety of technologies.
(Cross-Curricular)
C6 - Students will use technology to investigate and/or solve problems
C6 - Students will use technology to investigate and/or solve problems
C6 - Students will use technology to investigate and/or solve problems
C7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
English Language Arts – Units of
Study
C7 - Students will use electronic research techniques to construct personal knowledge
and meaning.
-Assessment/Diagnostics (Reading Intervention, Writing Prompt, Vocabulary Test)
Students will listen, speak, read, write, view and represent to:
Students will listen, speak, read, write, view and represent to:
Students will listen, speak, read, write, view and represent to:
G.E. (1) - Explore thoughts, ideas, feelings and experiences
G.E. (1) - Explore thoughts, ideas, feelings and experiences
G.E. (1) - Explore thoughts, ideas, feelings and experiences
-Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to -Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to
explore ideas/make connections, set goals to enhance language learning/use, and
explore ideas/make connections, set goals to enhance language learning/use, and
consider/combine the idea of others to extend understanding.
consider/combine the idea of others to extend understanding.
--Express ideas and develop understanding, experiment with language and forms, express
Balanced Literacy All Year Long: preferences, set goals, consider the idea of others, combine ideas, and extend
including but not limited to Read understanding
Aloud, Guided Reading, Shared
Reading, Interactive Writing, Shared
G.E. (2) - Comprehend and respond personally and critically to oral, print and other media
Writing, Reader’s Workshop, Writer’s texts
Workshop & Word Study
-Express ideas and develop understanding, experiment with language and forms, express
preferences, set goals, consider the idea of others, combine ideas, and extend
understanding
Writing Literacy: Write Aloud, Shared
Writing, Guided Writing,
-Experience various texts to construct meaning, appreciate the artistry of texts, understand
Independent Writing, and Picture forms/genres/techniques/elements, and experiment with language.
Prompt Strategies based on
Exemplars and Marking Matrix
-Create original texts by generating ideas, elaborating on the expression of ideas, and to
produce structured texts (i.e. narratives that describe experiences and reflect personal
responses)
G.E. (2) - Comprehend and respond personally and critically to oral, print and other media G.E. (2) - Comprehend and respond personally and critically to oral, print and other media
texts
texts
-Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis, -Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis,
and references to comprehend & respond to oral/print/other media texts.
and references to comprehend & respond to oral/print/other media texts.
-Experience various texts to construct meaning, appreciate the artistry of texts, understand -Experience various texts to construct meaning, appreciate the artistry of texts, understand
forms/genres/techniques/elements, and experiment with language.
forms/genres/techniques/elements, and experiment with language.
-Create original texts by generating ideas, elaborating on the expression of ideas, and to -Create original texts by generating ideas, elaborating on the expression of ideas, and to
understand the structure of texts.
understand the structure of texts.
G.E. (3) - Manage ideas and information
G.E. (3) - Manage ideas and information
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
G.E. (5) - Respect and cooperate G.E. (3) - Manage ideas and information
-Develop a plan for assessing and gathering ideas/information
with others, strengthen community
and work within a group
-Use/access/evaluate appropriate varied sources for gathering information (i.e.
-use organizational patterns of expository texts to understand ideas and information, focus
(ONGOING):
print/media and electronic)
topics appropriately for particular audiences, ask relevant questions, and respond to
questions related to particular topics, & develop and follow a class plan for accessing and
By appreciating diversity, relating gathering ideas and information
-Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
texts to culture, celebrate
accomplishments and events, use
-Use/access/evaluate appropriate varied sources for gathering information (i.e. print/media -Communicate ideas and information in varied oral, print and other media texts.
language to show respect, and and electronic)
evaluate/assess collaborative
-Establish own goals for enhancing research skills
process
-Use varied organization strategies (e.g. chronological order, cause and effect, etc.), record
information by taking notes & paraphrasing, and evaluate information to identify requirement G.E. (4) - Enhance the clarity and artistry of communication
of it
-Appraise own/others’ work, orally and visually communicate/share work
1
C7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
-Develop a plan for assessing and gathering ideas/information
-Use/access/evaluate appropriate varied sources for gathering information (i.e. print/media
and electronic)
-Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
-Communicate ideas and information in varied oral, print and other media texts.
-Establish own goals for enhancing research skills
G.E. (4) - Enhance the clarity and artistry of communication
-Appraise own/others’ work, orally and visually communicate/share work
Daily Homework
-Communicate ideas & information and present it in varied oral, print and other media texts
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar,
spelling, capitalization and punctuation
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar,
spelling, capitalization and punctuation
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Home Reading - ReadWorks.org -Establish self goals for enhancing research process and skills
-Research & Inquiry
G.E. (4) - Enhance the clarity and artistry of communication
-Incomplete Classwork (if necessary)-Appraise own/others’ work orally & visually communicate/share work and give supported
and constructive feedback
-Present and share information by using oral/visual communication methods where
-Present and share information by using oral/visual communication methods where
appropriate, listen/view attentively and present with a controlled voice (pacing/gestures) appropriate, listen/view attentively and present with a controlled voice (pacing/gestures)
-Revise/edit for ideas/information, write legibly (alignment/shape/slant), expand knowledge
of language, and attend to conventions such as grammar, spelling, capitalization and
punctuation
-Present and enhance information by using oral/visual presentation methods where effective
-Listen/view attentively and be engaged by asking questions and expressing opinions on
presentation
Journal Writing (Revision of in-class Skills): Picture/Topic Prompts
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Reading Resource: Fountas and Pinnell, Levelled Literacy Intervention
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Resource: Moving up with Literacy Place/Literacy in Action
Reading Strategy/Mini-Lesson: Self-Monitoring, Context Clues/Text Features, Organization,
Setting Goals, & Getting Setup
Reading Strategy/Mini-Lesson: Making Connections (Self, Text, & World), Utilizing Learned Reading Strategy/Mini-Lesson: Analyzing text, Picture It, Interviewing Character & Identifying
Strategies, Setting & Following Reading Goals
Character Personality
Writer’s Workshop: Sensory Words & 5W/H Brainstorming, & Friendly Letter/Postcard
Writer’s Workshop: Sentence, Paragraph and Topic Writing Fluency
Writer’s Workshop: Character Traits, Setting and Object Description
Words Their Way: Use of Dictionary/Thesaurus & Intro to Word Wall
Working with Words; Nouns, Adjectives, Verbs & Adverbs
Working with Words; Homonyms, Homographs, Contractions, & Possessives
Yearlong/Ongoing Centres: Guided Reading, Independent Reading, Word Work, Computers
High Frequency and Spelling Activities: Derivational Relations
High Frequency and Spelling Activities: Derivational Relations
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars &
& Exam Bank
Exam Bank
Numbers - G.E. - Develop Number Sense
Math
Daily Math (all year long)
Review Grade 3 Math
Math Diagnostics
Patterns and Relations - Patterns, Variables & Equations (Algebra)
S.O.1. - Represent and describe whole numbers to 10 000, pictorially and symbolically.
G.E. – Use patterns to describe the world and to solve problems.
S.O.2. - Compare and order numbers to 10 000.
S.O.1. – Represent and describe patterns and relationships, using graphs and tables.
S.O.3. - Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding
subtractions (limited to 3- and 4-digit numerals) by using personal strategies for adding & subtracting, estimating
sums & differences, and solving problems involving addition & subtraction.
S.O.2. – Demonstrate an understanding of the relationships within tables of values to solve problems.
S.O.4. – Apply the properties of 0 and 1 for multiplication and the property of 1 for division.
S.O.3. – Represent generalizations arising from number relationships, using equations with letter
variables.
G.E. - Represent algebraic expressions in multiple ways.
S.O.5. – Describe and apply mental mathematics strategies to determine basic multiplication facts to 9 × 9 and
related division facts by understanding & applying strategies for multiplication and related division facts to 9 x 9. Also, S.O.4. – Express a given problem as an equation in which a letter variable is used to represent an
recall multiplication and related division facts to 7 x 7.
unknown number.
S.O.6. – Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by using personal S.O.5. – Demonstrate and explain the meaning of preservation of equality, concretely and pictorially.
strategies for multiplication with and without concrete materials, using arrays to represent multiplication, connecting
concrete representations to symbolic representations, estimating products, and applying the distributive property.
End of Unit Project
S.O.7. – Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by
2
using personal strategies for dividing with and without concrete materials, estimating quotients, and relating division
to multiplication.
S.O.8. – Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and
symbolic representations to name and record fractions for the parts of a whole or a set, compare and order
fractions, model and explain that for different wholes, two identical fractions may not represent the same quantity,
and provide examples of where fractions are used.
S.O.9. - Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically.
End of Unit Project
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
December
January
February
Photography and Techno-graphics Arts
Photography and Techno-graphics Arts
Photography and Techno-graphics Arts
Week 23
Islamic Virtue
Technology-Integration
C1 - Students will access, use and communicate information from a variety of
technologies.
(Cross-Curricular)
C1 - Students will access, use and communicate information from a variety of technologies. C1 - Students will access, use and communicate information from a variety of technologies.
C6 - Students will use technology to investigate and/or solve problems
C6 - Students will use technology to investigate and/or solve problems
C7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
C7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
P2 - Students will organize and manipulate data.
P2 - Students will organize and manipulate data.
P5 - Students will navigate and create hyperlinked resources.
P5 - Students will navigate and create hyperlinked resources.
C6 - Students will use technology to investigate and/or solve problems
C7 - Students will use electronic research techniques to construct personal knowledge
and meaning.
P2 - Students will organize and manipulate data.
P5 - Students will navigate and create hyperlinked resources.
English Language Arts – Units of
Study
Students will listen, speak, read, write, view and represent to:
Students will listen, speak, read, write, view and represent to:
Students will listen, speak, read, write, view and represent to:
G.E. (1) - Explore thoughts, ideas, feelings and experiences
G.E. (1) - Explore thoughts, ideas, feelings and experiences
G.E. (1) - Explore thoughts, ideas, feelings and experiences
-Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to -Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to
Balanced Literacy All Year Long explore ideas/make connections, set goals to enhance language learning/use, and
explore ideas/make connections, set goals to enhance language learning/use, and
consider/combine the idea of others to extend understanding.
(including but not limited to Read consider/combine the idea of others to extend understanding.
Aloud, Guided Reading, Shared
Reading, Interactive Writing, Shared G.E. (2) - Comprehend and respond personally and critically to oral, print and other
G.E. (2) - Comprehend and respond personally and critically to oral, print and other media
Writing, Reader’s Workshop, Writer’s media texts
texts
Workshop & Word Study)
-Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis, -Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis,
and references to comprehend & respond to oral/print/other media texts.
and references to comprehend & respond to oral/print/other media texts.
-Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to
explore ideas/make connections, set goals to enhance language learning/use, and
consider/combine the idea of others to extend understanding.
Writing Literacy: Write Aloud, Shared -Experience various texts to construct meaning, appreciate the artistry of texts,
-Experience various texts to construct meaning, appreciate the artistry of texts, understand
Writing, Guided Writing,
understand forms/genres/techniques/elements, and experiment with language.
forms/genres/techniques/elements, and experiment with language.
Independent Writing, and Picture
Prompt Strategies based on
-Create original texts by generating ideas, elaborating on the expression of ideas, and to -Create original texts by generating ideas, elaborating on the expression of ideas, and to
-Experience various texts to construct meaning, appreciate the artistry of texts, understand
forms/genres/techniques/elements, and experiment with language.
3
G.E. (2) - Comprehend and respond personally and critically to oral, print and other media
texts
-Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis,
and references to comprehend & respond to oral/print/other media texts.
-Create original texts by generating ideas, elaborating on the expression of ideas, and to
Exemplars and Marking Matrix
understand the structure of texts.
understand the structure of texts.
understand the structure of texts.
G.E. (3) - Manage ideas and information
G.E. (3) - Manage ideas and information
G.E. (3) - Manage ideas and information
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
-Develop a plan for assessing and gathering ideas/information
-Develop a plan for assessing and gathering ideas/information
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
G.E. (5) -Respect, support and
collaborate with others (ONGOING):
-Develop a plan for assessing and gathering ideas/information
Demonstrate respect by choosing
appropriate language/tone,
-Use/access/evaluate appropriate varied sources for gathering information (i.e.
appreciate diversity of texts and print/media and electronic)
relate to self/culture to celebrate
accomplishments/events, and -Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
cooperate and work effectively
with others in group scenarios to -Communicate ideas and information in varied oral, print and other media texts.
revise/enhance varied texts(i.e.
peer teaching)
-Establish own goals for enhancing research skills
-Use/access/evaluate appropriate varied sources for gathering information (i.e. print/media -Use/access/evaluate appropriate varied sources for gathering information (i.e. print/media
and electronic)
and electronic)
-Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
-Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
-Communicate ideas and information in varied oral, print and other media texts.
-Communicate ideas and information in varied oral, print and other media texts.
-Establish own goals for enhancing research skills
-Establish own goals for enhancing research skills
G.E. (4) - Enhance the clarity and artistry of communication
G.E. (4) - Enhance the clarity and artistry of communication
G.E. (4) - Enhance the clarity and artistry of communication
-Appraise own/others’ work, orally and visually communicate/share work
-Appraise own/others’ work, orally and visually communicate/share work
-Appraise own/others’ work, orally and visually communicate/share work
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar,
spelling, capitalization and punctuation
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar, spelling, -Revise/edit, write legibly & at a pace, and attend to conventions such as grammar, spelling,
capitalization and punctuation
capitalization and punctuation
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Present and share information by using oral/visual communication methods where
-Present and share information by using oral/visual communication methods where
appropriate, listen/view attentively and present with a controlled voice (pacing/gestures) appropriate, listen/view attentively and present with a controlled voice (pacing/gestures)
Daily Homework (Monday –
Thursday):
-Journal Writing (Revision of in-class
Skills): Picture Prompt
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Present and share information by using oral/visual communication methods where
appropriate, listen/view attentively and present with a controlled voice (pacing/gestures)
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Strategy/Mini-Lesson: Sequencing, Signal Words, Timelines & Procedures
Reading Strategy/Mini-Lesson: Predicting, Main Idea, and Pause & Predict
Reading Strategy/Mini-Lesson: Inferring, Visualizing, Pack up your Story/Reading Buddies
Writer’s Workshop: Building Suspense/Main Event
Writer’s Workshop: Extended Endings & Comic Writing
Writer’s Workshop: Expository Writing (Newspaper & Advertisements) & Poetry/Onomatopoeia
Working with Words; Antonyms, Synonyms & Plurals
Working with Words; Homophones, Rhymes & Commas
Working with Words: Suffixes, Compound Words, & Abbreviations
High Frequency and Spelling Activities: Syllables & Affixes
High Frequency and Spelling Activities: Syllables & Affixes
High Frequency and Spelling Activities: Syllables & Affixes
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
-Home Reading: R.A.Z. Kids/Reading
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Comprehension
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars & Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars &
& Exam Bank
Exam Bank
Exam Bank
Shape & Space (Measurement and 3D Objects & 2D Shapes)
Shape & Space (Transformations)
Math
Daily Math (all year long)
G.E. - Use direct and indirect measurement to solve problems.
G.E. - Describe and analyze position and motion of objects and shapes.
S.O.1. - Demonstrate an understanding of angles by: •identifying examples of angles in the environment, •classifying angles according to their measure, •estimating the measure of
angles, using 45°, 90° and 180° as reference angles, •determining angle measures in degrees, & •drawing and labelling angles when the measure is specified
S.O.6. - Perform a combination of translations, rotations and/or reflections on a single 2-D
shape, with and without technology, and draw and describe the image.
S.O.2. - Demonstrate that the sum of interior angles is: •180° in a triangle & •360° in a quadrilateral
S.O.7. - Perform a combination of successive transformations of 2-D shapes to create a
design, and identify and describe the transformations.
S.O.3. - Develop and apply a formula for determining the: •perimeter of polygons, •area of rectangles, & •volume of right rectangular prisms
S.O.8. – Identify and plot points in the first quadrant of a Cartesian plane, using whole
4
G.E. - Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
number ordered pairs.
S.O.4. - Construct and compare triangles in different orientations, including: •scalene, •isosceles, •equilateral, •right, •obtuse, •acute
S.O.9. – Perform and describe single transformations of a 2-D shape in the first quadrant
of a Cartesian plane (limited to whole number vertices).
S.O.5. - Describe and compare the sides and angles of regular and irregular polygons.
End of Unit Project
End of Unit Project
5
Week 24
Technology-Integration
Week 25
Week 26
Week
27
Week 28
Week 29
Week 30
Week 31
Week 32
Week 33
Week 34
Week 35
March
April
May
Photography and Techno-graphics Arts
Photography and Techno-graphics Arts
Photography and Techno-graphics Arts
C1 - Students will access, use and communicate information from a variety of
technologies.
C1 - Students will access, use and communicate information from a variety of technologies.
C1 - Students will access, use and communicate information from a variety of technologies.
C6 - Students will use technology to investigate and/or solve problems
C6 - Students will use technology to investigate and/or solve problems
C7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
C7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
P2 - Students will organize and manipulate data.
P2 - Students will organize and manipulate data.
P5 - Students will navigate and create hyperlinked resources.
P5 - Students will navigate and create hyperlinked resources.
(Cross-Curricular)
C6 - Students will use technology to investigate and/or solve problems
C7 - Students will use electronic research techniques to construct personal knowledge
and meaning.
P2 - Students will organize and manipulate data.
P5 - Students will navigate and create hyperlinked resources.
English Language Arts – Units of
Study
Students will listen, speak, read, write, view and represent to:
Students will listen, speak, read, write, view and represent to:
Students will listen, speak, read, write, view and represent to:
G.E. (1) - Explore thoughts, ideas, feelings and experiences
G.E. (1) - Explore thoughts, ideas, feelings and experiences
G.E. (1) - Explore thoughts, ideas, feelings and experiences
-Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to -Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to
explore ideas/make connections, set goals to enhance language learning/use, and
explore ideas/make connections, set goals to enhance language learning/use, and
consider/combine the idea of others to extend understanding.
consider/combine the idea of others to extend understanding.
-Choose appropriate reading texts, use prior knowledge & oral/print/other media texts to
explore ideas/make connections, set goals to enhance language learning/use, and
consider/combine the idea of others to extend understanding.
G.E. (2) - Comprehend and respond personally and critically to oral, print and other media textsG.E. (2) - Comprehend and respond personally and critically to oral, print and other media
texts
-Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis, and
references to comprehend & respond to oral/print/other media texts.
-Use prior knowledge, comprehension strategies, textual clues, phonics/structural analysis,
and references to comprehend & respond to oral/print/other media texts.
-Experience various texts to construct meaning, appreciate the artistry of texts, understand
forms/genres/techniques/elements, and experiment with language.
-Experience various texts to construct meaning, appreciate the artistry of texts, understand
forms/genres/techniques/elements, and experiment with language.
-Create original texts by generating ideas, elaborating on the expression of ideas, and to
-Create original texts by generating ideas, elaborating on the expression of ideas, and to understand the structure of texts.
-Create original texts by generating ideas, elaborating on the expression of ideas, and to
understand the structure of texts.
Writing Literacy: Write Aloud, Shared understand the structure of texts.
G.E. (3) - Manage ideas and information
Writing, Guided Writing,
Independent Writing, and Picture G.E. (3) - Manage ideas and information
G.E. (3) - Manage ideas and information
Prompt Strategies based on
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
Exemplars and Marking Matrix
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
-Distinguish among facts, supported inferences and opinions (i.e. point of view)
-Develop a plan for assessing and gathering ideas/information
-Develop a plan for assessing and gathering ideas/information
-Develop a plan for assessing and gathering ideas/information
-Use/access/evaluate appropriate varied sources for gathering information (i.e. print/media
G.E. (5) -Respect, support and
and electronic)
-Use/access/evaluate appropriate varied sources for gathering information (i.e.
-Use/access/evaluate appropriate varied sources for gathering information (i.e. print/media
collaborate with others (ONGOING): print/media and electronic)
and electronic)
-Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
Demonstrate respect by choosing -Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
-Use varied organization strategies (i.e. compare/contrast, classification/sorting, etc.)
appropriate language/tone,
-Communicate ideas and information in varied oral, print and other media texts.
appreciate diversity of texts and -Communicate ideas and information in varied oral, print and other media texts.
-Communicate ideas and information in varied oral, print and other media texts.
relate to self/culture to celebrate
-Establish own goals for enhancing research skills
accomplishments/events, and -Establish own goals for enhancing research skills
-Establish own goals for enhancing research skills
cooperate and work effectively with
G.E. (4) - Enhance the clarity and artistry of communication
others in group scenarios to
G.E. (4) - Enhance the clarity and artistry of communication
G.E. (4) - Enhance the clarity and artistry of communication
revise/enhance varied texts (i.e.
-Appraise own/others’ work, orally and visually communicate/share work
peer teaching)
-Appraise own/others’ work, orally and visually communicate/share work
-Appraise own/others’ work, orally and visually communicate/share work
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar, spelling,
G.E. (2) - Comprehend and respond personally and critically to oral, print and other
Balanced Literacy All Year Long media texts
(including but not limited to Read
Aloud, Guided Reading, Shared -Use prior knowledge, comprehension strategies, textual clues, phonics/structural
Reading, Interactive Writing, Shared analysis, and references to comprehend & respond to oral/print/other media texts.
Writing, Reader’s Workshop, Writer’s
Workshop & Word Study)
-Experience various texts to construct meaning, appreciate the artistry of texts,
understand forms/genres/techniques/elements, and experiment with language.
6
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar,
spelling, capitalization and punctuation
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Present and share information by using oral/visual communication methods where
appropriate, listen/view attentively and present with a controlled voice
(pacing/gestures)
Daily Homework (Monday –
Thursday):
capitalization and punctuation
-Revise/edit, write legibly & at a pace, and attend to conventions such as grammar,
spelling, capitalization and punctuation
-Expand knowledge of language by exploring varied brainstorming strategies such as outlining,
webs, and lists
-Expand knowledge of language by exploring varied brainstorming strategies such as
outlining, webs, and lists
-Present and share information by using oral/visual communication methods where
appropriate, listen/view attentively and present with a controlled voice (pacing/gestures)
-Present and share information by using oral/visual communication methods where
appropriate, listen/view attentively and present with a controlled voice (pacing/gestures)
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Journal Writing (Revision of in-class Skills): Picture Prompts/Cartoons
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Resource: Moving up with Literacy Place//Literacy in Action
Reading Strategy/Mini-Lesson: Evaluating & Cause/Effect, Newspaper Article & Four
Corners Strategy
Reading Strategy/Mini-Lesson: Synthesizing/Combining Previously Learned Skills, Newspaper
Article & My Opinion
Reading Strategy/Mini-Lesson: Review all Skills
Writer’s Workshop: Expository Writing (Newspaper & Advertisements)
Writer’s Workshop: Expository Writing (Newspaper & Advertisements)
Working with Words: Prefixes, Similes, Idioms, & Alliteration
Working with Words; Catch Up
High Frequency and Spelling Activities: Within Words Patterns
High Frequency and Spelling Activities: Within Words Patterns
Writer’s Workshop: Review all Expository & Narrative Writing Skills
Working with Words: Review all Skills
-Journal Writing:(Revision of in-class
Skills); Current Events
High Frequency and Spelling Activities: Within Words Patterns
-Home Reading: R.A.Z. Kids/Reading
Comprehension
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing
exemplars & Exam Bank
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars &
Exam Bank
Statistics & Probability (Data Analysis & Probability)
Year-long/Ongoing Centres: Guided Reading, Reader’s Theatre, Listening, Independent
Reading, Word Work, Computer Station, Self-Selected Writing, & Book Club
Year-round P.A.T. Review using: P.A.T. guides, past P.A.T. exams, student writing exemplars &
Exam Bank
Review of ALL concepts using:
Math
Daily Math (all year long)
G.E. - Collect, display and analyze data to solve problems.
-P.A.T. guides & Past P.A.T. exams
S.O.1. - Create, label and interpret line graphs to draw conclusions.
-Mathletics/IXL?
S.O.2. - Select, justify and use appropriate methods of collecting data, including: •questionnaires, •experiments, •databases, & •electronic media
-Exam Bank
S.O.3. - Graph collected data, and analyze the graph to solve problems.
G.E. - Use experimental or theoretical probabilities to represent and solve problems involving uncertainty.
S.O.4. - Demonstrate an understanding of probability by: •identifying all possible outcomes of a probability experiment, •differentiating between experimental
and theoretical probability, •determining the theoretical probability of outcomes in a probability experiment, •determining the experimental probability of
outcomes in a probability experiment, & •comparing experimental results with the theoretical probability for an experiment
End of Unit Project
7
Week 1
Week 2
Week 3
Week 4
Week 5
September
Science
General Learning Outcomes
(Overall):
Trees & Forests
G.E.6.10. - Describe characteristics of trees and the interaction of trees with other living things in the local environment.
Week 6
Week 7
Week 8
Week 9
Week 10
October
Week 11
Sky Science
G.E.6.7. - Observe, describe and interpret the movement of objects in the sky; and identify pattern and
order in these movements.
S.O.6.10.1. - Identify reasons why trees and forests are valued. Students meeting this expectation should be aware that
forests serve as habitat for a variety of living things and are important to human needs for recreation, for raw materials and S.O.6.7.1. - Recognize that the Sun and stars emit the light by which they are seen and that most other
for a life-supporting environment.
bodies in space, including Earth's Moon, planets and their moons, comets, and asteroids, are seen by
reflected light.
S.O.6.10.2. - Describe kinds of plants and animals found living on, under and among trees; and identify how trees affect and
are affected by those living things.
S.O.6.7.2. - Describe the location and movement of individual stars and groups of stars (constellations) as
they move through the night sky.
S.O.6.10.3. - Describe the role of trees in nutrient cycles and in the production of oxygen.
S.O.6.7.3. - Recognize that the apparent movement of objects in the night sky is regular and predictable,
and explain how this apparent movement is related to Earth's rotation.
G.E.6.2. - Recognize the importance S.O.6.10.4. - Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
of accuracy in observation and
deciduous from coniferous trees.
measurement; and apply suitable
S.O.6.7.4. - Understand that the Sun should never be viewed directly, nor by use of simple telescopes or
methods to record, compile, interpret S.O.6.10.5. - Identify characteristics of at least four trees found in the local environment. Students should be familiar with at filters, and that safe viewing requires appropriate methods and safety precautions.
and evaluate observations and
least two deciduous trees and two coniferous trees. Examples should include native species, such as spruce, birch, poplar,
measurements.
and pine and cultivated species, such as elm and crab apple.
S.O.6.7.5. - Construct and use a device for plotting the apparent movement of the Sun over the course of
a day; e.g., construct and use a sundial or shadow stick.
S.O.6.10.6. - Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.
S.O.6.7.6. - Describe seasonal changes in the length of the day and night and in the angle of the Sun
G.E.6.3. - Design and carry out an
S.O.6.10.7. - Interpret the growth pattern of a young tree, distinguishing this year's growth from that of the previous year and above the horizon.
investigation of a practical problem, from the year before that. Students meeting this expectation should recognize differences in colouration and texture of new
and develop a possible solution.
growth and old growth, and locate scars that separate old and new growth.
S.O.6.7.7. - Recognize that the Moon's phases are regular and predictable, and describe the cycle of its
phases.
S.O.6.10.8. - Identify human uses of forests, and compare modern and historical patterns of use.
S.O.6.7.8. - Illustrate the phases of the Moon in drawings and by using improvised models. An improvised
model might involve such things as a table lamp and a sponge ball.
S.O.6.10.9. - Identify human actions that enhance or threaten the existence of forests.
S.O.6.7.9. - Recognize that the other eight known planets, which revolve around the Sun, have
characteristics and surface conditions that are different from Earth; and identify examples of those
differences.
Student Project & End of Unit Test
S.O.6.7.10 - Recognize that not only Earth, but other planets, have moons; and identify examples of
similarities and differences in the characteristics of those moons.
S.O.6.7.11 - Identify technologies and procedures by which knowledge, about planets and other objects in
the night sky, has been gathered.
S.O.6.7.12 - Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a
tiny part of the known universe.
Student Project & End of Unit Test
8
Week 13
November
G.E.6.1. - Design and carry out an
investigation in which variables are
identified and controlled, and that
provides a fair test of the question
being investigated.
S.O.6.10.10. - Identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that
might be taken.
Week 12
Evidence & Investigation
G.E.6.8. - Apply observation and inference skills to
recognize and interpret patterns and to distinguish a
specific pattern from a group of similar patterns.
G.E.6.9. - Apply knowledge of the properties and
interactions of materials to the investigation and
identification of a material sample.
S.O.6.9.1. - Recognize evidence of recent human
activity, and recognize evidence of animal activity in
a natural outdoor setting.
S.O.6.9.2. - Observe a set of footprints, and infer the
direction and speed of travel.
S.O.6.9.3. - Recognize that evidence found at the
scene of an activity may have unique characteristics
that allow an investigator to make inferences about
the participants and the nature of the activity, and
give examples of how specific evidence may be
used.
S.O.6.9.4. - Investigate evidence and link it to a
possible source; e.g., by: •classifying footprints, tire
prints and soil samples from a variety of locations,
•analyzing the ink from different pens, using paper
chromatography, •analyzing handwriting samples to
identify the handwriting of a specific person,
•comparing samples of fabric, & •classifying
fingerprints collected from a variety of surfaces
Social Studies
Mapping Skills (World & Historical Maps)
Citizens Participating in Decision Making
Citizens Participating in Decision Making
Citizens Participating in Decision Making
Benchmark Skills/Processes:
S.O.6.1.3. - Analyze how the democratic ideals of equity and fairness have influenced
S.O.6.1.5. - Analyze the structure and functions of Alberta's provincial government by exploring and
legislation in Canada over time by exploring and reflecting upon the following questions and reflecting upon the following questions and issues:
•Cooperation, Conflict Resolution and
issues:
G.E.6.1. - Students will demonstrate an understanding and appreciation of the dynamic
Consensus Building: demonstrate the skills of
•How is the provincial government structured?
relationship between governments and citizens as they engage in the democratic process.
compromise in order to reach group
•How does the Canadian Charter of Rights and Freedoms protect the individual rights and
consensus
freedoms of all Canadians?
•What is the role and status of the Lieutenant Governor within the provincial government?
S.O.6.1.1. - Recognize how individuals and governments interact and bring about change
•Age-appropriate behaviour for Social
within their local and national communities:
•What are the responsibilities of the provincial government (i.e., laws, taxes, services)?
•How does the Canadian Charter of Rights and Freedoms protect collective rights in
Involvement: demonstrate commitment to
the well-being of the community by drawing
Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)?
•recognize and respect the democratic rights of all citizens in Canada
attention to situations of injustice where
•How are representatives chosen at the provincial level of government (i.e., electoral process)?
action is needed
•How did the Treaty of La Grande Paix de Montréal address collective identity and
•value the role of the Canadian Charter of Rights and Freedoms in protecting individual
collective rights?
•What are the differences between the responsibilities of a Member of the Legislative Assembly
and collective rights and freedoms
•Decision-Making and Problem Solving:
(MLA) and a cabinet minister?
Propose and apply new ideas, strategies
and opinions, supported by facts and
•recognize the influence of historical events and legislation on democratic decision making •How do the Treaty of La Grande Paix de Montréal and the Canadian Charter of Rights and
reasons, to contribute to decision making
Freedoms compare in the way that each addresses individual and collective identity and
S.O.6.1.6. - Analyze how individuals, groups and associations within a community impact decision
in Canada
and problem solving.
collective rights?
making of local and provincial governments by exploring and reflecting upon the following
questions and issues:
•value citizens' participation in a democratic society
•Oral, Written and Visual Literacy: Express
•Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian
opinions and present perspectives and
Constitution?
•How can individuals, groups and associations within a community participate in the decisioninformation in a variety of forms, such as oral •value the contributions of elected representatives in the democratic process
making process regarding current events or issues (i.e., lobbying, petitioning, organizing and
or written presentations, speeches or
debates
S.O.6.1.4. – Analyze the structure and functions of local governments in Alberta by exploring attending local meetings and rallies, contacting elected representatives)?
S.O.6.1.2. - Demonstrate an understanding of the fundamental principles of democracy by
and reflecting upon the following questions and issues:
exploring and reflecting upon the following questions and issues:
•How do associations such as the Association canadienne-française de l'Alberta (ACFA), the Métis
•How are representatives chosen to form a local government (i.e., electoral process)?
Nation of Alberta Association (MNAA) and the First Nations Authorities (FNA) provide their members
•What is democracy (i.e., justice, equity, freedoms, representation, etc.)?
with a voice, at local and provincial levels, exercising historical and constitutional rights?
•What are the responsibilities of local governments (i.e., bylaws, taxes, services)?
•What are the similarities and differences between direct and representative democracy?
•In what ways do elected officials demonstrate their accountability to the electorate (e.g.,
•How are local governments structured differently in rural and urban settings?
respond to constituents, participate in local events, represent and express in government meetings
•What are the rights and responsibilities of citizens living in a representative democracy?
the concerns of constituents)?
•How does Canada's justice system help protect your democratic and constitutional rights? •What role is played by school boards (i.e., public, separate, Francophone) within local
communities?
Student individual or group research is presented to the class.
Student individual or group research is presented to the class.
Student individual or group research is presented to the class.
Physical Education (P.E.)
Fitness, Cooperative Games, & Team Handball
Fitness & Volleyball
Fitness & Basketball
Fine Arts
Reflection: Artist Study of Greek/Iroquois Artwork/Artists & Drawing Skills
Depiction: Drawing
Depiction: Drawing
Health
-Character Education: 7 Habits of
Happy Kids (Covey)
Life Learning Choices – Learning Strategies: Personal Management/Study Skills/Goal-Setting Life Learning Choices – Life Roles & Career Development: Job Roles/Career Research Project
1st
Habit: Be Proactive
2nd
Habit: Begin with the End in Mind
3rd Habit: Put First Things First
Islamic Studies
Unit C: Al-Qur’an
Unit C: Al-Qur’an
Unit D: Prophet Muhammad Calls for Peace
Arabic
•Develop the ability to communicate in a simple way.
•Develop the ability to communicate in a simple way.
•Develop the ability to communicate in a simple way.
•Establish rules to assess their goals
•Establish rules to assess their goals
•Establish rules to assess their goals
•Build a good word vocabulary to increase communication
•Build a good word vocabulary to increase communication
•Build a good word vocabulary to increase communication
•Apply the proper skills of listening and spoken language to everyday reading and writing.. •Apply the proper skills of listening and spoken language to everyday reading and writing..
9
Life Learning Choices – Volunteerism: Bottle Collection/Community Cleanup
•Apply the proper skills of listening and spoken language to everyday reading and writing..
Week 14
Week 15
Week 16
December
Science
Week 17
Week 18
Week 19
Week 20
Week 21
January
Week 22
Week 23
February
Evidence & Investigation
Air & Aerodynamics
Flight
G.E.6.5. - Describe properties of air and the interactions of air with objects in flight.
General Learning Outcomes
(Overall):
Student Project & End of Unit Test
S.O.6.5.1. - Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications.
G.E.6.1. - Design and carry out an
investigation in which variables are
identified and controlled, and that
provides a fair test of the question
being investigated.
S.O.6.5.2. - Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications.
S.O.6.5.3. - Describe and demonstrate instances in which air movement across a surface results in lift; Bernoulli's principle.
S.O.6.5.4. - Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of gravity.
S.O.6.5.5. - Identify adaptations that enable birds and insects to fly.
G.E.6.2. - Recognize the importance
of accuracy in observation and
measurement; and apply suitable
methods to record, compile,
interpret and evaluate observations
and measurements.
S.O.6.5.6. - Describe the means of propulsion for flying animals and for aircraft.
S.O.6.5.7. - Recognize that streamlining reduces drag, and predict the effects of specific design changes on the drag of a model aircraft or aircraft components.
S.O.6.5.8. - Recognize that air is composed of different gases, and identify evidence for different gases. Example evidence might include: effects on flames, the "using
up" of a particular gas by burning or rusting, animal needs for air exchange.
Student Project & End of Unit Test
G.E.6.3. - Design and carry out an
investigation of a practical problem,
and develop a possible solution.
Social Studies
Mapping Skills (World & Historical Maps)
Historical Models of Democracy: Ancient Athens
Historical Models of Democracy: Iroquois Confederacy
Historical Models of Democracy: Ancient Athens
Benchmark Skills/Processes:
•Cooperation, Conflict Resolution
G.E.6.2. - Students will demonstrate an understanding and appreciation of the democratic
and Consensus Building:
principles exemplified by ancient Athens and the Iroquois Confederacy.
demonstrate the skills of compromise
in order to reach group consensus
S.O.6.2.1. - Appreciate the relationship between the values of a society and the model of
government adopted within a society
•Age-appropriate behaviour for
Social Involvement: demonstrate
S.O.6.2.2. - Value the role of participation by citizens in diverse democratic societies
commitment to the well-being of the
community by drawing attention to
situations of injustice where action is
needed
Students will learn to express a point of view orally and as a formal or informal essay.
•Decision-Making and Problem
Solving: Propose and apply new
ideas, strategies and opinions,
supported by facts and reasons, to
contribute to decision making and
problem solving.
G.E.6.2. - Students will demonstrate an understanding and appreciation of the democratic
principles exemplified by ancient Athens and the Iroquois Confederacy.
S.O.6.2.3. - Analyze the structure and functions of the democratic system in ancient Athens byS.O.6.2.1. - Appreciate the relationship between the values of a society and the model of
exploring and reflecting upon the following questions and issues:
government adopted within a society
•How was the government of ancient Athens structured?
10
S.O.6.2.2. - Value the role of participation by citizens in diverse democratic societies
•How did the structure of the government in ancient Athens provide opportunities for citizens
to participate in decision making?
Students will learn to express a point of view orally and as a formal or informal essay.
•How did identity, status and class structure impact citizenship in ancient Athens?
•How did the social structure of ancient Athens impact its political structure?
•To what extent were democratic ideals of equity and fairness part of the structure of
government and society in ancient Athens?
Students will learn to express a point of view orally and as a formal or informal essay.
•Oral, Written and Visual Literacy:
G.E.6.2. - Students will demonstrate an understanding and appreciation of the democratic
principles exemplified by ancient Athens and the Iroquois Confederacy.
Student present projects on a theme.
Express opinions and present
perspectives and information in a
variety of forms, such as oral or
written presentations, speeches or
debates
Physical Education (P.E.)
Health
Fitness
Fitness
Fitness
Badminton
Floor Hockey
Tchoukball
Relationship Choices – Understanding & Expressing Feelings: Expressions/Emojis
Relationship Choices – Interactions: Empathy & Healthy Relationships
Relationship Choices – Group Roles/Processes: Social Influences/Consensus-building Process
4th
Fine Arts
11
Habit: Think Win-Win
5th
Habit: Seek First to Understand, Then be Understood
6th Habit: Synergize
Depiction
Composition
Composition
Painting
Painting
Painting
Islamic Studies
Unit D: Prophet Muhammad Calls for Peace
Unit E: Prayer is Light
Unit E: Prayer is Light
Arabic
- Write a short paragraph using questions and answers.
- Write a short paragraph using questions and answers.
- Write a short paragraph using questions and answers.
-Learn the types of Sentences, filya and ismiya…etc
-Learn the types of Sentences, filya and ismiya…etc
-Learn the types of Sentences, filya and ismiya…etc
- Learn the different types of al jomla l ismya ‫اال سم ية م لةال ج‬
- Learn the different types of al jomla l ismya ‫اال سم ية ال جم لة‬
- Learn the different types of al jomla l ismya ‫اال سم ية ال جم لة‬
. Use proper comprehension and grammar
. Use proper comprehension and grammar
. Use proper comprehension and grammar
-Use tharf al zaman w tharf al makan accurately in a sentence.
-Use tharf al zaman w tharf al makan accurately in a sentence.
-Use tharf al zaman w tharf al makan accurately in a sentence.
‫ال م كان و ال زمان ظرف‬
‫ال م كان و ال زمان ظرف‬
‫ال م كان و ال زمان ظرف‬
- Answer comprehension questions after listening to a story-text.
- Answer comprehension questions after listening to a story-text.
- Answer comprehension questions after listening to a story-text.
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
March
Science
Week 30
Week 31
Week 32
April
Flight
Week 33
Week 34
May
Review of ALL major concepts using:
-P.A.T. guides, Past P.A.T. exams, and Exam Bank
General Learning Outcomes
(Overall):
G.E.6.6. – Construct devices that move through air, and identify adaptations for controlling flight.
S.0.6.6.1. - Conduct tests of a model parachute design, and identify design changes to improve the effectiveness of the design.
G.E.6.1. - Design and carry out an
investigation in which variables are
identified and controlled, and that
provides a fair test of the question
being investigated.
S.0.6.6.2. - Describe the design of a hot-air balloon and the principles by which its rising and falling are controlled.
S.0.6.6.3. - Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a desired way;
e.g., fly in a loop, turn to the right.
S.0.6.6.4. - Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces.
G.E.6.2. - Recognize the importance S.0.6.6.5. - Apply appropriate vocabulary in referring to control surfaces and major components of an aircraft. This vocabulary
of accuracy in observation and
should include: wing, fuselage, vertical and horizontal stabilizers, elevators, ailerons, & rudder.
measurement; and apply suitable
methods to record, compile, interpretS.0.6.6.6. - Construct and test propellers and other devices for propelling a model aircraft.
and evaluate observations and
measurements.
S.0.6.6.7. - Describe differences in design between aircraft and spacecraft, and identify reasons for the design differences.
G.E.6.3. - Design and carry out an
investigation of a practical problem,
and develop a possible solution.
Social Studies
Student Project & End of Unit Test
Historical Models of Democracy: Iroquois Confederacy
Review of ALL major concepts using:
Current and Local Events
Benchmark Skills/Processes:
G.E.6.2. - Students will demonstrate an understanding and appreciation of the democratic
principles exemplified by ancient Athens and the Iroquois Confederacy.
•Cooperation, Conflict Resolution
and Consensus Building: demonstrate S.O.6.2.4. - Analyze the structure and functions of the Iroquois Confederacy by exploring and
reflecting upon the following questions and issues:
the skills of compromise in order to
reach group consensus
•How was the Iroquois Confederacy structured?
•Age-appropriate behaviour for
•What was the role and status of women within the Iroquois Confederacy?
Social Involvement: demonstrate
commitment to the well-being of the
community by drawing attention to •What are the advantages and disadvantages of consensus as a decision-making model for
situations of injustice where action is government?
needed
•How did the Six Nations use the consensus-building process?
•Decision-Making and Problem
Solving: Propose and apply new
•How did the Wampum Belt address collective identity?
ideas, strategies and opinions,
supported by facts and reasons, to •How did the social structure of the Iroquois Confederacy impact its political structure?
contribute to decision making and
•To what extent did the decision-making process within the Iroquois Confederacy reflect
12
Express viewpoints on quality of life and social issues
-P.A.T. guides, past P.A.T. exams & Exam Bank
Week 35
problem solving.
democratic ideals of equity and fairness?
•Oral, Written and Visual Literacy:
Express opinions and present
perspectives and information in a
variety of forms, such as oral or
written presentations, speeches or
debates
Students will learn to express a point of view orally and as a formal or informal essay.
Student present projects on a theme.
Physical Education (P.E.)
Fitness
Fitness
Fitness
Gymnastics
Soccer (Indoor/Outdoor)
Track and Field
Skipping/Rhythmic
Health
Wellness Choices – Personal Health: Personal Fitness/Body Image
7th
Fine Arts
Habit: Sharpen the Saw
Swimming?
Wellness Choices – Personal Health: Benefits & Risks to Overall Health
7th
Habit: Sharpen the Saw
7th Habit: Sharpen the Saw
Composition
Expression
Expression
Print Making
Sculpture
Fabric Arts
Islamic Studies
Unit E: Prayer is Light
Unit B: Faith and Miracles: Story of Prophet Musa
Unit B: Faith and Miracles: Story of Prophet Musa
Arabic
- learn about the adjective and how to use it.
- learn about the adjective and how to use it.
-Identify main ideas and details in text.
-learn about the five nouns ‫ال خم سة ااأل سماء‬
-learn about the five nouns ‫ال خم سة ااأل سماء‬
- Conjugate the verb in past tense and present/ future tense.
-Identify main ideas and details in text.
- Present a story or a poem.
- Conjugate the verb in past tense and present/ future tense.
-Use phonic knowledge and skills in spelling.
- Present a story or a poem.
-Use phonic knowledge and skills in spelling.
13
Wellness Choices – Safety & Responsibility: Health & Safety Practices
Week 36
Week 37
June
Technology-Integration
Review all skills learned in the year
(Cross-Curricular)
English Language Arts
Journal Writing
Reading Strategy: Visualizing
Math
Review of ALL major concepts using:
-P.A.T. guides, past P.A.T. exams & Exam Bank
Daily Math all year long
Science
Review of ALL major concepts using:
-P.A.T. guides, past P.A.T. exams & Exam Bank
Social Studies
Review of ALL major concepts using:
-P.A.T. guides, past P.A.T. exams & Exam Bank
P.E. & Health
Fitness
Yoga
Fine Arts
Expression
Drawing and Painting
Islamic Studies
Unit A: The Wonderful Unseen World
Arabic
-Identify main ideas and details in text.
- Conjugate the verb in past tense and present/ future tense.
- Present a story or a poem.
-Use phonic knowledge and skills in spelling.
Core Subject Resources:
L.A.:
LLI (Levelled Literacy Intervention)
14
Week 38
Literacy in Action
Empowering Writers
Reading Online Program (RAZ Kids?)
Math:
Pearson’s Math Makes Sense Textbook, TG, & Practice Workbooks
Math online program (Mathletics/IXL?)
Science:
EPS Teacher’s Resource
EPS Student Workbook?
Social Studies:
Pearson’s Voices of Democracy 6
Summaries of Critical Challenges: http://www.learnalberta.ca/content/ssocirm/html/summariesoftheccs/index.htm?grade=6
15