INTEGRATED UNIT PLAN FORMAT
TITLE OF THIS UNIT: ““Thinking Globally and Acting Locally”
GRADE LEVEL: Grade 6
LENGTH OF UNIT (# of hours or # of weeks): 3 Weeks
RATIONALE:
Our unit is titled, “Thinking Globally and Acting Locally” and it is an integration of Social Studies,
Language Arts and Visual Arts. Within this unit, students will learn about the differences and
challenges that children in Afghanistan face. They will explore current issues between Canada and
Afghanistan and will respond to these issues. Students will identify current international issues that
concern Canada and describe Canada’s response to them. The unit will begin with a read-aloud by
the teacher of The Breadwinner by Deborah Ellis and will continue with literature circles to explore
other connected texts.
This unit is developmentally appropriate and will require little prior knowledge from the students, as
we will scaffold their knowledge of Afghanistan, Canada’s involvement, the Taliban, children’s
environment, etc. At this age, they begin to look beyond themselves to the world and begin to think
about what is happening in their larger community and the world around themselves. At this age,
they have developed some critical knowledge skills and are able to apply them in many areas.
For grade 6 curriculum expectations, the social studies unit looks at Canada and its world
connections. In language, students will look at different forms of communication and are able to
examine in terms of media literacy.
Social Studies is the curricular basis for the unit and we will use language as the tool to reflect upon
and apply the skills they have learned in social studies.
This unit plan addresses the skill and learning levels of both struggling and enriched learners. By
choosing to introduce the unit with a teacher read-aloud (and associated, informal discussions), all
children in the class will have the opportunity to develop a similar level of knowledge prior to the
beginning of the unit. We have assumed that no children in the class will have prior knowledge of
Afghanistan and the Taliban, but that may very well not be the case. We may be able to draw upon
experiences of children in the class, their parents, the community and/or school staff.
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Unit Plan
Throughout our activities, especially in the literature circles, we will address student’s needs in terms
of multiple intelligences (visual arts, media research, etc.).
All of the books we have chosen are appropriate for this age level and in some cases is from the
point of view of children of that age. We are assuming we will teach this unit in a GTA school where
there are many children from many different cultures and the children in our classroom will want to
learn more about the children who are in their classroom/community. We think both of these things
will increase the interest of our students. Since we have chosen something that is very current in
Canada, because of involvement in peacekeeping/immigration, this unit will be current and therefore
more applicable. We have used a variety of strategies throughout our lessons and activities to
engage the interests and satisfy learning styles. Through a variety of teaching strategies, such as
teacher directed lessons, independent work, group tasks, we will satisfy the varied and different
learning styles which make up the students in the class. This unit will be addressed in many different
ways, through visual arts, media literacy, and will incorporate many different resources, literature,
non-fiction, web-based, community, etc.
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Unit Plan
OVERALL EXPECTATIONS:
Social Studies
Canada and world connections – Canada’s links to the world
 Explain the relevance to Canada of current global issues and influences.
Language Arts
Oral Communication
1. Listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
2. Use speaking skills and strategies appropriately to communicate with different audiences
for a variety of purposes
Reading
1. Read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning.
2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning.
Writing
1. Generate, gather, and organize ideas and information to write for an intended purpose
and audience.
Media Literacy
3. Create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques.
The Arts
Visual Arts
 Produce two- and three-dimensional works of art that communicate a range of ideas (thoughts,
feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar
art tools, materials, and techniques.
Drama and Dance
• Interpret and communicate the meaning of novels, scripts, legends, fables, and other material
drawn from a range of sources and cultures, using a variety of drama and dance techniques
(e.g.,“reader’s theatre”), and evaluate the effectiveness of the techniques.
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Unit Plan
PRIOR KNOWLEDGE:
LEARNERS:
This unit will start off by a teacher led read-aloud. Students will not be required to have any prior
knowledge for understanding and interpreting The Breadwinner written by Deborah Ellis. At the end
of each read aloud session, there will be a teacher led discussion on what is currently happening in
the novel. This will help to build knowledge and understanding of what is happening and why it is
happening. Having a discussion at the end of each reading will give the students the opportunity to
seek clarification on words, ideas and themes if necessary. When the read aloud of The
Breadwinner is done at the end of the week, the class will begin the unit “Thinking globally and acting
locally.” Students will have the opportunity to scaffold on the knowledge they have gained from the
read aloud of The Breadwinner. Students will use the skills that they have learned throughout the
year thus far and apply them to this unit. This unit will give students in the class the opportunity to
use their critical thinking skills, literacy skills, basic research skills and computer and technology
skills.
LEARNING ENVIRONMENT:
SPACE
TIME
Most of the learning activities will be conducted in
This unit will take a total of 5 weeks. Two weeks
the regular classroom setting. There will be one
have been allotted for the “preparation” stage in
activity where the class works with the teacher
which the teacher would complete the read-aloud
librarian to complete a research assignment and
of The Breadwinner. The only other activities
this will take place outside of the classroom.
(related to this unit) that would occur during the
reading of The Breadwinner are whole class
As all students desks are currently in a group
discussions following each reading session.
formation, most of the activities will take place
with students working in their regular seats.
Once the unit officially begins, it would include all
Some of the activities are to be completed in
language blocks as well as social studies and
literature circle groups, at which points there
visual arts. It is assumed that the students will
would be some changes in group formation.
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Unit Plan
have a double block of language each day, a
Arrangements for using the library would be
single block of social studies each day and two
made prior to starting the unit. The computer lab
blocks of visual arts each week.
will also be signed out as necessary.
During the three week unit, every period block for
each subject will be used for the “Thinking
Globally and Acting Locally” unit. For example, a
language activity may continue into social studies
and there may be language activities occurring
during the social studies blocks.
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Unit Plan
RESOURCES:
Focus Book:
 The Breadwinner by Deborah Ellis (Junior reading level)
Corollary Books:
Fiction:
 King of The Skies by Rukhsana Khan (Primary reading level)
 The Roses in my Carpet by Rukhsana Khan (Primary – Junior reading level)
 Parvana’s Journey by Deborah Ellis (Junior reading level)
 Mud City by Deborah Ellis (Junior reading level)
 My Forbidden Face: Growing up under the Taliban by Latifa (Intermediate reading level)
 The Librarian of Basra - A True Story from Iraq by Jeanette Winter
Non fiction:
 The Children of Kabul: Discussions with Afghan Families by Save the Children (UNICEF)
 Olson, G. (2004). Afghanistan.
 Banting, E. (2003). Afghanistan: The Land.
 Haskins, J. (2006). Count Your Way Through Afghanistan. edition.
 Heinrichs , A. (2005). Pakistan: True Books.
OTHER RESOURCES:
Student Resources:
 United nations website www.unr.org/pubs/cyberschoolbus
 Afghanistan for Kids http://www.public.asu.edu/~apnilsen/af
ghanistan4kids/index2.html
 Scholastic – Kids in Afghanistan http://teacher.scholastic.com/scholasti
cnews/indepth/afghanistan/
 http://www.w4wafghan.ca/fundraising/l
ibrary.html
Teacher Resources:
 www.globalgiving.com
 www.warchild.ca
 http://www.nationalgeographic.com/landincrisis/
 www.crin.org – Children’s’ rights information network
 www.w4wafghaneducation.ca
 http://www.w4wafghan.ca/fundraising/library.html
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Unit Plan
CULMINATING ACTIVITY: Libraries for Afghanistan
This is a large and complex unit which covers many expectations that will be evaluated individually. In
the culminating activity, students will be expected to demonstrate what they have learned by
researching and presenting a specific media form with a specific goal. The audience for the
presentations is other students within the school and potentially students at other schools in the area.
Libraries for Afghanistan
Students will research and consider critically the charitable organization, Libraries for Afghanistan,
which was organized by the Canadian author of some of the supplementary books used in the unit.
The charity was organized on the belief that bibliotherapy can help children in war ravaged countries.
Students will consider whether or not they would like to support Libraries in Afghanistan.
Students will create a media form to persuade others to participate in the program. Things that will
have to be considered by the students are: what does that participation look like (raising money for
the charity to buy books, donating books of their own from Canada, purchasing books and shipping,
raising money to build libraries. Etc.). They will also have to consider how they as students will
organize their program – who will collect money/books? Where will this stuff be stored? How will it be
distributed? How/when/why should Libraries for Afghanistan be contacted?
Working on this task will also enable students to develop and share their opinions about Canada’s
role in Afghanistan (should we be peacekeepers? Soldiers? Educators?) This sharing may happen
informally as they work on media forms and/or in a more structured, teacher-led forum (debate?
Group discussion? Round table sharing?)
Students will work in groups of 3-4 and will create a media form that will teach other students in the
school and potentially other schools in the local area about the Libraries for Afghanistan campaign.
There will be a number of components that must be included in this project.
Below are a list of questions for students to consider when creating their media form to promote
libraries for Afghanistan:
- What is Libraries for Afghanistan?
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Unit Plan
- What is its purpose?
- When did it first begin?
- Who is involved in this project?
- How have they helped?
- Who is Rukhsana Khan?
- What type of work does she do?
- How had she impacted the lives of children in Afghanistan?
- Who is Deborah Ellis? What type of involvement does she have with ‘Libraries for Afghanistan’?
- How can we as students help?
The starting point for this project is for students to visit the “Libraries for Afghanistan we website at
http://www.w4wafghan.ca/fundraising/library.html
Students are encouraged to also check out Rukhsana Khan’s website
http://www.rukhsanakhan.com/index.htm Students should use additional sources for their research.
Some of these sources are available from this website, some will be available in the classroom, but
other sources may have to be found.
Students have choice of presenting their media form in a variety of ways, ie. Photostory,
moviemaker, poster in Photoshop elements, PowerPoint, etc. Students will be strongly encouraged
to choose the media form that they believe will be most successful for informing and persuading their
audience.
SPECIFIC EXPECTATIONS:
Language Arts:
Writing
 Overall expectation: Generate, gather, and organize ideas and information to write for an intended
purpose and audience.
 Specific expectation: Generate ideas about a potential topic and identify those most appropriate
for the purpose.
Media Literacy
 Overall Expectations: Create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques.
 Specific expectation: Explain how a variety of media texts address their intended purposes and
audiences.
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Unit Plan
Social studies: Canada and World Connections – Canada’s Links to the World
 Overall expectation: Explain the relevance to Canada of current global issues and influences.
 Specific expectations:
o Describe some of the connections Canada shares with the rest of the world. (immigration,
peacekeeping)
o Describe Canada’s participation in international efforts to address current global issues
(peacekeeping, regulation of child labour, human rights violations, acceptance of refugees)
Visual Arts:
 Overall expectation: Produce two- and three-dimensional works of art that communicate a range
of ideas(thoughts, feelings, experiences) for specific purposes and to specific audiences, using a
variety of familiar art tools, materials, and techniques.
 Specific expectation: Describe in their plan for a work of art how they will research their subject
matter, select their media and use the elements and principals of design in solving the artistic
problems in the work.
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Unit Plan
UNIT PLAN OVERVIEW TEMPLATE
LEARNING
ACTIVITY
Description &
Duration of Lesson
Expectations
SUBJECT AREA &
STRAND
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TEACHING/LEARNING
STRATEGIES
ASSESSMENT
EVALUATION
Type, Strategy OR
Tool
RESOURCES/
MATERIALS
ACCOMMODATIONS/
MODIFICATIONS
Unit Plan
• Adjective & noun
match
• L.A.(O.C) -1.2
Demonstrate an
understanding of
appropriate listening
behaviour by adapting
active listening strategies
to suit a variety of
situations, including work
in groups
(O.C) 2.2 Demonstrate
an increasingly
sophisticated
understanding of
appropriate speaking
behaviour in a variety of
situations, including
paired sharing, dialogue,
and small and large
group discussions.
• This activity has a balance of
teacher direction and student
centered learning. As the teacher
leads the lesson by introducing a
noun, the students will then be
given a list of adjectives that they
can choose from to describe the
word. The students are to use
their knowledge from the novel and
from personal experiences to
match the nouns and adjectives.
Students will be active learners in
this activity.
• Checklist for
participation
• Black or white
board, list of
adjectives and
cards with nouns
from the novel
printed on them.
• All students are
encouraged to
participate however
there is always the
right to pass.
• If enriched
students would like
to make a list of
words that they
found interesting
they may do this and
the class can match
them with adjectives.
• Diorama of
scene from The
Breadwinner
• V.A- Produce two- and
three-dimensional works
of art that communicate
a range of
ideas(thoughts, feelings,
experiences) for specific
purposes and to specific
audiences, using a
variety of familiar art
tools, materials, and
techniques;
- Describe in their plan
for a work of art how
they will research their
subject matter, select
their media and use the
elements and principals
of design in solving the
• Students will be shown an
example of a diorama by their
teacher. They will then work
independently to create a diorama
of a scene from The Breadwinner.
While students are expected to
work independently on this project
they may ask their peers for
clarification on something or the
teacher for assistance.
• Anecdotal notes
will be made on
each student’s
diorama. The
teacher will be
looking for the
student’s creativity
with the diorama
and with the rational
for the scene that
was chosen for this
assignment.
• A checklist will be
used to keep track
of the students that
completed this
assignment on time.
• Shoebox,
construction
paper, scissors,
glue, paint,
marks- materials
depend on what
scene students
chose to
illustrate.
• For students that
need assistance the
teacher will be
available to provide
assistance.
• Depending on the
students needdifferentiated
instruction will be
used.
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Unit Plan
artistic problems in the
work.
• S.S- Describe
distinguishing
characteristics of a
country in another region
with which Canada has
links.
• Venn
comparison
diagram of
Parvana in The
Breadwinner &
student lifestyle
• L.A (W) 1.2: Generate
ideas about a potential
topic and identify those
most appropriate for the
purpose.
• Students will work independently
with a provided graphic organizer.
• The Rights of the
Child.
-look at The
breadwinner
story vs. the
lives of
Canadian
children
• S.S.- Use a variety of
primary and secondary
sources to locate and
process relevant
information about
Canada’s links with the
world
• L.A (W) Generate,
gather, and organize
ideas and information to
write for an intended
purpose
and audience;
• This lesson will begin with a
teacher led discussion. The
students will then look at the Rights
of the Child in Canada and
compare it to the lives of children in
Afghanistan that are depicted in
The Breadwinner. The class will
have an open discussion on this
topic and then students will write a
brief reflection on the comparison
of the two countries Rights of a
Child.
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• Students will be
assessed with the
use of a checklist
• Graphic
organizer,
pencil.
• Anecdotal notes
will be made on
student’s
contribution to the
class discussion and
on their reflection
that they submit to
the teacher.
• Canada’s
Rights of a Child
Document,
paper, pencils
• Depending on the
students needdifferentiated
instruction will be
used. For those
students that need a
greater challenge
they may wish to be
more detailed in
their comparisons.
• A variety of
learning styles will
be addressed when
completing this
lesson. Students
will have the
opportunity to read
for themselves the
rights of a child, they
will also be
discussed in class
for audio learners.
Students that learn
Unit Plan
by hands on
activities will have
the opportunity to
look at The
Breadwinner, pick
out significant
events of Parvana’s
life and compare
them to the Rights of
a Child in Canada.
Accommodations
will be made for
those students that
need assistance.
• Write alternate
ending to The
Breadwinner
• L.A (W): Generate,
gather, and organize
ideas and information to
write for an intended
purpose
and audience;
.
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• The teacher will revisit the story
of The Breadwinner with special
emphasis on the last couple
chapters, the class will engage in a
conversation to brainstorm some of
the events that occurred towards
the end of the novel. After a list of
ideas have been constructed,
students will be given the task to
create their own ending to Deborah
Ellis’ The Breadwinner. Students
will create a new ending to the
story and submit it to their teacher
for marks.
• A rubric will be
used to evaluate
student’s
performance on this
activity. The rubric
will examine 3
different criteria 1)
knowledge and
understanding. 2)
application of the
story and 3)
communication.
The rubric will be
discussed with the
students so that
they are aware of
what they will be
marked on.
• Blackboard/
Whiteboard,
chalk, The
Breadwinner,
paper, pencils.
• Students that have
trouble with this
activity will receive
help from both their
peers and the
teacher. For those
that excel in
language arts, they
may wish to create a
more in-depth
extension to the
novel.
Unit Plan
• Arts based
literature circle
activity to match
novel.
• V.A: Produce two and
three dimensional works
of art that communicate
a range of ideas
(thoughts, feelings,
experiences) for specific
purposes and to specific
audiences, using a
variety of art tools,
materials and
techniques.
Students will complete their art
activity in their literature circles.
Students that read Roses in My
Carpets will make their own carpet
out of either construction paper or
fabric. Those students that read
My Forbidden Face Will bring in
material to make a Burkha and will
practice wearing it. Other students
reading other novels will have
similar art activities to complete in
their literature circles.
• Students will share
and explain their art
to their peers and
then it will be
submitted to the
teacher. Their art
work will be
evaluated with a
checklist.
• Construction
• As the literature
paper, glue,
circles are structured
pencils, markers. in a way that has
students of similar
performance level
grouped together,
the activities are
designed to
accompany the
novels and will be
assigned
appropriately to
student’s
capabilities.
 Comparison
• L.A: (R) Read and
demonstrate an
understanding of a
variety of literary,
graphic, and
informational
texts, using a range of
strategies to construct
meaning;
(W)- generate, gather,
and organize ideas and
information to write for
an intended purpose
and audience;
SS: Use a variety of
primary and secondary
sources to locate and
process relevant
information about
Canada’s links with the
world.
• Partner with teacher librarian to
divide up students in half. Both the
librarian and teacher will direct
students to the resources needed
for their research. Students will
brainstorm of Canadian and
Afghanistan culture and choose
one area/topic to further
investigate.
• Students will write
a brief one page
paper on their
research topic and
submit it to the
teacher. The
teacher will mark it
on a holistic rubric
that looks at their
ability to use a
variety of sources
and gather,
generate and
organize a variety of
ideas.
• Paper, pencil,
computer and
books.
lesson –- mini
research
comparison on
one part of
Canadian &
Afghan culture
(i.e land, family,
employment,
hobbies, etc)
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• Both the teacher
and the librarian will
be available for
assisting students
that need help. Also,
students will have a
choice of their topic
and therefore may
wish to choose
something they are
more familiar with.
Exceptional students
may choose to seek
out additional
resources and cover
more than one topic.
Unit Plan
• Discussion/
debate of
Canada’s
involvement in
international
affairs
• L.A (O.C)- Listen in order
to understand and respond
appropriately in a variety of
situations for
a variety of purposes;
- use speaking skills and
strategies appropriately to
communicate with different
audiences
for a variety of purposes
S.S- Describe Canada’s
participation in international
efforts to address current
global issues
(peacekeeping, regulation
of child labour, human
rights violations,
acceptance of refugees)
• The teacher will divide class up
into two groups for the debate.
She will mediate throughout the
discussion and will control
speaking time of students. It will
be a student led discussion with
teacher support when necessary.
• Students will be
assessed based on
their participation.
Anecdotal notes will
be made on the
students social and
learning skills.
• n/a
• The teacher will
arrange the two
sides of the class so
that the groups are
equitable. While all
students are
required to
participate, there is
always the right to
pass if a student
does not feel
comfortable.
• Organizations &
Canada’s
involvement
-newspapers
• S.S: Describe some of the
connections Canada shares
with the rest of the world.
(immigration,
peacekeeping)
-Identify some important
international organizations/
agreements in which
Canada participates and
describe their purpose
(United nations, etc)
• L.A (R): Read and
demonstrate an
understanding of a variety
of literary, graphic, and
informational
texts, using a range of
strategies to construct
meaning;
- (M.L): Explain how a
variety of media texts
address their intended
purposes and audiences.
• Students will choose an article
from a newspaper which discusses
Canada’s involvement and
organizations pertaining to
international affairs. The students
will address who’s voice is there,
who’s is missing and what is the
implied message of the article.
Students will finally share their
article with literature circles. This is
a student led activity and
discussion.
• Students will
submit the article
and their summary
of it. This will be
assessed with the
use of a Rubric.
The teacher will be
looking for social
studies content and
media literacy
content. The Rubric
will cover the criteria
of application,
knowledge and
understanding and
communication.
• A variety of
newspapers over
a week span,
pencils and
paper.
• As students will be
sharing their articles
with their literature
group circles,
students will feel
comfortable in this
group setting. Their
reflections will be
written to the best of
their ability.
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Unit Plan
ACCOMMODATIONS
SPECIAL NEEDS:
For the three weeks of this unit, students with special needs will be taken into account when it comes
to workload and expectations. The unit will be based around the work of five literature group circles.
Each book that is read will be designed to teach a lesson and a variety of tasks to follow. While all of
the tasks will be very similar in nature, the content may vary depending on the book. Out of the five
books, there will be one that is for struggling readers and one that is for students that need to be
challenged. This will help students to succeed in the unit and feel comfortable in their literature
circles. Also, if there are students that will need extra assistance with their assignment for the
literature circle, the teacher will always be available to provide assistance.
Also, accommodations may be made on a case by case basis for students. If a student is on an IEP
then expectations and assessment and evaluation would be adapted for that student.
DIVERSITY ISSUES
As this unit plan focuses on multiculturalism and the diversity of cultures from Canada to
Afghanistan, our resources depict these differences. The reading resources we have chosen reflect
both genders, all ages, and many races and cultures relevant to the social studies expectations. The
unit environment reflects diversity as discussions and critical thinking will be encouraged. The
content for the unit is about diversity in cultures and it is therefore important to reflect the acceptance
of diversity in the classroom through accommodations. Teaching and evaluation strategies will be
adapted for such students.
Based on the cultural framework of the class, we will make the necessary accommodations to ensure
the learning environment is inclusive and safe.
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Unit Plan
TEACHER REFLECTION BY: WENDY CHRISTENSEN
Perceptual Overview: I believe this unit will be well received by Grade 6 students because at this
stage in their lives they are beginning to consider people other than themselves and are ready to do
some critical thinking and acting about the world. I think the idea of reading a story about a girl who
pretends to be a boy will be amusing for students at first until they truly begin to understand the
seriousness of the masquerade. By then, students are “caught up” in the story and the teacher can
begin introducing some serious issues for discussion. That this is a “true” child’s story – as are most
of the corollary texts we have chosen - will make the unit that much more relevant and interesting to
our students. What I find exciting about this unit is that it has the opportunity to really expand student
thinking as they consider things that most children in Canada take for granted: food, shelter, families,
safety, having a childhood which often extends to early adulthood and education. And, since children
aged 11 and 12 are often eager to “do something” when faced with an injustice the unit culminating
activity will give them an opportunity to act and make a difference in a child’s life as well as a country
that they have learned about.
Activities to be modified or deleted: I think we carefully considered all of our activities and would
not choose to delete any of them. Rather, I believe this unit could go on for a longer time, particularly
if the culminating task gains interest and momentum. I also think it would be wonderful to add a
community link in this unit; in Toronto there is a large Afghani population and I think it would add
another dimension to have these people (adults and children) come to the classroom to speak.
Perhaps when the students choose to “act” they would also like to do something in the Canadian
Afghani community in Toronto. Including real people could really expand the critical literacy portion of
the unit (do we look at what speakers say critically? What do people from Afghanistan think of the
texts we chose? Are the texts realistic?) I think it is difficult to say which activities would be modified
or deleted until the unit has begun. It is possible, that by allowing students to choose whether or not
to support Libraries for Afghanistan, they may choose not to. We did not build an alternative “choice”
into the task; however I believe that if the class did not want to pursue this task that it would be
necessary to allow them to choose another activity.
As the unit progresses, I would encourage frequent teacher and student reflection (another oral or
writing task?) and discussion may change additional activities, but I would find it difficult to change
something before it has been tried first.
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Teaching/learning strategy changes: As we created this unit, we made considerable effort to
balance both teacher-lead and student-led teaching and learning. We wanted students to also be
responsible for some of their learning as well as the final outcome of the unit (culminating task). It is
possible that strategies would need to change depending on the students. For example, there may
be many children in the class that find it difficult to complete tasks which lead to their own learning. In
that case, we may need to include more teacher directed strategies or add additional small group
opportunities. I think teachers must get to know their students quite well and put some classroom
strategies in place before a unit such as this. Certainly this kind of unit would not be introduced in
September. I do however believe it should be introduced late in the fall to allow the culminating task
to come to fruition before the end of the school year.
In creating our strategies, we assumed several things that could affect teaching/learning strategies
including that children are capable of working well in small groups; able to access technology; and
are open to considering different kinds of presentation strategies. All of these things could have a
significant impact on our teaching strategies and indeed the unit. If found to be not true there would
have to be significant revisions made to the unit.
Materials needed/deleted (Effectiveness of people, places, and resources used): The texts we
have chosen are readily available – either through school or public libraries – or could be ordered for
a low cost. Art materials are also readily available.
We have assumed that the school has considerable technology and students would have access to
use it and this may not be the case. We have proposed that students could make digital
presentations, but it is possible cameras would not be available and that there may not be technical
support available to use this medium. We would have to determine whether or not this kind of
resource list may be available at a board level.
We also assume there is a teacher librarian to assist students with research. Many schools do not
have such a resource person and the classroom teacher may have to take on this role as well.
If possible, I would like to see Afghani community members – particularly girls and women – come to
the classroom to speak. However, women and girls who have lived under the Taliban may not
choose to take on such a role (why not could be another discussion!) even within the safety of
Canada.
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Unit Plan
TEACHER REFLECTION BY: ANDREA PAGLIALUNGA
Perceptual Overview: Our unit plan is designed to educate grade 6 students on Canada’s world
connections which a special emphasis on the Middle East. The unit is titled “Thinking Globally,
Acting Locally” and is designed to increase awareness on global and local social justice issues. The
unit increases knowledge on cultural awareness and diversity. The planning of this unit required a
variety of considerations such as, multiple intelligences, cultural background of students in the class,
previous knowledge, and external resources to the classroom (i.e teacher librarian). The students
will be engaged by a variety of unique activities, all designed to engage and educate the students.
Activities to be modified or deleted: Not having put this unit plan into practice in a classroom, it is
difficult to say what I would modify or delete. Only after these lessons were delivered and student
assessment was completed could I determine how useful and effective the unit and my teaching
were. I feel that our activities were well considered and planned out. I would potentially add a field
trip or guest speaker to come and talk to the students. This would give the students a more “real” life
connection. Something else I would have added to our unit plan would have been a musical aspect.
I would have had the students listen to music from this culture and discuss it. If possible I would
bring in instruments that are commonly found in music from the middle east.
Teaching/learning strategy changes: After reviewing the unit plan, I feel that our group used a
balance of teacher and student based activities. I feel that when necessary the teacher led the
lesson and when possible the activity was student led. We also included literature circles and a
balanced literacy program in our unit plan. If there was something I would change, I would have to
see my plan implemented in the classroom to know where such changes would be made. I am
currently happy with the unit we designed and feel that it is something I would use in my own
classroom.
Materials needed/deleted (Effectiveness of people, places, and resources used): I feel that our
group did an excellent job of ensuring that we used appropriate resources. One of the aspects of our
unit plan that I thought was useful was the connection made with the teacher librarian. I feel that
teacher librarians are excellent resources to help teach a unit. Having the teacher librarian work
closely with students will help them to improve their research skills.
Most of the activities that we designed involve materials that are provided to the students by the
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school. For example, all visual art materials will be supplied to students with the exception of a
shoebox that they will be asked to provide for their diorama. After just completing the unit plan there
is no materials that I would delete from the plan. However, if I had used this plan in the classroom
and there were problems with the activities/materials required, I would make alterations to the unit
plan.
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Unit Plan
TEACHER REFLECTION: NATALIE CROMPTON
Perceptual Overview: This unit plan is likely to be successful at the grade six level because it meets
both the needs of the students’ intellect through the content level and variety of activities and the
students’ interest by relating students to content and protagonists in the literatures studied. Through
planning this unit we considered a variety of possible classroom profiles and made accommodated
and modifications for reading level, intellect, student interest, cultural diversity, and special needs.
The unit will be beneficial as it will teach tolerance of other cultures to the students while teaching the
expectations under the social studies curriculum.
Activities to be modified or deleted: Without implementing this unit into a real grade six classroom,
I can not fully understand what activities and lessons would work and which ones would need
modifications. After implementing the first lesson, and assessing the students understanding and the
success of each student, I would them modify all the lessons to follow. Assessment for learning
would be an important aspect of the unit as I would make changes to each activity accordingly. If I
were to make changes to the activities before implementing the unit I would introduce a dramatic
presentation as I feel it is a great way to communicate and coordinate it with an oral communication
expectation.
Teaching/learning strategy changes: As I mentioned above, after implementing the first lesson and
all other lessons thereafter, I would assess the success of the lessons which would focus in on the
teaching and learning strategies used that lesson. Our group planned the unit with the intention of
using a variety of teaching strategies to match the concept of multiple intelligences and meet the
learning styles of more students in the classroom. After meeting the class in September and creating
a class profile, including the various learning styles of the students in the classroom, I would modify
the teaching strategies accordingly.
Materials needed/deleted (Effectiveness of people, places, and resources used):
I feel that our group designed each activity with the necessary resources to accommodate each
lesson in our plan. We used a variety of resources and materials to make the activities interesting to
the students. The resources and materials needed for the unit are readily available therefore making
this unit easy to implement for other teachers as well. The texts can be found at local public libraries.
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Students today are more influence by technology and the use of technology is important in this unit.
A variety of our sources are online and many tasks will require the use of computers and a computer
lab. As the location of this classroom is unknown, we discussed that when implemented in a specific
community, we would take advantage of the people and places around to teach the cultural
differences within a community.
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Unit Plan
Lesson Plan # 1
Lesson Topic: Literature Circles – Different Cultures
Lesson Length: Twice a week: Monday & Thursday - Double Periods
Six literature circle sessions in total.
Start Lesson : Day 1 of Unit
Curriculum Expectations:
Language Arts
 Oral Communication
1.2 – Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to
suit a variety of situations, including work in groups
2.2 – demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of
situations, including paired sharing, dialogue, and small and large group discussions.

Reading
1.1 – Read a wide variety of texts from diverse cultures, including literary texts.
1.3 – Identify a variety of reading comprehension strategies and use them appropriately before, during, and after
reading to understand increasingly complex texts.
1.4 - Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas
and citing relevant supporting details.
1.6 – Extend understanding of texts by connecting, comparing, and contrasting the ideas in them of their own
knowledge, experience, and insights, to other familiar texts, and to the world around them.

Writing
1.2 – generate ideas about a potential topic and identify those most appropriate for the purpose.
Cross-Curricular Links:
 Social Studies - Canada and World Connections: Canada’s Links to the World
Overall: Explain the relevance to Canada of current global issues and influences.
 Visual Arts - Produce two- and three-dimensional works of art that communicate a range of ideas.
 Within the literature circle groups, an art lesson will correspond to both the readings and the social studies
curriculum. Each group will create an art piece connected to their readings. Further plans will be presented in a
visual arts lesson plan.
Content Area Focus
The theme of the five readings is based on different cultures. The books are based on stories of children living
in Afghanistan and Pakistan.
The students will be grouped by reading level into five categories. The literature circles will help students’
develop content from social studies curriculum, discussion skills and their reading abilities.
Skills Focus:
Social Skills:
 Cooperation
 Participation
 Individual accountability
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Learning Skills:
The students will focus on listening & speaking skills:
 To concentrate on the topic.
 To participate actively in the group.
 To ask simple and complex questions.
 To allow all members of the group opportunity to participate.
 To support opinions with evidence.
Lesson Framework:
Prior to this, the students have participated in literature circles and are familiar with the routines.
 Sessions are twice a week for two block periods.
 At the beginning of the sessions the students, as a group, will determine how much of the book to read for the
next session and which roles they will take on.
 Students will have a choice of roles to take on but must not repeat roles. Students will complete five tasks in
total of a possible eight roles.
Task/Performance:
Roles for literature circles:

Discussion director: This student develops questions for the group to discuss about readings.

Passage picker: This student chooses a selection that the group rereads and discusses. The passage
should be interesting, informative, climactic, well written, etc.

Vocabulary developer: This student chooses words that are difficult or used in an unfamiliar way to look
up in a dictionary and explain to the group.

Connector: This student finds a connection between the story and another book, event in their personal
life or the outside world (text to text, text to self, text to world).

Illustrator: This student draws a picture based on one or two pages in the story which is descriptive.

Summarizer: This student prepares a brief summary of the passage read for that session.

Locator: This student tracks the movement of the characters when they move a lot/ researches interesting
location from the setting.

Investigator: This student looks up background information related to the book (culture of characters).
Assessment Tools and Strategies:

Anecdotal Notes taken on individual students (note the incidence of interaction among students, and
take brief notes on comments voiced during the discussion).

Student self-assessment/ group assessment at end of every meeting.

Students will keep their records of the sheets completed for each role in their literature circle folders to
be submitted at the end.
Lesson Checkpoints & Feedback:
 The Teacher will circulate during sessions to ensure groups are on task. The teacher will sit with each group
during each session.
 The Teacher will encourage discussion and participation from all students.
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

The teacher will review the students’ literature circle folders once a week.
Each group will submit a group/individual evaluation at the end of each session.
Key Concepts & Skills
Reading
Instructional Approaches:
Independent reading with support from group mates and teacher.
King of The Skies by Rukhsana Khan (Primary reading level)
The Roses in my Carpet by Rukhsana Khan (Primary – Junior reading level)
Parvana’s Journey by Deborah Ellis (Junior reading level)
Mud City by Deborah Ellis (Junior reading level)
My Forbidden Face: Growing up under the Taliban by Latifa (Intermediate reading level)
Critical Literacy/Thinking Skills:
Critical reading – Students must decipher what may be factual and realistic as the novels are written from
memory and stories of others. Group will discuss common issues from their readings and The Breadwinner.
Accommodations/Modifications:
Students will be placed in group based on reading level.
Writing
Instructional Approaches:
Independent writing - based on task (and role). Each role covers a reading, writing, or oral communication
expectation, all focused on the overall social studies expectation.
Critical Literacy/Thinking Skills:
Each task takes a varied approach to writing a response to the text. Students will critically examine the readings
and respond appropriately.
Accommodations/Modifications:
Tasks can be accommodated/ modified for each student. Tasks are chosen by student based on interest and
ability.
Language and Word Study
Instructional Approaches:
The teacher will scaffold ideas from the Breadwinner and discuss terminology and issues which may be present
in the selected readings as a class. A previous activity, using vocabulary of adjectives and nouns from The
Breadwinner will prepare students to feel confident to explore the vocabulary of their group’s text.
Group and independent work on new vocabulary.
Critical Literacy/Thinking Skills:
Critical thinking on cultural vocabulary and meaning.
Accommodations/Modifications:
Most texts contain glossary at back of the novel.
Oral Communication
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Instructional Approaches:
Group discussions within a small group. Focus on listening and speaking skills in a group setting. The group
must work on holding effective discussions without the teacher as a mediator.
Critical Literacy/Thinking Skills:
Topics for discussion will be lead by group and determined by the previous readings and roles for that particular
session.
Accommodations/Modifications:
Tasks can be accommodated/ modified for each student. Tasks are chosen by student based on interest and
ability.
Students are expected to participate in the group discussion to the best of their abilities.
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Lesson Plan #2
Lesson/Unit Topic/Theme: Language Arts/Social Studies – Making Connections – “Thinking Globally,
Acting Locally.”
Lesson/Unit Length: 1 period – First Language Arts lesson
Curriculum Expectations:
Language Arts
• Oral Communication
- Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to
suit a variety of situations, including work in groups
- Demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of
situations, including paired sharing, dialogue, and small and large group discussions.
• Reading
- Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas
and citing relevant supporting details.
- Extend understanding of texts by connecting, comparing, and contrasting the ideas in them of their own
knowledge, experience, and insights, to other familiar texts, and to the world around them.
• Social Studies
- Use a variety of primary and secondary sources to locate and process relevant information about Canada’s
links with the world
Content Area Focus
The class will have just finished a read aloud of The Breadwinner and will begin by reviewing the story of
Parvana and her struggle to survive and provide for her family when her father is taken away by the Taliban.
For this activity students will be focusing on words (nouns) from the story. They will discuss the importance
of these words to the story and to its overall message. After looking at the provided words, as a class, students
will be given a variety of adjectives that are designed to describe the different nouns they have just looked at.
As a class students will have an open discussion on what adjective best suits a given noun.
Skills Focus:
• Social Skills: Four social skills will be touched upon in the lesson. Students will be working on
participation, active listening, cooperation and individual accountability skills. In order for this lesson to work
properly, these four skills must be practiced by all students.
• Learning Skills: Students will be focusing on listening and speaking skills. They will be required to
concentrate on the topic and words that match. Students will be required to actively participate in the group
discussion and consider both simple and complex words and themes from the novel. All members of the class
will be active listeners while other classmates speak. Students will have to back up their ideas with support.
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With this assignment, there is more than one right answer, which allows students to see different points of
view.
Task/Performance:
• Classroom Setup: Students will be seated at their desks while the teacher leads the lesson from the
blackboard/whiteboard. The teacher will have two piles of cards. One pile will have a list of nouns that are
found in The Breadwinner, and the second pile will be of adjectives to describe those words. There will be a
chart on this board to show the separation between the nouns and adjectives.
•Task: The class will engage in an open discussion of the nouns from The Breadwinner and a variety of
adjectives. A noun will be picked from the pile and then as a class will review the variety of adjectives in the
list, and can pick an adjective that best suits that word by posting both up on the board, beside one another.
Throughout the activity the class will have an active discussion of why the adjective fits the noun and what
information leads them to make this decision. The purpose of this assignment is to get students thinking about
the words from the story and how they were interpreted or reflected by both the author, Deborah Ellis, and the
readers. It is an excellent way for students to generate an open and active discussion on the story of The
Breadwinner.
Assessment Tools and Strategies:
A checklist will be used to assess student’s participation in this discussion. It is important that all students feel
comfortable to talk amongst their peers, however if they wish to pass on this open discussion, they will not be
penalized.
Key Concepts & Skills
Language and Word Study
• Instructional Approaches: As the teacher leads the lesson by introducing a noun, the students will then be
given a list of adjectives that they can choose from to describe the word. The students are to use their
knowledge from the novel and from personal experiences to match the nouns and adjectives.
• Critical Literacy/Thinking Skills: Students will be responsible for watching the adjectives to the nouns but
will also have to have a justification for their reasoning. Students will need information or ideas to back up
their word choices.
• Accommodations/Modifications: All students are encouraged to participate however there is always the
right to pass.
Oral Communication and Media Literacy
• Instructional Approaches: This is an open discussion that will be led by the teacher but in the hands of the
students. Students will have the opportunity to share their ideas throughout the class discussion.
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• Critical Literacy/Thinking Skills: Students will be responsible for watching the adjectives to the nouns but
will also have to have a justification for their reasoning. Students will need information or ideas to back up
their word choices.
• Accommodations/Modifications: All students are encouraged to participate however there is always the
right to pass.
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Lesson Plan # 3
Lesson/Unit Topic/Theme: Visual Arts - Building a Diorama - “Thinking Globally, Acting Locally”
Lesson/Unit Length: Two periods – First visual arts lessons in Unit
Curriculum Expectations:
Arts
• Visual Art
Specific: Produce two- and three-dimensional works of art that communicate a range of ideas(thoughts,
feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar art tools,
materials, and techniques;
- Describe in their plan for a work of art how they will research their subject matter, select their media and use
the elements and principals of design in solving the artistic problems in the work.
Cross-Curricular Links:
• Social Studies - Canada and World Connections: Canada’s Links to the World
Overall: Describe distinguishing characteristics of a country in another region with which Canada has links.
• Language Arts – Writing
1.2 – generate ideas about a potential topic and identify those most appropriate for the purpose.
Content Area Focus
Brainstorming: Students will have the opportunity to brainstorm a list of important scenes in the novel.
From their list, students will pick the scene that they felt was very important to the story of The Breadwinner.
Diorama: Students will construct a diorama of what they feel is one of the most important parts of the novel.
They will use a wide variety of materials to construct this. Students will use a shoebox to construct their
diorama, but are not limited to this form.
Summary reflection: After students construct their dioramas they will write a reflection of why they feel the
scene they chose was important and how it added to the story of The Breadwinner
Skills Focus:
• Students will be critically reflecting upon the story of The Breadwinner. They will be expected to review the
story and the series of events that happened in Parvana’s life and then reflect upon why the parts of the novel
they picked were important. Lastly, students will have to pick one overall event that was significant to the
story.
Social Skills:
• This assignment is to be completed independently. Once all students are finished there will be a class time
allotted for students to walk around the room and view one another’s dioramas and the rational that goes along
with it. This gives students the opportunity to see others point of view and the scene they chose to display.
Learning Skills:
• Students will be learning what a diorama is, if they have never made one before. For some students in the
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Unit Plan
class, this will be the first time they have completed an assignment like this. Students will have the
opportunity to work on their critical thinking with this assignment. As some students may have challenges
along the way (i.e. – brainstorming, picking a scene, picking visuals for their diorama), students will have the
opportunity to practice their problem solving skills.
Focusing Questions:
- What scene really stands out to you when you think of The Breadwinner?
- Is there a scene that you feel really encompasses the story of Parvana’s life?
- Is there a scene that you can think of that without it, the story would not be the same?
- What scene is this?
- How did the scene make you feel?
- How do you think the characters felt?
- Why is this scene so important?
Culminating Task/Performance:
• After students have decided upon the scene that they feel is important to the storyline of The Breadwinner,
students will construct their diorama. Students will use a variety of materials to construct this. The teacher
will provide students with basic materials and supplies. Students will be required to bring in a shoe box for
making their diorama.
Assessment Tools and Strategies:
• Anecdotal notes will be made on each student’s diorama. The teacher will be looking for the student’s
creativity with the diorama and with the rational for the scene that was chosen for this assignment.
• A checklist will be used to keep track of the students that completed this assignment on time.
Lesson/Unit Checkpoints & Feedback:
• As students will be given time in class to brainstorm their ideas and begin their diorama, they will have
opportunities to ask the teacher for feedback or any questions/concerns they have with the assignment.
Throughout the lesson the teacher will walk around the room to help students that may need it.
• If necessary the teacher may wish to review some of the critical points in the story for those students that are
having difficulty recalling.
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Key Concepts & Skills
Writing
• Instructional Approaches: Students will be engaged in independent writing for this assignment.
• Critical Literacy/Thinking Skills: For this assignment, students have to critically reflect upon the storyline
of The Breadwinner. They will then brainstorm important events that are vital to the storyline. Once the
student has narrowed down the scene that they wish to depict in their diorama, they will write a short reflection
on why they chose the scene that they did and how it is important to The Breadwinner.
• Accommodations/Modifications: For students that need assistance the teacher will be available to provide
assistance.
Visual Art/Design
• Instructional Approaches: Students will be shown an example of a diorama. They will then work
independently to create a diorama of a scene from The Breadwinner. While students are expected to work
independently on this project they may ask their peers for clarification on something or the teacher for
assistance.
• Critical Literacy/Thinking Skills: Students will decide what scene they feel is most important and depict it
in the form of art. They will decide upon a wide variety of materials to use and how they wish to portray the
scene.
• Accommodations/Modifications: Students will be expected to complete the diorama to the best of their
abilities.
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Lesson Plan # 4
Lesson/Unit Topic/Theme: Think Globally, Act Locally
Lesson/Unit Length: This lesson and associated activities will take approximately 6 blocks of time (2 double
blocks of language and 2 single blocks of social studies), which will be taught during the early stages of this
unit in order to help students to begin to understand the differences between life in Canada and Afghanistan.
Lesson Theme: Childhood in Afghanistan: Tell Me What it’s Like
Curriculum Expectations:
Language
Oral Communication
1. listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes
Reading
1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning.
Writing
1. generate, gather, and organize ideas and information to write for an intended purpose
and audience.
Media Literacy
Making Inferences/Interpreting Messages- Interpret media texts, using overt and implied messages as
evidence for their interpretations.
Audience Responses- Explain why different audiences might have different responses to media texts.
Point of View- 1.5 identify whose point of view is presented in a media text, identify missing or alternative
points of view, and, where appropriate, determine whether the chosen view achieves a particular goal.
Social Studies
 Formulate questions to develop research plans with a statement of purpose
 Analyze, classify, and interpret information about another country from another region of the world.
Cross-Curricular Links:
While this is primarily a language arts lesson, because of the focus of the research is a comparison of
children’s lives Canada and Afghanistan, there is also a strong social studies link.
The form of the presentation will be flexible and this may allow for additional cross curricular links,
particularly in visual and language arts. Children may chose to do an oral read-aloud style presentation, a
read-aloud poem, a digital presentation (satisfying media literacy expectations for both presenters and
audience), a visual arts presentation, or a dramatic arts/dance presentation.
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Content Area Focus
Compare and contract childhood in Afghanistan and Canada. This would be completed in three phases: initial
general research would be completed by whole class in which children would be asked to complete a basic
“information sheet” about childhood in Afghanistan/Canada; small group research in which students would
do more detailed research about one topic; and finally a presentation to the classroom community.
In this activity, students will be researching, reading, writing, using critical thought when considering a
variety of sources, and using oral communication skills during whatever presentation they choose (for
example, even with a visual arts presentation, students may have to explain their presentation).
Students will think critically about the differences and similarities for children in each country.
During this lesson/activity, the teacher will begin to encourage students to explore why there are differences
in Canada and Afghanistan and consider what they might be able to do to bring equality to children in
Afghanistan. (think globally, act locally).
Skills Focus:
Social Skills:



Working in small group
Cooperation/sharing of classroom resources
Active/respectful audience
Learning Skills:







Research – students will complete general research from various in-classroom resources (books,
articles, electronic, personal interviews, etc.)
Preparation (writing, digital, visual arts) and presentation of findings.
Work independently to complete written answers on information sheet.
Work cooperatively in small groups to: choose an aspect of childhood in Afghanistan to describe and
complete associated research; prepare (write, film, draw, act, or dance) and present findings of
research.
Oral communication (possibly) to present findings to classroom community.
Written communication (possibly) to prepare and present report.
Technology skills (possibly) to prepare and present findings.
Focusing Questions:
Prior to beginning information sheet: We know a little bit about Afghanistan from reading the Breadwinner,
now we are going to gather further information about childhood in Afghanistan. We have the information
from the book, why is it important and valuable for us to find out anything more about what it was like to be a
child in Afghanistan when the Taliban first seized the country?
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Unit Plan
Prior to beginning in-depth research: We know a little bit more about children who lived in Afghanistan,
now I would like you to be Deborah Ellis, the author of The Breadwinner. What kind of things do you need to
know in order to write the rest of the story?
Prior to presentations: You have learned a lot more about one aspect of childhood in Afghanistan. You and
your small group are a classroom authority in one area. What strategies can we use to get this information to
all of us? Why would we want to use this strategy? Why would we want to share this information? How will
knowing more help us? Children in Canada or Afghanistan?
Culminating Task/Performance:
This will be the small group presentations concerning various aspects of children’s lives in Afghanistan.
Each group will be asked to do a brief presentation (max. 5 minutes) to share what information they found.
Each group will be the “expert” in one area and all children will learn from their classmate teachers.
Children will be given the evaluation rubric for this presentation prior to beginning the preparations for this
task.
Students will also be asked to do a self-assessment and brief reflection on the activity and what they learned.
Assessment Tools and Strategies:




Observation/anecdotal notes – social skills
Checklist for worksheet
Rubric for presentation
Student self-assessment and reflection
Lesson/Unit Checkpoints & Feedback:
 Individual checks during initial research/worksheet completion.
Note: If many students are struggling with finding answers, may have to: re-teach basic research to whole
class or small groups and then proceed, make this into a small group task (and change assessment), do as a
whole class task (and change assessment).
 Checks during group research.
Note: If many students are struggling, may have to re-teach basic research and critical thinking about
information and resources. If students are excelling and have completed task well ahead of time, can
encourage more in-depth research, a second relevant topic, or allow proceeding to presentation
development stage.
 Checks during preparation for presentations.
Note: Do all small groups understand task? Are they using the rubric as they prepare? Is enough
information included to instruct class? Is there too much information? (for both questions, teacher may have
to give guidance). Is the presentation taking form and will it be ready for presentation time slot? (may have to
adjust if multiple groups will not be ready).
Natalie C, Wendy C & Andrea P
Unit Plan
Key Concepts & Skills
Reading
Critical Literacy/Thinking Skills:
Students will have already had lessons on critical literacy so this unit will be another application and another
opportunity to reinforce of if necessary, re-teach skills. Before children begin research, there will be a brief
reminder about what critical literacy is and how it needs to be used – when reading fiction, non-fiction,
websites, and when doing personal interviews. If there are materials that have a strong bias, teacher may walk
students through these materials and question about how and why they could and should be used.
Students will have to critically read material during research and will be strongly urged to do so.
Accommodations/Modifications:
Students will have different abilities to critically read research material. Some may have difficulty
determining what information is important and should be included; other students may find it easier to
critically evaluate information and will complete research quickly. These exceptional students may want to
research well beyond classroom resources. This will be encouraged and the teacher will help students to think
critically about other sources of information (personal interviews, websites, etc.) and what “point of view’ is
being given.
Students experiencing difficulty will also be given individual assistance from the teacher to help determine
relevant information.
Writing
Instructional Approaches:
There will not be a formal writing component for this lesson. Students may need and receive individual
assistance depending on what presentation method they choose (those who choose to write a report will need
direction; those who choose to write a poem or dramatic presentation may also need some instruction).
Critical Literacy/Thinking Skills:
If writing a dramatic presentation, students will be encouraged to keep their audience in mind.
Accommodations/Modifications:
Students who are still mastering the idea of critical literacy and how it is used when writing will receive extra
teacher support if they chose a presentation method which requires significant writing. This is not meant to be
a lesson with a lot of sophisticated writing, so it is not anticipated many students will require support. It will
be given if necessary.
Natalie C, Wendy C & Andrea P
Unit Plan
Language and Word Study
During the reading and full class discussion of The Breadwinner, the class will add words from the story to the
word wall.
Instructional Approaches: It is anticipated that new words will be discovered during research components of
this lesson. If a new word is discovered, students will be encouraged, using available resources, to discover the
meaning of the word independently. At the end of each work period, students will be invited to share new
words and their meanings with classmates. This will also be the time to bring forward any words students
discover but couldn’t find meanings for. “Word detectives” will be invited to do research about unknown
words and bring findings forward at the beginning of the next class.
Critical Literacy/Thinking Skills: If a new word is discovered, students will be encouraged to ask themselves
questions including: does it look like any words I know? Sound like any other words I know? Have I seen this
word anywhere else? Where can I find out what it means? What resources to I have to help me? Do the words
and sentences around the word give me any clues?
Accommodations/Modifications: Students who may be not yet at grade level may find new words particularly
challenging. They will still be encouraged to ask themselves the above questions, but they will also be
encouraged to put unknown words in their personal dictionary, to ask a classmate, a previous word detective,
consult a dictionary, and ask the teacher.
Oral Communication and Media Literacy
Instructional Approaches: This will not be the first opportunity students will have had to use oral
communication skills in a presentation; however reminders will be given about how to be a good “audience”
and how to respond to appropriately.
Before students begin presentations, there will be a mini-lesson about speaking: reminders that it needs to be
clear, have good eye contact, slow down when you speak, and that you are presenting to friends and teachers –
we all want to you to succeed.
At this point, students will also be asked to consider different presentations – is there a particular point of view
or is it just information? Can they identify whose point of view the presentation is from? Does this point of
view achieve a particular goal? How might other audiences (Afghan children or adults from Afghanistan view
this presentation?) Students will just make an informal note and will give oral responses to the teacher during
discussions. Teacher will take anecdotal notes during discussion.
Critical Literacy/Thinking Skills:
During research and the presentations students will have multiple opportunities to think critically about the
resources they are reading and the presentations they are watching. There will be an overall mini-lesson about
thinking critically prior to research as well as the presentations. It will be primarily a refresh and review as this
topic will have been covered before during the earlier part of the year.
Accommodations/Modifications: Teacher may have to support struggling learners with repetition and
individual or small group mini-lessons. Accomplished learners will be given the opportunity to do more
research and will be encouraged (or given) more difficult texts – can they identify which point of view is being
expressed? Missed? How could you re-write or represent this text from a different point of view? What about
personal interviews…do they have point of view (interviewer, interviewee?).
Natalie C, Wendy C & Andrea P
Unit Plan
Annotated bibliography for Unit plan
Focus Book:
O Ellis, D. (2000). The Breadwinner. Groundwood Publishing. Canada.
The Breadwinner is a story written about a young girl and the reality of life under
the Taliban. The main character, Parvana lives with her family in one room of a war-torn
apartment building in Kabul, Afghanistan. When her father is arrested by the Taliban,
the family has to come together to survive without him. Since women cannot appear in
public unless fully covered, Parvana devises a plan to cut her hair and disguise herself
as a boy to earn money for her family. The story focuses on a young girl and the
difference that she makes for her family through a small act of courage. This novel is at
a junior reading level.
The Breadwinner is a great book to use for integration into the social studies unit
as it brings forth current social issues. As the book is critical literature, the novel study
demands critical thinking from the students. Though the content level of the book is at
a Grade Six level, the book includes a glossary at the end defining cultural terminology
specific to the story’s content.
We choose The Breadwinner as our main focus because it allows us to introduce
a series of issues and material which follows the Grade Six Social Studies Unit. The
protagonist is a young child of similar age to the students in the class, and will therefore
make the reading more meaningful. With the cultural diversity of Toronto schools so
vast, more students will be able to connect with a cultural lifestyle different than
Canada, one like Parvana is used to. As the book is being used for a read-aloud, the
sensitivity of certain issues will be addressed by the teacher during and after the
readings.
Connected Learning Concepts:
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•
•
•
•
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Critical Literacy
Social Justice
Canada’s function in the world (as peacekeepers)
Cultural Differences
Childhood Differences
Tolerance (of others’ differences)
Afghan culture: their clothing, language, and food, etc.
Natalie C, Wendy C & Andrea P
Unit Plan
Corollary Books:
Fiction:
O Ellis, D. (2003). Parvana’s Journey Groundwood Books. Canada.
Parvana’s Journey is a sequel to The Breadwinner as it follows Parvana,
disguised as a boy, in search of her missing mother and siblings in Afghanistan. Early
in her journey, Parvana comes across a baby and takes him along. As they are taking
shelter in a small cave, she discovers a one-legged boy. After meeting an eight year
old boy who lives near a mine field, the four children travel together to find a refugee
camp.
Parvana’s Journey is a direct connection to The Breadwinner as it is the sequel
and has the same protagonist. It is at the grade six reading level, a junior reading level,
in both content and structure. This would be a book included in our literature circles and
follows the story of The Breadwinner.
Connected Learning Concepts:
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•
•
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Critical Literacy
Cultural Differences
Childhood Differences
Effect of war on children
O Ellis, D. (2004). Mud City. Groundwood Books. Canada.
Mud City is about a second character in The Breadwinner, Shauzia. Shauzia is
an orphan Afghan refugee who leaves the Pakistan border camp and joins other
homeless children on the streets of the city of Peshawar. She still remembers her
dream to reach the ocean and France, from before the time of the Taliban when she
was still at school. The story is of her, disguised as a boy, trying to survive by begging
for food and finding odd jobs.
Mud City, as a part of the trilogy series from The Breadwinner, works with the
Social Studies curriculum expectations. This book would be included in our literature
circles and is a great continuation of The Breadwinner. It is at a junior reading level.
Connected Learning Concepts:
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Critical Literacy
Cultural Differences
Childhood Differences
Effect of war on children
Survival
Strength & bravery
Natalie C, Wendy C & Andrea P
Unit Plan
O Khan, R. (2001). King of the Skies. North Winds Press. Canada.
King of the Skies is a story about a boy from Lahore, Pakistan. All year he has
waited for the kite festival, Basunt, which is held in early February to celebrate the
arrival of spring. The boy narrates the tale of his beautiful yellow. On the day of Basunt,
the first day of spring, he launches his kite into the skies. At the end of the day, the boy
celebrates his accomplishment with his family as he looks forward to the festival the
next year. It is a story about success and culture at the Primary reading level.
King of the Skies is a great connection to The Breadwinner as it is about boy
from Pakistan. The content is similar to the class focus book but represents the
information in a simpler format for struggling readers. This would be a book included in
our literature circles.
Connected Learning Concepts:
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•
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Critical Literacy
Different levels of ability
Cultural Differences
Childhood Differences
Tolerance (of others’ differences)
Cultural Celebrations
Pakistan culture: their clothing, language, and celebrations, etc.
O Khan, R. (1998). The Roses in my Carpets. Holiday House. Canada.
The Roses in my Carpets tells the story of a young Afghan boy. It takes place in
a refugee camp where he lives with his mother and younger sister. He shares stories
about his grim life in a refugee camp and how his only joy is learning to weave carpets,
with intricate rose patterns. One day his sister is hit by a truck and after learning that
she will survive, he dreams of a place where him and his mom and sister can be
together.
The Roses in my Carpets again is a great connection to The Breadwinner as it
tells the story of another young child and his family in Afghanistan. This story takes on
another issue of refugee camps and how life changes. This story again is for PrimaryJunior reading level and will work for struggling readers in the class. This would be a
book included in our literature circles.
Connected Learning Concepts:
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•
•
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Critical Literacy
Cultural Differences
Childhood Differences
Hope
Natalie C, Wendy C & Andrea P
Unit Plan
O Latifa. (2002). My Forbidden Face: Growing up under the Taliban. Miramax Books.
My Forbidden Face: Growing up under the Taliban is a memoir written by a
sixteen year old aspiring journalist, Latifa, who writes under a pseudonym. The story
focuses on the rules which decree over Kabul. The story conveys the difficulty of
women living under these rules and the desperation of not knowing your future.
My Forbidden Face: Growing up under the Taliban is an Intermediate reading
level book and takes a different look at the cultural differences between Canada and
Afghanistan. As it is a memoir, it provides different learning opportunities for the
students in this literature circle group.
Connected Learning Concepts:
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Critical Literacy
Cultural Differences
Memoirs
Retelling of life stories
Rules & regulations within a culture
O Winter, J. (2005). The Librarian of Basra: A True Story from Iraq. USA.
This story is a true story about a chief librarian of Basra's Central Library, was
determined to protect the library's holdings after the war broke out in Iraq.
This book will not be a part of literature circles, but is available to the students as
it introduces a topic we will discuss for the culminating activity. It is at the primaryjunior reading level and will be at an appropriate reading level for all students.
Non fiction:
O
Banting, E. (2003). Afghanistan: The Land. Crabtree Publishing Company. USA.
Literature on the land, people and culture of Afghanistan with content
material appropriate for the junior grades.
O Haskins, J. (2006). Count Your Way Through Afghanistan. Millbrook Press; Library
Binding edition.
Non-fiction literature about Afghanistan written at the primary grade level.
O Heinrichs , A. (2005). Pakistan: True Books. Children’s Press. USA.
Non-fiction literature for children on Pakistan. The book is appropriate for a
primary-junior level for both content and reading.
Natalie C, Wendy C & Andrea P
Unit Plan
O Olson, G. (2004). Afghanistan. Fact Finders Publishing.
This non-fiction is written in a question and answer format focusing on what is
happening now in the country, but they also deal with history, geography, and traditional
culture. It is written for primary to junior reading levels.
O Unicef (2003). The Children of Kabul: Discussions with Afghan Families. Safe the
Children Federation Inc.
In 2002, Save the Children Federation, discussed with children and their families
living in Kabul, to hear their experiences of their daily life. The discussion was intended
to gather information from children in order to guide the development of support
programs for war affected children in Afghanistan.
This article is a great resource for students to step into the shoes of a child living
in Kabul and to understand the lifestyle and culture better.
Natalie C, Wendy C & Andrea P
Unit Plan