Thematic Unit by Tamara Hancock
Why Should
I Wear
a Poppy?
An Integrated Thematic Unit on
War and Remembrance for Grade 6
English Language Arts, Social Studies, and Art
Estimated Duration of Unit: 5 Weeks
Created and Written by Tamara Hancock
hancock.classroom@gmail.com
Fall 2010
Updated September 2011
This resource is freely shared by the author whose only
request is that she receives acknowledgement for all
quotations from and/or use of the resource.
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Thematic Unit by Tamara Hancock
Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 1: Table of Contents
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Thematic Unit by Tamara Hancock
Table of Contents
Section 1: Table of Contents ................................................................................................................................................................ 1
Section 2: Conceptual Map .................................................................................................................................................................. 4
Integrated Thematic Unit Outcomes ......................................................................................................................................... 5
Section 3: Introduction ......................................................................................................................................................................... 6
Context ..................................................................................................................................................................................... 7
Rationale .................................................................................................................................................................................. 8
October 2010 Calendar Outline ................................................................................................................................................ 9
November 2010 Calendar Outline .......................................................................................................................................... 10
An Overview of the Selection of Lesson Plan Instructional Strategies and Activities ............................................................... 11
An Overview of Assessment ................................................................................................................................................... 13
Section 4: Lesson Plans..................................................................................................................................................................... 15
Lesson Plan 1 (Introduction to the unit) .................................................................................................................................. 16
Lesson Plan 2 (What is War) .................................................................................................................................................. 18
Lesson Plan 3 (World War 1) .................................................................................................................................................. 20
Lesson Plan 4 (A Bear in War) ............................................................................................................................................... 23
Lesson Plan 5 (World War II) .................................................................................................................................................. 25
Lesson Plan 6 (Poetry) ........................................................................................................................................................... 28
Lesson Plan 7 (Speaking Club – Poetry) ................................................................................................................................ 30
Lesson Plan 8 (When the Spirits Dance) ................................................................................................................................ 32
Lesson Plan 9 (Aurora Borealis Art Lesson) ........................................................................................................................... 35
Lesson Plan 10 (Aboriginal Contributions to War Efforts) ....................................................................................................... 39
Lesson Plan 11(Wapos Bay: Something to Remember) ......................................................................................................... 44
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Thematic Unit by Tamara Hancock
Lesson Plan 12 (Listening Activity – Music) ............................................................................................................................ 46
Lesson Plan 13 (The Unknown Soldier Meets John McCrae) ................................................................................................. 48
Lesson Plan 14 (Guest Speaker/C.F.B. Shilo Presentation) ................................................................................................... 51
Lesson Plan 15 (The Flowers of Remembrance) .................................................................................................................... 54
Lesson Plan 16 (Highway of Heroes) ..................................................................................................................................... 57
Lesson Plan 17 (What is Peace?)........................................................................................................................................... 59
Section 5: Assessment Tools ............................................................................................................................................................. 62
Assessment Tool: Writer’s Workshop Rubric .......................................................................................................................... 63
Assessment Tool: Speaking Club Rubric ................................................................................................................................ 64
Assessment Tool: Aurora Borealis Art Project Rubric ............................................................................................................ 65
Assessment Tool: Viewing Exercise Student Reflection Sheet ............................................................................................... 66
Assessment Tool: Listening Exercise Student Reflection Sheet ............................................................................................. 67
Assessment Tool: Student Self-Assessment: Looking at my Learning .................................................................................... 68
Assessment Tool: Portfolio Tracking Sheet ............................................................................................................................ 69
Section 6: Literature Circle ................................................................................................................................................................. 70
Literature Circles: Instructions, Self-Reflection and Peer-Evaluation Forms ........................................................................... 71
Section 7: Resources ......................................................................................................................................................................... 72
Resources: Books .................................................................................................................................................................. 73
Resources: Video ................................................................................................................................................................... 73
Resources: Websites.............................................................................................................................................................. 74
Resources: CD ....................................................................................................................................................................... 74
Resources: Miscellaneous (Non-Specific) .............................................................................................................................. 74
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Thematic Unit by Tamara Hancock
Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 2: Conceptual Map
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Thematic Unit by Tamara Hancock
Integrated Thematic Unit Outcomes
Grade 6
English
Language
Arts
Grade 6
Social
Studies
Grade 6
Art
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover
own interpretations
1.2.1 Develop understanding – reflect on prior knowledge and experiences to arrive at new understanding
1.2.3 Combine ideas – search for ways to reorganize ideas and information to extend understanding
2.1.1 Prior knowledge – seek connections between previous experiences, prior knowledge, and a variety of texts
2.2.2 Connect self, texts, and culture – discuss own and others’ understanding of various places and times as portrayed in
oral, literary, and media texts [including texts about Canada or Canadian writers]
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video
presentations, readers’ theatre] to communicate and demonstrate understanding of forms and techniques
3.1.2 Ask question – formulate relevant questions to focus information needs for an inquiry
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and inquiry or research
projects using templates or pre-established organizers
4.4.2 Effective oral communication – use appropriate volume, phrasing, intonation, non-verbal cues [such as body language,
facial expression…], and presentation space to enhance communication
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing
main idea and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
5.2.2 Work in groups – select and assume role to assist in the achievement of group goals; engage in ongoing feedback
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts.
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war efforts.
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars.
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and
communities.
6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian individuals and
communities.
6-KG-043 Give examples of Canada’s involvement in world conflict since 1945.
Visual Art
A-C1 Students generate and use ideas from a variety of sources for creating art.
A-C2 Students develop original artworks, creatively integrating ideas and art elements, principles, and media
A-V1 Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts
A-L1
Students demonstrate understanding of the elements and principles of artistic design in a variety of contexts.
Drama
DR-C2 Students creatively integrate ideas, elements, and forms in developing drama.
DR-C3 Students perform and share their own and others' drama.
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Thematic Unit by Tamara Hancock
Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 3: Introduction
Context, Rationale, Calendar Outline,
Overview of Instructional Strategies, and
Overview of Assessment
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Thematic Unit by Tamara Hancock
Context
This unit is intended for a grade 6 classroom (could also be used in a grade 5/6 multilevel classroom). The aim is to help
students understand and appreciate the reasons why we should wear a poppy for Remembrance Day.
Students will be participating in Literature Circles while this unit is being completed. Students will be reading books that
pertain to people and families who lived during the war time era. Where possible, groups will consist of two to four students. The
teacher will provide a book talk on each novel to be included and students will be allowed to pick their top three preferred books.
There will be a variety of reading levels present, and if student’s choices do not accommodate student reading levels, then the
teacher will assign novels with an explanation of why that novel has been chosen for that student. Literature Circles will take place
during the first 20 minutes of the day. A mark will be incorporated into the final grade for the unit.
The teacher will read Code Talker: A Novel about the Navajo Marines of World War Two by Joseph Bruchac aloud in the
class after lunch to allow for transition time between free time (lunch) and academic time (Note: This book is also available in audio
format). There is a Scholastic Literature Circle Discussion Guide (based on Bloom’s Taxonomy) available online which may be used
to encourage thinking and discussion about the readings. Please note that while this book does not deal with Canadian contributions
to the war effort it is still a worthwhile read and it related to the topic at hand as there were Canadian Cree Code Talkers at work on
behalf of Canada during the Second World War in Germany. This book will be read when time allows (may not be each day).
Students will be asked to actively show they are listening but there will be no final mark as part of the unit from this teacher readaloud.
This unit will take approximately five weeks to complete. In will start in October so that students are familiar with what
Remembrance Day is and why we should wear a poppy prior to participating in the school’s Remembrance Day service on the last
school day prior to Remembrance Day. It will end just after Remembrance Day. An additional two day have been allotted to allow
students to put together their portfolios and/or complete final copies if there is a shortage of available computers.
Both the English Language Arts classes and Social Studies classes will be used for this unit. I estimate an hour of English
language arts instruction a day (not including the Literature Circle time) and 30-45 minutes a day for Social Studies instruction.
However, I do not plan on using all Social Studies classes for this unit, only those classes that coincide with topics and material
covered in English Language Arts which will give the students a deeper understanding of concepts. Please see the attached
calendars for October and November 2010 for a tentative scheduling of classes and topics.
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Thematic Unit by Tamara Hancock
Students will complete a portfolio to showcase their learning at the end of this unit. Some selection for the portfolio will be
mandatory while others will be examples of what the student thinks is their best work. Each student will be given a copy of a Portfolio
Tracking Sheet at the beginning of the unit so they can follow along. A second copy of the Portfolio Tracking Sheet will be placed in
their portfolios upon submission.
Rationale
This unit is designed for a grade 6 classroom. Although I am not teaching in this grade area this term, I taught in a grade 5/6
multilevel class for my first placement in the fall 2008. During my placement, the class undertook a large Remembrance Day unit. I
have taken some inspiration from that unit but have set forth to create my own unit. Although I am not teaching this unit this
placement, I have set it up to roughly accommodate the student teaching placement of fall 2010.
As Remembrance Day is an important event each year, I thought that creating a unit that I could either teach in whole or
borrow from to teach in pieces would be appropriate. As well, Remembrance Day has special meaning to my family and I as my
husband is a two time veteran of the conflict in Afghanistan. The grade 6 Social Studies curriculum provides a basis for doing a
study into the reasons why we wear a poppy as the second and third clusters involve some outcomes focused around Remembrance
Day and Canada’s contributions to war and world conflicts since World War I to the present day.
Students will expand their existing knowledge about Canada’s contributions to world conflicts since 1914. They will read a
variety of different materials (e.g., informational sheets, poems, novels) over the course of this unit and will have opportunities to view
images and videos as well as listen to a presentation by the Canadian Armed Forces on their current mission to Afghanistan (in this
area it would be a presentation by CFB Shilo). Students will also have the opportunity to engage in art projects related to the theme
such as display items for the school’s Remembrance Day service and an oil pastel project to accompany the book When the Spirits
Dance by Larry Loyie.
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Thematic Unit by Tamara Hancock
October 2010 Calendar Outline
Sunday
10
Monday
Tuesday
24
Thursday
Friday
11
12
13
14
15
START UNIT
What is War?
WWI images –
ELA
A Bear in War –
ELA
A Bear In War –
ELA
WWI reading –
Social Studies
WWI reading –
Social Studies
WWI –
Feelings/Sights/
Sounds – Social
Studies
Why Wear a
Poppy?
17
Wednesday
18
19
20
21
22
Poetry Writing
Centers – ELA
Poetry Writing
Centers – ELA
Speaking Club (1/2
class) – ELA
Speaking club (1/2
class) – ELA
No School Day
WWII reading –
Social Studies
WWII reading –
Social Studies
WWII reading –
Social Studies
WWI vs WWII
trifold – Social
Studies
Teacher
Professional
Development
25
26
When the Spirits
Dance Ch. 1 – ELA
When the Spirits
Dance Ch. 2 – ELA
27
When the Spirits
Dance Ch. 3 – ELA
28
When the Spirits
Dance Ch. 3 – ELA
Aboriginal
Contributions (PDF
from Indian &
Northern Affairs) –
Social Studies
Aboriginal
Veterans Summary
writing – Social
Studies
Aboriginal
Veterans Sharing
Circle
presentations (1/2
class) – Social
Studies
Aboriginal
Veterans Sharing
Circle
presentations (1/2
class) – Social
Studies
29 PM - Halloween
Time to work on
Representing
Projects and/or
final copies - ELA
31
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When the Spirits
Dance/aurora
borealis - Art
Saturday
16
23
30
Thematic Unit by Tamara Hancock
November 2010 Calendar Outline
Sunday
7
Monday
Tuesday
Wednesday
Thursday
Friday
1
Time to work on
Representing
Projects and/or
final copies - ELA
2
3
4
5
Listening Activity –
music reflection –
ELA
Unknown Soldier
and John McCrae
– who were they? ELA
Unknown Soldier
and John McCrae
– write scenes and
practice - ELA
Unknown Soldier
and John McCrae performances
Wapos Bay:
Something to
Remember video –
Social Studies
Wapos Bay:
Something to
Remember video –
Social Studies
8
9
11
CFB Shilo
presentation on
current roles of
military/
Afghanistan
mission
- ELA and Social
Studies
The Flowers of
Remembrance –
ELA
10
School
Remembrance
Day Service
12
What is peace/
Sadako and the
100 paper cranes –
ELA
Making Origami
poppies - Art
Remembrance
Day
No School
Highway of Heroes
- ELA
Saturday
6
13
Origami cranes
with messages of
peace – Art
END UNIT
14
15
16
Time to finish final
copies and put
together portfolios
Time to finish final
copies and put
together portfolios
17
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18
19
Parent- Teacher
Interviews
No School
Parent- Teacher
Interviews
No School
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Thematic Unit by Tamara Hancock
An Overview of the Selection of Lesson Plan Instructional Strategies and Activities
This unit plan incorporates a wide variety of instructional strategies with the intent of keeping students engaged throughout
the estimated five week duration of the unit. The Six Language Arts (reading, writing, listening, viewing, speaking, representing)
have been taken into consideration when planning and selecting the Instructional Strategies utilized in this unit, which help offer a
variety of activities for the students to complete. As the unit is long in length and covers a variety of topics to meet outcomes related
to both the English Language Arts and Social Studies curricula, lessons are planned to address different strategies and resources
daily. The Art outcomes add more variety to the activities and allow for more varied instruction.
The lessons for this unit plan have been written in an Activating, Acquiring, and Applying strategies format. Rather than
detailing only a few strategies, all lesson plans for this unit have been created in full. Flexible grouping is listed within the strategies
on each lesson plan and over the course of this unit students will have many opportunities to work individually, in pairs, in small
groups, and as a whole class.
Some activities included in this unit plan as Activating strategies include but are not limited to:
 admit slip about what a poppy is, why we wear it, questions student may have
 viewing and labeling maps to identify were the wars took place
 teacher read aloud of poetry
 defining terms like “war”, “ancestor”, and “appreciation”
 determining “Very Important Points” in a short reading of material related to topic to be covered
 viewing images and listing thoughts/feelings/emotions
 taking a poll
 think-pair-share of what is peace
Some activities included in this unit plan as Acquiring strategies include but are not limited to:
 whole group discussions
 viewing images of WWI, WWII, Aurora Borealis
 working in small groups at “centers”
 viewing a movie
 a presentation by a soldier
 listening to songs
 reading material and answering questions
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Thematic Unit by Tamara Hancock
Some activities included in this unit plan as Applying strategies include but are not limited to:
 exit slip about what a poppy is and why it is wore for Remembrance Day
 various writing exercises that summarize learning
 “Speaking Club” poetry recital
 a Sharing Circle style presentation of material
 creating art – Aurora Borealis, origami
 skits
 summary and reflection of presentation
Please see the detailed lesson plans contained in this unit for activity and strategy details.
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Thematic Unit by Tamara Hancock
An Overview of Assessment
During this unit, students will be participating in Literature Circles, reading novels that have a war and/or remembrance
theme. Students will complete peer evaluations of each group member as well as a self-evaluation at the end of each meeting of
their group. For more information about the Literature Circles, please refer the Literature Circle section of this unit plan.
At the end of this unit, items will be incorporated into a portfolio to showcase the individual student’s learning. Some of the
selections to be included in this portfolio will be student selected, allowing the student to highlight work samples they are most proud
of. Some items will be teacher selected. As this unit comes to an end the same week as Parent-Teacher Interviews, the final
portfolios can be shown during the conferences as a package of the student’s work and accomplishments during the first few months
of the school year.
Each student will receive a copy of the “Portfolio Tracking Sheet” at the start of their unit. This will be kept in their binders so
that students can follow along with assignments, keep track of what they have done and what they still need to do, and see the
overall picture of assignments for the unit. When students compile their assignments for their final portfolio, students will be given a
new copy of the tracking sheet to include with their portfolio. This allows the teacher to acknowledge the inclusion of all components
or to identify any missing components.
Whenever possible, students will be marked against rubrics that will be used throughout the school year. Samples of such
rubrics have been included at the end of this unit. Students should already be familiar with these rubrics prior to the start of this unit
and will thus be aware of what is expected.
The “Writer’s Workshop” rubric will be used to mark written assignments.
The “Speaking Club” rubric will be used to mark students when they are presenting their work. During most speaking
exercises, students will evaluate their peers, marking each student during their presentation. When this occurs, an average mark will
be assigned to the presenter from the peer evaluations. The teacher will provide a separate evaluation using the same rubric. This
allows students to contribute to the marking process and to evaluate the traits of a good speaking presentation. The “Speaking Club”
rubric consists of 20 marks, 15 of which are pre-established and five of which will be selected by the class prior to the
commencement of the speaking exercise as a trait that the class wishes to focus on (e.g., tempo, fluency). By allowing students to
select some of the criteria, the criteria become more personalized. An exception to the peer marking will occur when the students
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Thematic Unit by Tamara Hancock
present in a Sharing Circle style presentation, in which students will be showing respect to the speaker by actively and silently
listening to each presenter as one would during an Aboriginal Sharing Circle.
Often, in the lesson plans, it will be noted that Anecdotal Records of appropriate (or errors of appropriate) listening and
viewing behaviours and participation in group activities will be recorded. This can be done on a simple recording sheet, one sheet
per student. As part of the opening of the classroom for the school year in September, expectations will be identified and agreed
upon by the classroom. Expectations will be posted in the classroom and can be referred back to when necessary to ensure that all
students are aware of appropriate behaviours. By the time that this unit starts in mid-October, it is hoped that these expectations will
be second-nature to the students. The Anecdotal Records can be used to aid in the writing of report cards, a process which will likely
take place during this unit.
Upon the completion of this unit, students will be given time to reflect on their learning. Students will be given a self-reflection
sheet which is based on similar reflection sheets found in the Hands-On Science documents. This reflection will be included in their
portfolio.
Samples of rubrics and reflections can be found in the Assessment section of this unit plan.
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Thematic Unit by Tamara Hancock
Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 4: Lesson Plans
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Thematic Unit by Tamara Hancock
Lesson Plan 1 (Introduction to the unit)
Outcomes Addressed:
ELA:
2.1.1 Prior knowledge – seek connections between previous experiences, prior knowledge, and a variety of texts
3.1.2 Ask question – formulate relevant questions to focus information needs for an inquiry
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
Students will be shown a poppy (the kind worn for Remembrance Day). If possible, several poppies will be shown and passed
around for students to view and touch (Note: Sharp point on pin should be taped to avoid student injuries). The teacher will explain
that the class will be spending the next several weeks learning about why we should wear a poppy for Remembrance Day. A short
classroom discussion can be held on why to wear a poppy, what it means to wear a poppy, where one can purchase a poppy, and
other related topics.
Students will write a brief “Admit Slip” on a slip of paper, which will be turned in to the teacher at the end of the class. On the slip,
students will write about what a poppy is, when we wear it, and at least one question that the student has about the poppy or why we
wear one for Remembrance Day.
Acquiring:
Following a brief reminder/discussion of appropriate ways to show that you are an attentive listener, the teacher will read aloud to the
class the poem “Why Wear a Poppy?” by Don Crawford. Students will be given a moment to write down any thoughts they have
about the poem on a piece of paper. Students will then be grouped into small groups (approximately three students) to share
thoughts and will be asked to add to their own thoughts. After several minutes for small group discussion, the whole class will
participate in a discussion about the poem. Students may refer to their own notes during the discussion.
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Thematic Unit by Tamara Hancock
Applying:
Students will write an “Exit Slip” on the backside of their “Admit Slip” about why they think they should wear a poppy for
Remembrance Day and what it means to the families of veterans or to veterans themselves.
Assessment:
Students will write and hand-in Admit and Exit slips, which will include some student self-reflection. The teacher will read over the
slip and provide feedback to the students.
The teacher will observe the students for attentive listing and viewing skills. Errors will be documented by anecdotal records. If
repeated errors are made the teacher will remind the student of the expectations.
Resources:
 Canadian Legion poppy, minimum of one (several poppies if obtainable)
 Copies of “Why Wear a Poppy?” by Don Crawford, obtainable in the additional resources pages of S&S Learning Material’s
Lest We Forget: November 11th Series (grades 4-6) or online at http://www.legion118.com/poppy/poppy.htm
 Information about the poppy can be found at http://www.legion118.com/poppy/poppy.htm
 Students will need loose leaf paper and pencils.
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Thematic Unit by Tamara Hancock
Lesson Plan 2 (What is War)
Outcomes Addressed:
ELA:
2.1.1 Prior knowledge – seek connections between previous experiences, prior knowledge, and a variety of texts
1.2.1 Develop understanding – reflect on prior knowledge and experiences to arrive at new understanding
5.2.2 Work in groups – select and assume role to assist in the achievement of group goals; engage in ongoing feedback
Activating:
Students will work in small groups (three to four students) to define the word “war”. Groups will work to create a definition of the word
“war” by creating posters using the three point approach – define, give examples, draw a picture to represent. Students may wish to
create a word map on a piece of loose leaf first prior to creating their poster. The final product will be presented to the whole class.
Acquiring:
Copies of “What is War?” from S&S Learning Materials’ Lest We Forget will be distributed, one per student. The teacher and
students will read the material aloud as a class. When necessary, the teacher will interject short discussions related to vocabulary or
to content to ensure understanding of the material.
Applying:
Students will work individually to complete the question bank that accompanies the reading activity. Questions included ask the
students to restate important information from the text and as the student to reflect on their own feelings about war. Completed
worksheet will be handed in.
Assessment:
Teacher will correct the completed reading activity questions. Marks will not be recorded towards a final grade. This exercise is
intended to see if students comprehend what they are reading and to begin the process of explaining one’s own thoughts on an issue
(i.e., What is war?). Feedback will be provided where needed. If concerns arise about comprehension or ability to articulate their
own thoughts, the teacher can pull out students for a one-on-one conversation.
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Thematic Unit by Tamara Hancock
The teacher will observe students as they work in small groups to ensure that all group members are participating. Anecdotal
records may be compiled.
Resources:
 Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning Materials.
- page 13 – Information Card 1 What is War? (one per student)
- page 14 – Reading Activity 1 (one per student)
 Poster paper/chart paper
 Markers
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Thematic Unit by Tamara Hancock
Lesson Plan 3 (World War 1)
Outcomes Addressed:
Social Studies:
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and communities.
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars.
ELA:
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations,
readers’ theatre] to communicate and demonstrate understanding of forms and techniques
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
5.2.2 Work in groups – select and assume role to assist in the achievement of group goals; engage in ongoing feedback
Activating:
Students will look at word maps (in an atlas, online) and brainstorm as a class where the battles of WWI took place. Locations will be
labeled on a large world map within the classroom. Any missed locations will be added by the teacher. Belgium, where the poem “In
Flander’s Fields” was written, will be pointed out.
Acquiring:
Students will work in groups to complete center-based activities about WWI:
-look at images and answer questions/reflect (number of stations to be determined by number/groupings of photos, likely two to three
stations).
-read informational sheets and answer the accompanying questions (three stations)
Student groups will be selected by random draw. Groups will work together to complete the exercises, to discuss what they are
viewing, and to share ideas. Each student, however, will hand in their own work (no group submissions).
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Thematic Unit by Tamara Hancock
Applying:
Student will work individually to create a chart about what they would see and hear if they were a soldier in WWI as well as how they
would feel about what they see/hear. Students will then use the ideas outlined in the chart to compose a descriptive piece of writing
about their experiences as if they were a soldier in WWI.
Assessment:
Students will complete a viewing reflection on each of the images that they view. As part of their final portfolio, students will be
allowed to select any two viewing reflections from this activity or from any other viewing activity to include within their portfolio. In
doing this, students will be able to select their best work.
Students will have the choice to submit their final writing assignment as part of their portfolio (please refer to the “Student Tracking
Sheet”). It will be marked against a rubric out of five possible marks. The rubric can be found in the Assessments section.
The teacher will observe the students for attentive listing and viewing skills. Errors will be documented by anecdotal records. If
repeated errors are made the teacher will remind the student of the expectations.
The teacher will observe students as they work in small groups to ensure that all group members are participating. Anecdotal
records may be compiled.
Resources:




World Atlas, several copies (minimum of six)
Sticky notes/flags for labeling locations on large classroom map (one colour)
Large world map (classroom)
Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning
Materials.
- pages 15-17 - Information Card 2 World War I, pages 19-20 - Information Card 3 Fighting Conditions During World War I,
page 22 - Information Card 4 Consequences of World War I (four to six copies, laminated for reuse)
- page 18 - Reading Activity 2, 21 – Reading Activity 3, page 23 – Reading Activity 4 (one copy per student, each question set
on own page)
 Images of WWI (images should depict different situations and people, have two to three different images)
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Thematic Unit by Tamara Hancock
 Guided Reflection Sheet for Viewing Images (one per student per image viewed)
 Feelings/Sounds/Sights recording chart (one per student), see page 66, Brainstorm Activity 5 of
Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning Materials.
 Students will need loose leaf and pencils to write rough copies, computers to type good copies.
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Thematic Unit by Tamara Hancock
Lesson Plan 4 (A Bear in War)
Outcomes Addressed:
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations,
readers’ theatre] to communicate and demonstrate understanding of forms and techniques
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Social Studies:
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars.
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and communities
Activating:
Students will be shown the cover of the book A Bear in War by Stephanie Innes and Harry Endrulat and will be asked to predict what
the book is about. Students will write their predictions down on index cards and hand them in to the teacher. The teacher will shuffle
the index cards so there is no predictable way to determine who gave which prediction. Randomly selected predictions will be read
aloud to the class by the teacher. Not all index cards will be chosen to be read due to time constraints.
Acquiring:
Students will listen as the teacher reads aloud the book A Bear in War. The teacher will show the illustrations in the book as the
story is read. Where necessary/appropriate, small discussions will take place to ensure all students understand what is happening in
the story.
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Thematic Unit by Tamara Hancock
Applying:
Students will select an item that they have a strong personal attachment to and will write a letter to a soldier (or a make-believe
family member/real family member serving with the army) explaining why they are sending it to them. Please note that the students
will not actually send the item or the letter!
Students will write the letter using a proper letter format with addresses, date, paragraphs, and signature. A sample letter will be
created with the whole class to demonstrate the letter writing format prior to the students completing their own letters. Sample
outlines will be available to the students while they write for them to refer to if needed.
Assessment:
Teacher will observe the students for attentive listening and viewing skills. Errors will be documented by anecdotal record.
Students will submit their final letter in good copy form (typed) as part of their final portfolio. It will be marked against a writing rubric
(please see the “Writer’s Workshop” rubric). If a draft copy is submitted, feedback will be offered. Students will be encouraged to
ask peers for help in editing and correcting.
Resources:
 Innes, S. & Endrulat, H. (2008). A bear in war. Bolton, ON: Key Porter Books.
 www.abearinwar.com – the website that accompanies the book, contains information about the bear and the family along with
some images of World War one and sample lesson plans.
 Notebooks/loose-leaf paper for writing rough copies
 Computers for typing final copies (students will have to take turns using available computers or type final copy at home)
 Index cards (one per student)
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Thematic Unit by Tamara Hancock
Lesson Plan 5 (World War II)
Outcomes Addressed:
Social Studies:
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and communities
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
1.2.3 Combine ideas – search for ways to reorganize ideas and information to extend understanding
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations,
readers’ theatre] to communicate and demonstrate understanding of forms and techniques
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
Students will look at world maps (in an atlas or online) and brainstorm as a class where the battles of WWII took place, just as they
did for WWI. Locations will be labeled on a large world map within the classroom in a different colour sticky note/flag than the
locations for WWI were. Any missing locations will be added by the teacher.
Acquiring:
Students will work in small groups to complete center-based activities about WWII.
- look at images and answer question/reflect
-read informational sheets and answer the accompanying questions
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Thematic Unit by Tamara Hancock
Student groups will be selected by random draw. Groups will work together to complete the exercises and to discuss what they are
viewing/share ideas. Each student, however, will hand in their own work (i.e., no group submissions).
Apply:
Students will create a trifold display. This display will incorporate information learned about both World War I and World War II into
one summative assessment. The final trifold will be included in their portfolios.
The left hand side will be facts the student
feels are important to remember about
WWI. Student will list two to five facts they
learned through the readings, activities,
and their viewing of images. Facts are to
be recorded on the bottom 2/3 of the
section and the student may draw an
image on the top 1/3 (or paste an image)
that is related to World War I.
The middle section will contain a
statement about why it is important to
remember the events and/or the people of
both WWI and WWII. Statement is to be
recorded on the bottom 2/3 of the section
and the student may draw an image on the
top 1/3 (or paste an image) that is related
to Remembrance, such as a poppy.
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The right hand side will be facts the
student feels are important to remember
about WWII. Student will list two to five
facts they learned through the readings,
activities, and their viewing of images.
Facts are to be recorded on the bottom 2/3
of the section and the student may draw
an image on the top 1/3 (or paste an
image) that is related to World War II.
Thematic Unit by Tamara Hancock
Assessment:
Students will submit their final trifold presentation as part of their final portfolio (summative assessment of learning re: WWI and
WWII). It will be marked against a rubric. If a draft copy is submitted, feedback will be offered. Students will be encouraged to ask
peers for help in editing and correcting.
Students will complete a viewing reflection on each of the images that they view. As part of their final portfolio, students will be
allowed to select any two viewing reflections from this activity or from any other viewing activity to include within their portfolio. In
doing this, students will be able to select their best work.
The teacher will correct the question bank associated with the informational sheets read during the acquiring stage but no marks will
be taken towards the final portfolio. It is a check to see if students comprehend what they are reading and if they are reading with
care. Students may be asked to reread the informational sheets if there are many errors.
Resources:
 World Atlas, several copies (minimum of six)
 Sticky notes/flags for labeling locations on large classroom map (one colour, a different colour than was used for labeling the
locations of WWI)
 Large world map (classroom)
 Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning
Materials.
- pages 24-28 – Information Card 5 World War II: 1939 – 1945, page 30 – Information Card 6 Consequences of World War II
(four to six copies, laminated for reuse)
- page 29 – Reading Activity 5, page 31 – Reading Activity 6 (one copy per student, each question set on own page)
 Images of WWII (images should depict different situations and people, have two to three different images)
 Guided Reflection Sheet for Viewing Images (one per student per image viewed)
 Guided reflection sheets for images of WWII
 Student notes/questions/reading on WWI and WWII
 11x17 white paper, one per student plus extras for errors and/or draft copies
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Thematic Unit by Tamara Hancock
Lesson Plan 6 (Poetry)
Outcomes Addressed:
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations,
readers’ theatre] to communicate and demonstrate understanding of forms and techniques
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and inquiry or research projects
using templates or pre-established organizers
5.2.2 Work in groups – select and assume role to assist in the achievement of group goals; engage in ongoing feedback
Activating:
Students will look at/read different poems related to war and remembrance. Some poems will be compiled by the teacher and stored
in a portfolio. Students may know of other poems not included in the portfolio and may be allowed to search for them. Students will
select the poem that they will recite during the Speakers Club to be held in a future class.
Please note that although students will be allowed to select their own poem to recite, some students may be guided by the teacher to
select certain poems or from certain sets of poems based on reading levels. Students who are struggling with grade level reading
may benefit from easier poems, students reading above grade level may benefit from more challenging poems. Thus, a variety of
poems for a variety of reading levels should be offered to the students.
Students will be given time to practice reciting their poem in class. However, students will also be encouraged to take their poem
home for practice as time allocation in class will be limited.
Acquiring:
Students will discuss as a whole group some of the features of the poems (e.g., topics, rhyme scheme, tempo). Students may refer
back to the poems that they have selected to recite during the discussion.
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Thematic Unit by Tamara Hancock
Students will create a word splash on chart paper of words and phrases they can think of that are related to war and remembrance
that may be included in a poem. The word splash will be kept in the room and students can turn to it for inspiration if needed.
Students will be broken into groups (four students per group) to help each other write poetry according to directions given at each
center. Students will create individual poems for each center but will be able to ask their group for input and ideas if they become
lost for ideas. Poems may include acrostics, haiku, limericks, diamantes, or whatever other styles of poetry that have been covered
in class. Examples of each style will be presented at each center.
Applying:
Students will write poems that incorporate the ideas of war and remembrance. Students will create a minimum of 4 poems during
this exercise. Students will select two of their final copies to be included in their portfolio. Final copies will be typed.
If students wish, they may recite one of their own poems for the Speaking Club. The poem must be in its final copy.
Assessment:
Teacher will observe students as they work in groups to ensure that all group members are participating. Anecdotal records can be
compiled in regards to participation.
Students will submit any two poems they have written in good copy (typed) format as part of their final portfolio. They may select the
two they think they have done the best on. Poems will be marked against a rubric (“Writer’s Workshop”).
Resources:
 Several copies of a variety of poems related to war and remembrance. Include Flanders Fields, poems in the Royal
Canadian Legion’s Teacher’s Guide (available at www.legion.ca) or other poems as located (Google search)
 Chart paper and markers
 Loose-leaf paper for rough copies
 Computers for good copies
 Creative writing activity information cards that contain examples of and rules for writing various styles of poetry (I do not
currently have these but have used S&S Learning Materials’ Poetry Prompts Gr. 4-6 in a previous student teaching placement
for this purpose)
 Pages 62 and 63 of Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON:
S&S Learning Materials.
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Thematic Unit by Tamara Hancock
Lesson Plan 7 (Speaking Club – Poetry)
Outcomes Addressed:
ELA:
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and inquiry or research projects
using templates or pre-established organizers
4.4.2 Effective oral communication – use appropriate volume, phrasing, intonation, non-verbal cues [such as body language, facial
expression…], and presentation space to enhance communication
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
Students will have picked poems to recite in a previous class. They will have been encouraged to practice reciting their poem at
home prior to this class.
The teacher will read a poem about war and remembrance to the class to model how the students will be expected to recite. The
class can critique the teacher on what they think was done well and what could be done to improve. Teacher will also model a bad
example and once again the class will be allowed to critique the teacher.
Acquiring:
Students will have time to practice reciting their poems with each other in small groups. The groups will provide input to the speaker
about what was good and what could be improved.
Prior to reciting poems, the teacher will remind the students about how to mark their peers according to the “Speaking Club” rubric,
which should be a rubric that is familiar to the students and that they have used before. This is the same rubric that is used for all
Speaking Club activities and was previously agreed upon by the students for use. Students will agree on the fourth student set
criteria for the rubric (can be put to a vote if there are many suggestions).
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Thematic Unit by Tamara Hancock
Applying:
Students will individually recite a poem about war and remembrance to the class. Students do not have to memorize their poem as
the focus is on the delivery of the poem and not on memorization.
Students will evaluate their peers on their presentation when it is not their turn to speak.
** PLEASE NOTE: It is unlikely that all students will be able to recite a poem in one class. The class should be split in half by
random draw and present on two separate days. Students should be informed of their presentation date when they select their poem
to recite.
Assessment:
Students will undertake a peer assessment during the Speaking Club. Each student will be assessed by their peers against the
“Speaking Club” rubric. The average of the peer assessment will count for half the mark, the assessment done by the teacher using
the same rubric will count for the other half.
Teacher will observe the students for attentive listening and viewing skills. Errors will be documented by anecdotal record.
Resources:
 A poem for the teacher to read aloud while modeling how to be a good presenter and how to be a presenter who needs
improvement
 Several copies of a variety of poems related to war and remembrance. Include Flanders Fields, poems in the Royal
Canadian Legion’s Teacher’s Guide pdf or other poems as located. Students will have selected their poems on a previous
day.
 Copies of the Speaking Club rubric, each student will need enough copies of the Speaking Club rubric to mark each speaker,
one copy per speaker
 Copies of the Speaking Club rubric for the teacher, one copy per presentation
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Thematic Unit by Tamara Hancock
Lesson Plan 8 (When the Spirits Dance)
** PLEASE NOTE – this lesson plan is expected to take a full week to complete, Monday to Friday (see the Calendar).
Outcomes Addressed:
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
2.2.2 Connect self, texts, and culture – discuss own and others’ understanding of various places and times as portrayed in oral,
literary, and media texts [including texts about Canada or Canadian writers]
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations,
readers’ theatre] to communicate and demonstrate understanding of forms and techniques
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and inquiry or research projects
using templates or pre-established organizers
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Social Studies:
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war efforts.
6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian individuals and communities
Activating:
1) Students will be shown the cover of the book When the Spirits Dance by Larry Loyie and will be informed that we will be reading
this book together as a class (teacher read aloud).
2) Students will be asked to predict what the book is about through the use of the worksheet “Reading Preparation” on page 18 of
S&S Learning Materials’ Literature Response Forms book. The answers for questions 1, 2, and 3 will be written on the board for
students to copy down and the teacher will talk to students about how the information was found as each question is answered.
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Thematic Unit by Tamara Hancock
Questions 4 and 5 are based on personal predictions and thoughts. Question 6 requires the teacher to read aloud the first and last
pages as well as a page from the middle of the book before students can make their own predictions.
Acquiring and Applying:
Students will listen attentively while the teacher reads the book aloud. Discussion will be held as questions or thoughts arise. As
there are four chapters, this part should take four days to complete, reading a chapter a day.
Students will complete a worksheet after each chapter of reading which deals with reading. Prior to students being given time to
complete their work the teacher should hold a brief discussion related to the topic of the assignment.
Tuesday: At the end of Chapter 1, students will evaluate the main character by using the Character Evaluation form on page 43 of
S&S Learning Materials’ Literature Response Forms.
Wednesday: At the end of Chapter 2, students will compare themselves to the main character. Students will complete a Venn
Diagram to depict how they view that they are the same as well as different from the main character. See page 40 of S&S Learning
Materials’ Literature Response Forms.
Thursday: At the end of Chapter 3, student will write themselves into the story as the new neighbor. Students must decide their
relationship to the main character and what they will do together. This only needs to be a paragraph or so in length, not a full
chapter! (page 60 of S&S Learning Materials’ Literature Response Forms).
Friday: At the end of Chapter 4, students will evaluate the ending of the book. Were all the loose ends resolved? Is the reader
satisfied with the way the book ended? Why or why not? Students are then asked to write their own ending to the story. (page 61 of
S&S Learning Materials’ Literature Response Forms).
The teacher will provide explanations on how to complete each exercise and will offer demonstrations when further explanation is
required. However, the plan is to have students evaluate what they are reading using these forms and others from time to time and
thus, these forms will not be new to them.
Assessment:
Teacher will observe the students for appropriate audience behaviours. Anecdotal records will be compiled as needed.
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Thematic Unit by Tamara Hancock
Teacher will observe the students for attentive listening and viewing skills. Errors will be documented by anecdotal record.
Students will submit “Your Traits – My Traits” and “Character Evaluation” as part of their final portfolio as representing activities.
Students will submit “Join the Story” and “The Finale” as part of their final portfolio as writing activities. They will be marked against
the rubric for “Writer’s Workshop”.
It is planned that the worksheets will provide some assessment details which can be utilized while writing report cards, as this unit
will be completed in the same time frame.
Resources:
 At least one copy of When the Spirits Dance by Larry Loyie for the teacher to read aloud. Additional copies would be a
benefit to the class so that students could follow along in the book and see the many interesting pictures that accompany the
text.
 Marck, S. (Illus. Collins, P.). (2004). Literature response forms (grades 4-6). Napanee, ON: S&S Learning Materials.
- one copy of each of the following on the day listed:
Monday - page 18 “Reading Preparation”
Tuesday - page 43 “Character Evaluation”
Wednesday - page 40 “My Traits - Your Traits”
Thursday - page 60 “Join the Story”
Friday - page 61”The Finale”
 Loyie, L., & Brissenden, C. (2006). When the spirits dance. Penticton, B.C.: Theytus Books.
 Loose-leaf or scrap paper for rough copies of writing exercises
 Computers for good copies of writing exercises
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Thematic Unit by Tamara Hancock
Lesson Plan 9 (Aurora Borealis Art Lesson)
Outcomes Addressed:
Art (Visual Art):
A-C1 Students generate and use ideas from a variety of sources for creating art.
A-C2 Students develop original artworks, creatively integrating ideas and art elements, principles, and media
A-V1
Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts
A-L1
Students demonstrate understanding of the elements and principles of artistic design in a variety of contexts.
Activating:
1) Students and teacher will review the last few paragraphs of the book When the Spirits Dance by Larry Loyie in which Grandma
and Lawrence are looking at the Northern Lights (the Aurora Borealis). The section may be read aloud again. At the end of the
book, Lawrence and his grandmother are looking at the Northern Lights in the night sky. Grandma tells Lawrence that the lights are
their ancestors watching over them.
2) Students will work in small groups to define “ancestors”. Definitions will be shared with the class and a class definition will be
formulated.
Acquiring:
1) Students will look at Northern Light displays (e.g., online photos, personal photos, the cover of the book, calendar photos, art). A
brief discussion may be held about students’ own viewings of the Aurora Borealis (e.g., when, where, how they felt).
2) Students will watch a demonstration by the teacher of how the project is done using the following directions. (Note: Have the
students gather around a center table so that all the students can see what the teacher is doing to avoid having to demonstrate
multiple times):
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Thematic Unit by Tamara Hancock
To create the northern lights the teacher will first demonstrate the following steps:
First, draw a curved/wavy line on cardstock or manila tag (or plain white paper – cardstock/manila tag suggested for
durability) using a pencil. Jagged lines are not allowed.
The template can look anyway you see fit – the Aurora Borealis is always different. Reference back to the images previously
viewed for clarification.
Cut the template out along the pencil drawn line.
Select three colours of oil pastels. Let students know that they may share a pastel if more than one wants to use the same
colour (pastels should not be broken). More than one box should be available for the class. The three pastels should be
close in colour (i.e., three shades of green, a yellow/yellow-orange/yellow green combination). This is called a Triad.
Demonstrate what a Triad is and what is not a Triad. If needed, refer back to a colour wheel.
Place the template on the blue contraction paper anywhere in the upper 3/4 of the page (does not matter if it is in landscape
or portrait) which will be the night sky. Colour in chunks along the edge of the template, alternating the three colours
selected. When this step is completed, the template may be removed from the blue construction paper and set aside.
Use your thumb to pull the oil pastels up and away, creating streaks that resemble the Northern Lights. This is difficult to do
right away and may require practice on a separate sheet of paper prior to puling the pastels on the construction paper to get
the feel for it.
Continue to create displays in the night sky until pleased with the result.
Use the black construction paper to create silhouettes on the bottom of the page (foreground). Silhouettes should contain
something related to Remembrance Day, something that the ancestors would look down upon and feel honoured to see.
Blown up bodies and war scenes are not allowed. ** Remember that a silhouette does not have details; it is only the outline
of the shape. This is important to remind the students of as they will try to draw details.
3) Allow the students to select their oil pastels. Have the students show the teacher their selections before they start work on their
projects to ensure that they have a Triad.
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Thematic Unit by Tamara Hancock
Applying:
1) Students will create their own Aurora Borealis displays following the steps they were shown. The teacher will circulate through the
room offering advice, suggestions, and encouragement. When necessary, the teacher will correct technique.
Students should practice pulling up the oil pastels to make the streaks for the Aurora Borealis prior to starting their artwork. This can
be done on small squares of construction paper.
2) If time allows, students may make more than one project. If students are able to make more than one project, each picture should
have a different scene in the foreground.
3) Have students write their names in the bottom left hand corner of the paper in white pencil crayon, as if they were a professional
artist signing their work.
Assessment:
Teacher will observe the students and will interject to correct if student is using wrong technique (e.g., wrong colours/not a Triad,
outlining instead of chunking along template, jagged lines instead of flowing lines).
Student will complete an image to be handed in and marked against a simple rubric (See the Aurora Borealis Art Project rubric).
Students may complete more than one copy of the Aurora Borealis portion of the art project and select their favorite one to complete
the silhouetted foreground on.
Resources:
 www.akart.org – where this art idea originated from (I was given a copy of the assignment from another teacher and do not
have the exact link to the assignment)
 Loyie, L., & Brissenden, C. (2006). When the spirits dance. Penticton, B.C.: Theytus Books.
 Blue and black construction paper
 Oil pastels
 Cardstock/manila tag (plain white paper is acceptable but less durable)
 Scissors
 Glue (stick preferred)
 Images of the Aurora Borealis (Google search, calendar pictures, photographs, etc.)
 Colour wheel (if available)
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Thematic Unit by Tamara Hancock
 One copy per student of the Aurora Borealis Art Project rubric
 A rough example of the art project is included following this lesson plan
NOTE: To view a rough example of this art project, please follow this link to open a separate file:
Thematic Unit - Aurora Borealis Art Project Rough Sample
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Thematic Unit by Tamara Hancock
Lesson Plan 10 (Aboriginal Contributions to War Efforts)
Outcomes Addressed:
Social Studies:
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts.
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war efforts.
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars.
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and communities.
6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian individuals and
communities.
ELA:
1.2.3 Combine ideas – search for ways to reorganize ideas and information to extend understanding
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and inquiry or research projects
using templates or pre-established organizers
4.4.2 Effective oral communication – use appropriate volume, phrasing, intonation, non-verbal cues [such as body language, facial
expression…], and presentation space to enhance communication
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
1) Teacher and students will read aloud the pamphlet “Aboriginal Veterans: Stories of Honour and Heroism”. Discussion will take
place as questions arise.
2) Students will work together in small groups to identify five Very Important Points within the reading. A representative from each
group will present their points to the class.
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Thematic Unit by Tamara Hancock
Acquiring:
1) Students will draw from a hat the name of an Aboriginal Veteran, whose name and short write-up appears in Native Soldiers –
Foreign Battlefields.
2) Students will be given the corresponding reading and a list of questions to answer using their write-up.
3) Students will read and summarize their write-up individually.
4) If students complete their summary early, they may have the choice of summarizing a second Aboriginal Veteran or working on
other assignments related to the thematic unit. This may prove to be a good time for students to type up good copies or to work on
their medal design.
Applying:
1) Once all students have had the opportunity to complete a summary, the class will gather in a circle (outside if weather permits).
This will likely take place on the following day.
2) Students will be instructed that they will be able to speak only when they are in possession of the talking stick/rock. This is to
ensure that only the speaker has the floor and that all other participants are actively and attentively listening and showing respect for
the speaker.
3) Students will pass the stick around the circle until everyone has had the opportunity to share about their Veteran. Thus, this
activity may last more than one day to ensure that everyone has a chance to speak.
4) Students will then be given time to reflect in their notebooks about the activity, in particular about the style of presentation.
Students will be asked if they liked or disliked the Sharing Circle and must give explanation to back up their decision.
Assessment:
Teacher will observe the students for attentive viewing and listening skills. Errors will be documented by anecdotal record.
Teacher will observe the students for effective oral communication and will mark according to a pre-arranged “Speaking Club” rubric.
However, unlike the previous “Speaking Club”, students will not mark their peers. This enables the students to be attentive listeners
and to show respect to the speaker as per an Aboriginal Sharing Circle.
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Thematic Unit by Tamara Hancock
Students will be given the opportunity to reflect on the Sharing Circle style of presentation and why they like or dislike it. While this
reflection is not a mandatory submission as part of their portfolio, it may be included if the student wishes.
Resources:
 At least one copy of Native Soldiers – Foreign Battlefields, published by Veteran’s Affairs Canada. If available, a class set
would be beneficial but selected biographies may be photocopied if there are not enough copies to go around. Up to 10
copies of the booklet can be ordered at one time for free at: https://crorders-commandescss.vacacc.gc.ca/order.php?m=categories&lang=en, under Historical Booklets. The document may also be viewed online in PDF
format at the same site.
 Copies of “Aboriginal Veterans: Stories of Honour and Heroism” from Indian and Northern Affairs, available at:
http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/vet-eng.pdf, one per student
 Talking stick/rock – something the students can hold onto to signify that it is their turn to talk
 “Speaking Club” rubric, as set by the students as the goals they wish to strive for, one per student (for teacher only)
 Guided research questions, one per student
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Thematic Unit by Tamara Hancock
Date: __________________________
Name: _________________________________
Guided Research Questions – Native Soldiers – Foreign Battlefields
1. Book details in APA format:
Last name, initial. (year of publication). Title of the book, remember to only capitalize the first word. City
of Publication, Province/State/Country: Name of Publisher.
2. Name of the Aboriginal Veteran:
3. Where did he/she come from (hometown/reserve)?
4. In what war(s) did he/she serve?
5. Did he/she receive any medals for their service? Circle:
If yes, which medal did he/she receive and why?
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no
Thematic Unit by Tamara Hancock
6. Did he/she return home from the war?
7. List 2-5 other facts you learned about your Veteran:
8. If you could ask your Veteran a question, what would you ask them? Why?
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Thematic Unit by Tamara Hancock
Lesson Plan 11(Wapos Bay: Something to Remember)
Outcomes Addressed:
Social Studies:
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts.
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war efforts.
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
ELA:
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
2.2.2 Connect self, texts, and culture – discuss own and others’ understanding of various places and times as portrayed in oral,
literary, and media texts [including texts about Canada or Canadian writers
Activating:
Students will work in small groups to write a definition for what “appreciation” means. Students will think of ways that they show they
appreciate others. Definitions and examples will be posted on chart paper and shared with the class.
Acquiring:
Students will watch the Wapos Bay episode entitled Something to Remember in which T-Bear interviews community Elders to write a
speech for the Wapos Bay Remembrance Day service and Raven shows appreciation for a teacher. In watching the episode,
students will gain insight into traditional Aboriginal ways of seeking knowledge (e.g., offering tobacco and fabric, not interrupting) and
showing respect.
Applying:
Students will write a brief summary of the video and will reflect on what they learned. Students will also select an item that they
would give a veteran to show their appreciation and explain why they chose that item in a paragraph.
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Thematic Unit by Tamara Hancock
Possible Extensions to Applying, if time allows:
Students can work in small groups to create their own stop-motion animation scene in which they show appreciation for a veteran
using clay, a digital camera and tripod, and Microsoft Movie Maker.
Students can create a short comic (one page) in which they show appreciation for a veteran using clay, a digital camera and tripod,
and Comic Life (computer software program).
Both of these activities would take a great deal of time and would likely extend well past the end of the unit. However, students
would likely enjoy such activities. These activities would also introduce some I.C.T. to the unit.
Assessment:
Teacher will observe the students for attentive listening and viewing skills. Errors will be documented by anecdotal record.
Students will submit their final summary of the video and their reflection as part of their final portfolio to be marked against a rubric
(Writer’s Workshop). If a draft copy is submitted, feedback will be offered. Students will be encouraged to ask peers for help in
editing and correcting.
The possible extensions to this lesson plan are not included in the assessment for this unit as it is unlikely that the projects would be
finished before the end of the unit. As such, no assessment is provided for them.
Resources:
 Chart paper and markers
 Wapos Bay: Something to Remember video, available for loan through the Instructional Resources Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number D-11111
 Loose-leaf paper for rough copies
 Computers for good copies
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Thematic Unit by Tamara Hancock
Lesson Plan 12 (Listening Activity – Music)
Outcomes Addressed:
ELA:
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
1.2.1 Develop understanding – reflect on prior knowledge and experiences to arrive at new understanding
Activating:
Students will take a poll: Who has listened to music about remembrance? Who thinks they have but aren’t sure? Who has not
listened to music about remembrance? The poll can be recorded on chart paper or on the white board.
A brief discussion can be held if there is a new song playing on the radio that deals with war and/or remembrance. This year a new
song by The Trews entitled Highway of Heroes has hit the airwaves. Many students have likely heard it. The discussion may also
include other songs that the students have heard or places they have heard them (such as at Remembrance Day services).
Acquiring:
Students will listen to a variety of songs that have to do with war and/or remembrance. The Royal Canadian Legion has a jukebox of
music on their website that is available for free download for use for educational purposes. There are a variety of tracks available.
Selections by Julian Austin (The Red and White or Still Over There), Shawn Hlookoff (Soldier), or Terry Kelly (A Pittance of Time)
maybe be appropriate but there are many to select from.
The jukebox is missing music that pays tribute to Aboriginal veterans/soldiers. However, World’s Best Veteran Songs includes 12
Pow Wow veteran’s honouring songs. One of these could be played to give a different feeling for Remembrance Day music.
Applying:
Students will complete listening reflection sheets for each song that they listen to. Students must select one of the reflection sheets
that they feel they have done the best on to be included in their final portfolio. Students do not have to complete a reflection sheet on
every song listened to, especially if four or more songs are used. Instead, students may choose to complete a minimum of two from
which they can base their portfolio selection on.
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Thematic Unit by Tamara Hancock
Assessment:
Teacher will observe the students for attentive listening and viewing skills. Areas for improvement will be documented by anecdotal
record.
Students will select one of the listening reflections to hand in as part of their final portfolio.
Resources:
 The Royal Canadian Legion has a selection of downloadable remembrance themed music at:
http://www.legion.ca/Music/tracks_e.cfm, you must select and download individual tracks
 World’s Best Veteran Songs CD by various artists, available for purchase at http://www.worldwidesunshine.com
 Computer (to download music)
 CD player or computer (to play music)
 Music reflection sheet, a minimum of two per student
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Thematic Unit by Tamara Hancock
Lesson Plan 13 (The Unknown Soldier Meets John McCrae)
Outcomes Addressed:
Art (Drama):
DR-C2 Students creatively integrate ideas, elements, and forms in developing drama.
DR-C3 Students perform and share their own and others' drama.
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
1.2.3 Combine ideas – search for ways to reorganize ideas and information to extend understanding
2.3.5 Create original texts – create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations,
readers’ theatre] to communicate and demonstrate understanding of forms and techniques
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and inquiry or research projects
using templates or pre-established organizers
4.4.2 Effective oral communication – use appropriate volume, phrasing, intonation, non-verbal cues [such as body language, facial
expression…], and presentation space to enhance communication
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
5.2.2 Work in groups – select and assume role to assist in the achievement of group goals; engage in ongoing feedback
Activating:
Students will view an overhead of “In Flanders Fields”, written by John McCrae (available in S&S Learning Materials’ Lest We Forget
which has been used earlier in this unit). Students will locate and label the general area of Flanders Fields on a map.
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Thematic Unit by Tamara Hancock
**If possible, take the students on a trip to the RCA Museum in Shilo. The museum houses a copy of the original printing press plate
used to make copies of the poem during the war era. There is also a display on John McCrae incorporated into the printing press
plate display.
Acquiring:
Students will read the excerpt “Waiting in Line” from Chicken Soup for the Canadian Soul to gain information about the Unknown
Soldier. This can be done in small groups.
Students will create a persona for the Unknown Soldier (i.e., what does he look him, where was he from, how old was he, was he
married, did he have kids). While the student may list characteristics of the persona in any manner they wish, a written paragraph will
be the final product. If time allows, students may draw a picture of the Unknown Soldier.
Applying:
Students will be broken up into groups of three to four students. Students will write a five minute skit on how they think a meeting
between John McCrae and the Unknown Soldier would happen on the battlefield. Students must incorporate the poem “In Flanders
Fields” as part of their skit. Skits will be presented to the whole class.
Assessment:
Teacher will use the Speaking Club rubric to assess the students for their speaking parts in the skits as part of the presentation
rubric. Students will also be assessed on contributions of all group members, the integration of the poem “In Flanders Fields”, and to
the degree that the meeting between the Unknown Soldier and John McCrae is logically portrayed (does it make sense). This
combined is the Presentation rubric.
Teacher will observe the students for attentive listening and viewing skills. Errors will be documented by anecdotal record.
Teacher will observe students as they work in groups to ensure that all group members are participating. Every group member must
have a speaking part in their group’s skit.
Students will hand in their persona paragraph as part of their final portfolio. It will be marked against a writing rubric (Writer’s
Workshop)
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Thematic Unit by Tamara Hancock
Resources:
 Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning Materials
- colour overhead of “In Flanders Fields”
 Classroom map
 Copies of “Waiting in Line” from Chicken Soup for the Canadian Soul, available on Historica at http://www.histori.ca/minutes,
located in the Remembrance Day: Integrated Arts Lesson Plan page
 Loose-leaf to write scripts on
 Presentation rubric
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Thematic Unit by Tamara Hancock
Lesson Plan 14 (Guest Speaker/C.F.B. Shilo Presentation)
Outcomes Addressed:
Social Studies:
6-KG-043 Give examples of Canada’s involvement in world conflict since 1945
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars.
ELA:
3.1.2 Ask question – formulate relevant questions to focus information needs for an inquiry
1.2.3 Combine ideas – search for ways to reorganize ideas and information to extend understanding
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
1) Students will be informed that they will be receiving a guest speaker (likely the next day or later that day). Give the name of the
speaker and possibly some background information if known to get the students interested.
2) Have the students come up with some good examples of questions that they could ask the guest speaker. Record examples on
the board or on chart paper.
3) Have the students come up with some bad examples of questions to ask (questions that aren’t on topic, statements, etc.) and
record those on the board or on chart paper.
4) Give the students time to formulate their own questions they would like to ask a guest speaker. Have the students aim for five
good questions.
5) If the speaker is coming to speak about the current mission to Afghanistan, have the students locate the country on the classroom
map.
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Thematic Unit by Tamara Hancock
Acquiring:
1) Hold a brief discussion prior to the arrival of the speaker about appropriate viewing and listening behaviours. This ensures that all
students are aware of the expectations.
2) Inform students that they may not get to ask all their questions. They should be listening to the presentation and to other’s
questions as their questions may be answered indirectly.
3) Have students listen to a presentation by a guest speaker (current serving member(s) of the Canadian Forces or a Veteran,
depending on availability). Please note that while every effort will be made to request an Aboriginal speaker, such a request may not
always be fulfilled.
Applying:
1) Following the presentation, give the students time to record responses to their own questions (this will not be done during the
presentation to ensure that all students are actively listening and showing respect).
2) Ask the students to reveal one or two things that they learned during the presentation that they thought was interesting and have
them explain why it is interesting to them.
3) Ask the students to come up with more questions, things they are now wondering about. These should be questions that were not
answered during the presentation.
Assessment:
Teacher will observe students for appropriate audience behaviours. Anecdotal records will be made as needed.
Teacher will mark and offer feedback to questions the students wish to ask the guest speaker.
Teacher will mark and offer feedback to final assignment after the presentation.
Student will reflect on the presentation through describing information learned that they thought was interesting and why, and
formulating new questions based on new knowledge after the presentation. This reflection will be included in the final portfolio and
will be marked against the Writer’s Workshop rubric.
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Thematic Unit by Tamara Hancock
Resources:
 To request a speaker from C.F.B. Shilo, call 765-3000, ask the operator for Lori Truscott. Be specific in your request and
have multiple dates and times available – the bookings go fast for Remembrance Day.
 To request a Veteran come to speak to your class, contact your local Royal Canadian Legion branch or use the contact us
link on their website.
 It may also be possible to request members of the community (Veterans) to come and speak to your class.
 The RCA Museum in Shilo often has a Veteran present for school group tours 765-3000 extension 3577, cost is $2 per
person.
 An alternative is to go to a senior’s center or retirement home to talk to Veterans.
 If the guest speaker is an Aboriginal, it would be beneficial for the students to provide an offering or tobacco to show their
appreciation.
 Large world map (classroom)
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Thematic Unit by Tamara Hancock
Lesson Plan 15 (The Flowers of Remembrance)
Outcomes Addressed:
Art (Visual Art):
A-C2 Students develop original artworks, creatively integrating ideas and art elements, principles, and media
A-V1
Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
2.1.1 Prior knowledge – seek connections between previous experiences, prior knowledge, and a variety of texts
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
Students will describe what a poppy flower looks like. Students will view images of poppies, both the real flower and the plastic
flower we wear for Remembrance Day.
Teacher will read to the class the story “Mark’s First Poppy” by Carole Crawford. A brief discussion can be held afterwards to discuss
thoughts/personal memories that arise.
Acquiring:
Students will read Information Card 10 – The Flowers of Remembrance on pages 38 and 39 of S&S Learning Materials’ Lest We
Forget in pairs. They will then answer the questions on page 40 individually.
Applying:
Students will make “origami” poppies using two squares of red paper, a circle of black or dark green paper, and some glue as per the
instructions in the Royal Canadian Legion’s Teacher’s Guide.
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Thematic Unit by Tamara Hancock
Students will mount their poppies on construction paper and will attach a piece of paper explaining why they think they should wear a
poppy for Remembrance Day.
* Finished products could be displayed at the school’s Remembrance Day service.
Assessment:
Teacher will observe the students for attentive listening and viewing skills. If students are not actively listening and viewing, they
may not be able to complete the task of making a paper poppy.
Teacher will correct the question bank but will not provide marks towards the final portfolio. It is a check to see if students
comprehend what they are reading and if they are reading with care.
Final copies may be displayed in the school as part of the Remembrance Day Service.
Students may select their final copy of their paragraph detailing why they should wear a poppy for submission in the final portfolio as
one of their writing choices. It would be marked against the Writer’s Workshop rubric.
Resources:
 Images of poppies
 Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning Materials
- pages 38-39 Information Card 10 “The Flowers of Remembrance”, one per pair
- page 40 Activity Card 10, one per student
 “Mark’s First Poppy” by Carole Crawford, available in the Royal Canadian Legion’s Teacher’s Guide
 Red squares of paper, lots, students will require two squares to complete a poppy but there should be extras available for
errors
 Black or dark green paper
 Scissors
 Glue
 Construction paper
 Loose-leaf for rough copies
~ 55 ~
Thematic Unit by Tamara Hancock
 Computer for good copies
 Instructions for making a paper poppy and “Mark’s First Poppy” by Carole Crawford available in the Royal Canadian Legion’s
Teacher’s Guide on the Royal Canadian Legion’s website in PDF format at http://www.legion.ca/Poppy/teachers_e.cfm
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Thematic Unit by Tamara Hancock
Lesson Plan 16 (Highway of Heroes)
Outcomes Addressed:
Social Studies:
6-KG-043 Give examples of Canada’s involvement in world conflict since 1945.
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars.
ELA:
1.2.1 Develop understanding – reflect on prior knowledge and experiences to arrive at new understanding
2.2.2 Connect self, texts, and culture – discuss own and others’ understanding of various places and times as portrayed in oral,
literary, and media texts [including texts about Canada or Canadian writers]
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
Activating:
The teacher will circulate around the room to show the students a picture from the book The Highway of Heroes by Kathy Stinson,
thus allowing for all students to view the image. However, the title of the book from which the image has been selected will not be
noted to the students so as not to affect the outcome. Student will list any thoughts, emotions, questions, and descriptive words that
come to mind when they view the image. Once the book is closed, students will be allowed to discuss their lists in small groups of
three to four students to compare similarities and differences.
Acquiring:
The class will discuss what the Highway of Heroes is, how it got its name, and any thoughts the students have will take place.
The teacher will read the book The Highway of Heroes aloud to the class. The images in the book will be shown to the class as the
book is read.
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Thematic Unit by Tamara Hancock
Applying:
After the book has been read, allow students time to reflect in their journals about what the Highway of Heroes is and how they might
feel if they were to be a visitor on the bridges above the highway during a motorcade.
Extensions:
Students will watch a video on the Highway of Heroes and will complete a reflection sheet on the viewing.
Students will listen to the song “Highway of Heroes” by The Trews and will complete a reflection sheet on the song.
Assessment:
Teacher will observe the students for attentive listening and viewing skills. Errors will be documented by anecdotal record.
Students may select the listening reflection to hand in as part of their final portfolio. Students will add this activity to the previous
listening activities for selection.
Students will submit any 2 viewing reflections as part of their final portfolio. Students will add this activity to the previous viewing
activities for selection.
Resources:
 Stinson, K. (2010). The highway of heroes. Markham, ON: Fitzhenry & Whiteside Limited.
- An Educator’s Guide (24 page PDF document) for the book can be found on the publisher’s website, which includes
many great activities related to the book and the topic of the Afghanistan mission:
http://www.fitzhenry.ca/Download/guides/HighwayOfHeroesEducatorsGuide.pdf
 YouTube has many great videos on the Highway of Heroes, such as: http://www.youtube.com/watch?v=h3IutxvltBM
(YouTube – Highway of Heroes Tribute, Sun Media photographer Pete Fisher presents a video tribute to our fallen Canadian
soldiers.)
 YouTube has the video for “Highway of Heroes” by The Trews, the music could be played through speakers without the
image being shown to the students. The video is also available on the CBC radio 3 website.
 Students will require listening a reflection sheet to reflect on the song “Highway of Heroes” by The Trews
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Thematic Unit by Tamara Hancock
Lesson Plan 17 (What is Peace?)
Outcomes Addressed:
Art (Visual Art):
A-C2 Students develop original artworks, creatively integrating ideas and art elements, principles, and media
A-V1
Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts
ELA:
1.1.1 Express ideas – engage in exploratory communication to share personal responses, make predictions, and discover own
interpretations
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference…] and show respect for presenter(s) through appropriate audience behaviours
3.1.2 Ask question – formulate relevant questions to focus information needs for an inquiry
Activating:
Students will respond to the question “What is peace and how can we achieve it?” individually in their journals, then as a discussion
as pairs, then as a whole class discussion.
Acquiring:
Students will learn about Sadako and the story of the 1000 paper cranes. Excerpts from the book may be read aloud in the class if
time allows. Some students may have read the book as part of their Literature Circle and they can help lead the discussion.
Applying:
Students will create origami paper cranes. Students will have to listen carefully to instructions and view a demonstration of how to
fold a paper crane. If students are not attentively listening and viewing, they will likely be unable to fold a paper crane. Copies of the
instructions will be made available to the students as well, which contain both written and visual representations of the instructions.
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Thematic Unit by Tamara Hancock
A message of peace is to be written on the back of the paper (white side) prior to folding so that each crane contains a message of
peace. As a whole class, students will come up with examples of messages of peace which the teacher will compile on a board.
Completed cranes may be sent to the Sadako Peace Memorial in Hiroshima, Japan using the following address (taken from:
http://www.informeddemocracy.com/sadako/howtofold.html):
Office of the Mayor
City of Hiroshima
6-34 Kokutaiji-Machi
1 Chime Naka-ku, Hiroshima 730
Japan
If time allows, students may make more than one crane.
At the end of this lesson:
Students will be given time to reflect on their learning and participation in the unit through a self-assessment similar to those found in
the Hands-On Science documents. This can be found in the assessment section.
Assessment:
Teacher will observe the students for attentive listening and viewing skills. If students are not actively listening and viewing, they
may not be able to complete the task of making a paper crane. This will not be included as part of their final portfolio. The class is a
creative way to end the unit and to reward students for their hard work throughout the unit.
Students will complete a self-reflection of their learning and participation in this unit. This reflection will be included in their final
portfolio.
Resources:
 Coerr, E. (1999). Sadako and the Thousand Paper Cranes. New York, NY: Puffin Books.
- PLEASE NOTE that selections from the book can be read online at Amazon.com
- the book contains instruction for folding paper cranes.
 Images of the memorial statue (optional, use Google to search images)
 Copies of the instructions for how to fold a paper crane, 3 or 4 copies for student reference
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Thematic Unit by Tamara Hancock
 Paper cut into squares, printed on one side and blank on the other (Dollarama often has scrapbook paper that works well for
this, wrapping paper works well but tends to tear easily and may be difficult for beginners to use)
 Student self-reflection sheet, 1 per student (based on a self-reflection sheet available in Hands-On Minds-On Science for
grade 3)
 If the paper cranes are to be mailed to the Sadako statue, a large envelope and international postage will be required.
Cranes should be strung together in string prior to shipping and should be strung together in strings of no more than 100, as
per instructions given on the website http://www.sadako.com.
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Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 5: Assessment Tools
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Thematic Unit by Tamara Hancock
Assessment Tool: Writer’s Workshop Rubric
Name:_________________________________
5 marls
4 marks
3 marks
2 marks
1 mark
- good copy typed/rough copy included
- no spelling mistakes
- no punctuation mistakes
- paragraphs are well organized
- ideas are clear
- descriptive sentences
- 1 to 4 spelling mistakes
- 1 to 4 punctuation mistakes
- paragraphs are evident
- few descriptive sentences
- good copy typed but no rough copy included
- 5 or more spelling mistakes
- 5 or more punctuation mistakes
- no paragraphs
- not typed
- no rough copy included
- several spelling, punctuation mistakes
- no paragraphs
- no rough copy
- no typed good copy
- ideas are not clear
- very rough draft
- several mistakes in spelling and punctuation
-1 paragraph or less
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Notes:
Thematic Unit by Tamara Hancock
Assessment Tool: Speaking Club Rubric
Speaking Club Rubric for:
Date:
Eye Contact
5
4
3
2
1
Speaking loud and clear
5
4
3
2
1
Expression
5
4
3
2
1
5
4
3
2
1
Class selected criteria:
Total
/20
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Notes:
Thematic Unit by Tamara Hancock
Assessment Tool: Aurora Borealis Art Project Rubric
Name:___________________________
Aurora Borealis Art Project
3 colours of
similar colour
used (Triad)
Silhouette
Approaching
1 mark
3 colours used
but not close
together on
colour wheel (no
Triad)
Silhouette
present but does
not reflect
Remembrance
Day or When the
Spirits Dance
Directions
Student
followed only
some directions
Overall
Image is
somewhat
visually
appealing but
may be cluttered
or unorganized
Meeting
3 marks
3 colours used
form a Triad
(close to each
other on colour
scale)
Silhouette
displays either a
Remembrance
Day scene or a
scene from
When the Spirits
Dance
Student
followed most
directions,
needed some
clarification
Image is visually
appealing,
uncluttered,
organized
Exceeding
5 marks
More than one
complete Triad used
(can be on multiple
sheets)
Silhouette displays a
Remembrance Day
scene combined with
a scene from When
the Spirits Dance
Student followed all
directions
Image is visually
appealing,
uncluttered,
organized and the
space is used well
(negative space
proportional to items)
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Notes:
Thematic Unit by Tamara Hancock
Assessment Tool: Viewing Exercise Student Reflection Sheet
Date: __________________________
Name: _________________________________
1. Choose one of the pictures of war and describe what you see in at least 5 descriptive sentences.
2. If you were a part of this scene, what would you be thinking?
3. Why?
4. How would you be feeling?
5. Why?
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Thematic Unit by Tamara Hancock
Assessment Tool: Listening Exercise Student Reflection Sheet
Date: __________________________
Name: _________________________________
1. What do you think the title of this song is?
2. Who is speaking?
3. To whim is he/she speaking?
4. Why is he/she saying this?
5. What is the main idea or message of this song?
6. Do you like this song? Why or why not? (e.g., talk about melody, music, singer’s voice, song’s
message, parts you like/don’t like) If you need more room, please continue on the back of the page.
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Thematic Unit by Tamara Hancock
Assessment Tool: Student Self-Assessment: Looking at my Learning
Date: _____________________________
Name: _______________________________
Looking at my Learning
1. What I learned in this unit (what it was about):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. I did very well at and why:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. I think I could have done better at and why:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. I would like to learn more about/something I still have questions about is:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. My favorite part of this unit was…. because:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
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Thematic Unit by Tamara Hancock
Assessment Tool: Portfolio Tracking Sheet
In order to maintain the original layout of this assessment piece, please follow this link to open in a separate Word file:
Thematic Unit Portfolio Tracking Sheet
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Thematic Unit by Tamara Hancock
Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 6: Literature Circle
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Thematic Unit by Tamara Hancock
Literature Circles: Instructions, Self-Reflection and Peer-Evaluation Forms
These forms were given to me during my spring 2009 placement at Kirkcaldy Heights in grade 5/6. The students of the three grade
5/6 classes were compiled together into various literature circles to study a variety of novels. All of the students carried these forms
in a duo tang with them when they came to class. The Literature Circle time was spent by asking questions about their reading and
discussing for the first five minutes or so, followed by reading their novel together as a group and finally by completing the selfreflection and peer-evaluations. Students were then given some time to complete the activities/assignments as listed on the first
page of the instructions, although students were allowed to work on these assignments throughout the day as they finished other
assignments or as time allowed.
I would organize my Literature Circles in much the same manner. As such, I have included the book Novel Ideas from S&S Learning
Materials along with this lesson plan from which all the activities/assignments come from. This is the same book used in the
Kirkcaldy Heights Literature Circles.
Each section of the book would be photocopied on a different colour of paper once, then laminated and kept in pockets on a bulletin
board display within the classroom. The pockets would be labeled with the requirements for each section to remind students of what
they need to do. Students can then pull out the assignment details for whichever assignment they would like to complete and work
on it at their desk, returning the assignment to the correct pocket after they have started. Students can refer back to the assignment
details at any time.
At Kirkcaldy Heights, students were given four weeks to read their book. During the first meeting of the Literature Circles, groups will
decide how much they need to read a day to obtain the goal of completing the book in four weeks or less. This is to be recorded on
the bookmark provided after the peer-evaluation. The bookmark is to be kept with the book at all times so that the student is aware
of what pages need to be read and for when.
To view a copy of the Literature Circle Outline, including student instructions and tracking sheet, peer and self-evaluation sheets, and
bookmarks, please use the following like to open a separate, multi-page PDF file: Literature Circle Student Booklet
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Thematic Unit by Tamara Hancock
Why Should I Wear a Poppy? – An Integrated Thematic Unit
Section 7: Resources
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Thematic Unit by Tamara Hancock
Resources: Books
Baker, D. & Wearing, J. (2007). Novel ideas(grades 4-6). Napanee, ON: S&S Learning Materials.
Bruchac, J. (2005). Code talker: A novel about the Navajo marines of world war two. New York, NY: The Penguin Group.
Coerr, E. (1999). Sadako and the thousand paper cranes. New York, NY: Puffin Books.
Innes, S. & Endrulat, H. (2008). A bear in war. Bolton, ON: Key Porter Books.
Loyie, L., & Brissenden, C. (2006). When the spirits dance. Penticton, B.C.: Theytus Books.
Marck, S. (Illus. Collins, P.). (2004). Literature response forms (grades 4-6). Napanee, ON: S&S Learning Materials.
Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON: S&S Learning Materials.
Stinson, K. (2010). The highway of heroes. Markham, ON: Fitzhenry & Whiteside Limited.
Summerby, J. (2005). Native soldiers foreign battlefields. Ottawa, ON: Veterans Affairs Canada.
** PLEASE NOTE that book selections for the Literature Circle have not been made at this time. However, a brief list of seven
novels is given on page 6 of Solski, R. (Illus. Ward, R.). (2003). Lest we forget: November 11th series (grades 4-6). Napanee, ON:
S&S Learning Materials.
Resources: Video
National Film Board of Canada, Wapos Bay Productions Inc. (Production Agency). (2007). Wapos bay: Something to remember.
[Video]. (Available for loan through the Instructional Resources Unit Main Floor, 1181 Portage Avenue, Winnipeg, MB.
Call Number D-11111).
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Thematic Unit by Tamara Hancock
Resources: Websites
Historica dominion instititute, history by the minute lesson plans. Remembrance day: Integrated arts lesson plan. Retrieved October
10, 2010 from http://www.histori.ca/minutes/lp.do?id=12688.
Indian and northern affairs Canada. Aboriginal veterans: Stories of honour and heroism. Retrieved September 18, 2010 from
http://www.ainc-inac.gc.ca
Muse publishing and communications inc.. A bear in war. Retrieved October 6, 2010 from http://www.abearinwar.com.
The royal Canadian legion, poppy and remembrance. Teacher’s guide (PDF). Retrieved October 10, 2010 from http://www.legion.ca.
The royal Canadian legion, remembrance music. Stand-alone jukebox. Retrieved October 10, 2010 from http://www.legion.ca
Resources: CD
Various artists, pow wow drum groups. (2007). World’s best veteran songs. Winnipeg, MB: Sunshine Records.
Resources: Miscellaneous (Non-Specific)
All other resources for this unit are listed after each lesson plan. Some items such as poetry and images have not been selected at
this time.
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