Grade 5 – English Language Arts Unit
Exploring: Rights, Responsibilities and Freedoms
Cynthia Schultz
Fall 2011
2
The theme of this unit focuses on the question, “What is Fair?” while looking at the Social, Cultural, and Historical
in the English Language Arts context:
Children need to look outward and examine their relationships with others, their community, and the world.
Children also need to consider the social and historical context. They need to explore their connections in
families, schools, groups, and communities and to understand the diverse needs and wants of others.
Children need to show concern for other people in their relationships, groups, and communities.
While answering some of the following questions for Deeper Understanding:
What does “fair” mean? Can “fair” be different for different people?
What are our rights and freedoms? What are our responsibilities? How do our responsibilities go
hand-in-hand with our rights and freedoms?
3. What does being “Canadian” mean? What makes us proud to be Canadian? How does Canada
work? Why do we have government and laws? How has our heritage shaped the people that we have
become?
4. Why is it important for a country to have a symbol or symbols that people around the world
recognize?
5. How does Canada work (structure and components of government)? Why have government?
6. How has our heritage shaped the people that we have become?
7. How can we honour Canada’s history, people, and natural resources?
8. What do artefacts tell us about early civilizations?
9. How can we and others contribute to our country and make a difference in the lives of others? How
can we contribute to our community?
10. What types of issues or problems might communities and people face? What issues or problems
might people in Canada face? How can we work to make Canada a better country for all its
citizens?
1.
2.
-
Saskatchewan English Language Arts Curriculum (2010)
You will see numerous lesson plans, graphic organizers, stories and assessments throughout this unit. As well, guided
reading was a component of this unit, as was a novel study.
Guided Reading Books:
Bessie Coleman – Bruce Brager
Golden Games – Stella Zemanski
The Last Princess – Fay Stanley
Through My Eyes – Ruby Bridges
Wanted Dead or Alive – Ann McGovern
Novel Study:
Pit Pony – Joyce Barkhouse
3
Table of Contents
Lesson 1 – pg. 5
Lesson 2 and Resources – pg. 6
Lesson 3 – pg. 20
Lesson 4 and Resources – pg. 21
Lesson 5 and Resources – pg. 24
Lesson 6 and Resources – pg. 26
Lesson 7 and Resources – pg. 34
Lesson 8 and Resources – pg. 38
Lesson 9 and Resources – pg. 42
Lesson 10 and Resources – pg..45
Lesson 11 and Resources – pg. 47
Lesson 12 – pg. 52
Lesson 13 – pg. 54
Lesson 14 – pg. 56
Lesson 15 and Resources – pg. 57
Lesson 16 – pg. 61
Lesson 17 and Resources – pg. 64
Lesson 18 and Resources – pg. 69
Lesson 19 and Resources – pg. 72
Lesson 20 and Resources – pg. 76
Lesson 21 – pg. 80
Lesson 22 and Resources – pg. 82
Lesson 23 and Resources – pg. 86
Lesson 24 and Resources – pg.91
Lesson 25 and Resources – pg. 96
Lesson 26 and Resources – pg. 100
Lesson 27 and Resources – pg. 104
Lesson 28 and Resources – pg. 106
4
Lesson 29– pg. 109
Lesson 30 and Resources – pg. 111
Lesson 31 and Resources – pg. 115
Lesson 32 – pg. 118
Lesson 33 and Resources – pg. 120
5
Lesson 1: What is fairness?
Outcomes and Indicators:


CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual,
oral, written, and multimedia texts) that address social responsibility
CC5.3 - Speak to express and support a range of ideas and information in formal and informal speaking
situations
Materials:
o
o
o
Poem ‘It’s Not Fair..’ by Jonathan Schwartz. (Cornerstones Text 5b – pg. 87)
Web Template (1 per student)
Making Text to Self-Connections template sheets (1 per student)
Set:
Begin by presenting the poem ‘It’s Not Fair..’ by Jonathoan Schwartz. (Cornerstones Text 5b – pg. 87).
Have the student silently read it to themselves first, then read it aloud as a class. Discuss as a class what the students
believe the ‘big idea’ is from the poem.
Then hand out a web template to each student. Have them record in the middle the word ‘fair’. Brainstorm a list of
synonyms for the word. The students are to record them onto their web.
(Some examples they may share are: Unbiased, just, equal, moral, observing the rules, inclusion, not discriminating,
following the rules, treating others with respect, doing the right thing.)
Development:
Hand out the ‘Making Connections: Text to Self’ template to each student. Explain to the students that they are to
choose points from the text and place it in the left column of the template. On the right side, they are to record
personal connections or experiences they have to that point. Provide the following example to model:
Author’s Point: When the kids who won’t co-operate wreck everyone else’s good time.
That reminds me of: When I was in school and there was always two students who would misbehave and
then no one in the class would receive free time.
When the students have finished recording their ‘connections’, ask them to do a ‘whisper share’ their
connections with a partner. Share two examples with the class.
Closure:
Display the poem (transparency form), ‘It’s Not Fair’ onto the overhead to view. As a class, brainstorm some other
verses that could be added to the poem. Before beginning, ensure that the students have identified the patterns within
the poem (structure (….), word repetition (when), etc.) Blend the students’ ideas/words together and record 3-4 more
verses onto the bottom of the poem on the transparency. Read the entire poem aloud as a class when completed.
6
Lesson 2: Is fairness the same for all people?
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address:
• identity (e.g., Exploring Heritage)
• community (e.g., Teamwork)
• social responsibility (e.g., What is Fair?).
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations, and summary charts.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, and working in groups) for
particular audiences and purposes.
Materials:
 Open Mind handout (1 per student)
 Overhead transparency of the three quotes
 Overhead transparency of the rubric for presentation assessment
 Copies of the reader’s theatre scripts –
o (8) Mrs. Nelson is Missing! - http://www.timrasinski.com/presentations/readers_theater_1-4.pdf
o (6) Tiger, Brahman, and Jackal http://ftp.ntct.edu.tw/Study/%AD%5E%BBy%C0u%BD%E8%C0%F4%B9%D2%A6%A8%AAG
%A4%C0%A8%C9/Lesson%20Units/RT%20scripts/ReadingA-Z/raz_rtlm_tigerbrahmanjackal.pdf
o (9) One Eye! Two Eyes! Three Eyes! - http://www.aaronshep.com/rt/RTE40.html
Set 20 Minutes
Have students recall the term fairness and what it means. Discuss as a class.
Before: Ask students to give you definitions for the following terms: integrity, circumstances, character, judgements
and dignity. Clarify if needed.
During: Display the following quotes on a transparency so that students can view them. Have students think of people
or images they could draw to represent the quotes they are reading. (Examples: a specific person in their life, doing
your best, reading books and gaining knowledge, symbols for hearts, laws, religion, people). Read each quote
individually and briefly discuss each quote as a class.




“Live so that when your children think of fairness and integrity, they think of you.” – H. Jackson Brown Jr.
“When circumstances are unfair, you can show good character by continuing to do the best you can do.” –
Donna Forrest
“Fairness requires that we do not make judgements until we know all the facts.” - Anonymous
“In our hearts and in our laws, we must treat all our people with fairness and dignity, regardless if their race,
religion and gender.” – Bill Clinton
After: Pass out to each student the Open Mind Handout. Students will choose one of the four quotes and will pictures,
symbols and images to show their thoughts and feelings about the quote or idea. Below that, they will explain their
illustrations using 3-4 complete sentences.
7
Development 30 minutes:
Introduce readers’ theatre to the students. Explain that it is dramatic reading of a script.
Ask the students what a script is? – A story divided into speaking parts of different characters that is read by different
people or voices.
You will be divided into three different groups and each group will have one script. Each member will have one part.
The part that is highlighted on your copy of the script is the role you will read. Some roles are longer than others. Each
role is important!
You will meet in your groups and will read over the script together. Pay attention so that group members don’t need to
remind you when to read! Emphasize words and use expression in your voice. You may also use facial expressions
and may change the volume and expression of your voice.
Provide an example: All of a sudden a lion jumped out of the bush and scared me! (Read it with no expression or
facial expression and then read it with expression).
Go over and discuss the rubric students will be assessed on for their presentation.
Divide the students into their groups and separate them throughout the room and the tutorial. Have groups sit in a
circle so that they can see and hear one another. Groups will read and rehearse their script 2-3 times.
Miss Nelson is Missing
Hope, Anri, Tia, Cattlin, Daniel, Walker, Keegan, Matthew
Tiger, Brahman and Jackal
Karalie, Ashley, Cassidy, Carson P. David, Tyler
One Eye! Two Eye! Three Eye!
Katelyn, Kiara, Taya, Tess, Tamara, Nolan, Brady, Ivan, Carson S.
Closure:
If groups are done before others, they can finish their Open Mind sheet or they can silent read.
Tomorrow you will be given time to rehearse your story one more time and then we will present to the class.
8
Miss Nelson is Missing
Characters:
Narrator
Miss Nelson
Miss Viola Swamp
Walker
Tia
Cattlin
Kid 1
Kid 2
Kid 3
Matthew Kid 4
Keegan
Anri
Hope
Kid 5
Daniel
Narrator: The kids in room 207 were misbehaving again for Miss Nelson. They were the worst behaved class in the
school.
Miss Nelson: Umm, class, now settle down.
Narrator: But they would NOT behave.
Kid 1: Whisper, whisper, whisper!
Kid 2: Ha, ha, giggle, giggle!
Kid 3: Hey, look at this funny face!
Kid 4: Ha, Ha! Look, I can touch my tongue to my nose!
Narrator: They were even rude during story time!
Miss Nelson: Once upon a time there were…
Kid 5: Do we have to do work?
Kid 1: I don’t want to!
Miss Nelson: Well, I think something will have to be done about this.
Narrator: The next morning Miss Nelson did not come to school.
Kid 2: Wow! Now we can really act up!
Kid 3: Yeah! Let’s be just terrible!
Miss Viola Swamp: NOT SO FAST!
Narrator: A woman in an ugly black dress stood before them.
9
Miss V. Swamp: I am your new teacher, MISS VIOLA SWAMP!
Kid 4: Where is Miss Nelson?
Miss V. Swamp: Never mind that! Open those books!!
Narrator: Miss Nelson’s kids did as they were told. Miss Viola Swamp was a real witch. She meant business. She put
them to work and gave them lots of homework.
Miss V. Swamp: We’ll have no story hour today! Keep your mouths shut and be perfectly still. And if you misbehave
you’ll be sorry!
Narrator: Days went by and there was no sign of Miss Nelson. The kids were really missing her! After all, she was
pretty nice!
Kid 5: I miss Miss Nelson!
Narrator: The kids tried to figure out what happened to her. They thought they would be stuck with Miss Viola
Swamp forever! Then one day…
Miss Nelson: Hello children. Did you miss me?
Kid 1: We certainly did!
Kid 2: Yes, we certainly did!
Kid 3: Where were you?
Miss Nelson: That’s my little secret. How about story time?
Kid 4: Oh, yes!
Narrator: Miss Nelson noticed that no one was rude or silly during story time.
Miss Nelson: What brought about this lovely change?
Kid 5: That’s our little secret.
Narrator: Back at home Miss Nelson hung up her coat in the closet right next to an ugly black dress. She sang a little
song.
Miss Nelson: I’ll never tell!
10
Tiger, Brahman, and Jackal
Characters:
Narrator
Brahman
Elephant
Ashley
Tyler
David
Tiger
Tree
Jackal
Carson P.
Karalie
Cassidy
Narrator: A kind hearted priest, Brahman, walks along a road in India. Suddenly, he hears a cry for help.
Tiger: Help! Help! I am stuck in this cage!
Brahman: My goodness! A fierce tiger!
Tiger: Brahman, help me please! Free me from this horrible cage!
Brahman: Tiger, I cannot set you free. If I do, you will eat me!
Tiger: Eat you? Never! I give you my word.
Brahman: Well, I have to admit, I do hate to see an animal suffer. I will trust you to unlatch the cage.
Narrator: Brahman opens the cage. Tiger leaps out.
Tiger: Fool! I am free, and I am starving! I must eat you now!
Brahman: I helped you, Tiger, and you did not keep your word! That’s not fair!
Tiger: Fair? Who cares about fairness? It’s chow time you fool!
Brahman: Wait, wait, give me a chance! Let’s ask someone else if you’re being unfair.
Tiger: What a funny idea! What makes you think anyone cares about fairness? Go ahead – ask one, two three times
over. Everyone will agree with me. And then I will make a snack of you!
Brahman: Noble tree, you have heard us arguing back and forth. What do you think? Is Tiger being fair?
Tree: Fair? All day long I give shade to weary travellers passing by. Elephants nibble my leaves. Does anyone thank
me? Never! I don’t care about fairness.
Tiger: See? Everyone looks out for themselves. No one will take your side!
Tree: Elephant is coming, why don’t you ask him?
Brahman: Help us decide a dispute, Elephant. I freed the Tiger from that cage. Now he wants to eat me. Tell me, is
that fair?
Elephant: Fair? All day I carry heavy loads of wood and grain. No one thanks me. Fairness? Hah!
Tiger: Your time is running out, foolish Brahman. No one cares for your ridiculous ideas about fairness. My stomach
grumbles. . .
Brahman: Not yet, greedy Tiger! Here comes Jackal. I will ask her to judge you. Greetings, Jackal. I freed Tiger from
that cage over there. Now he wants to eat me. Tell me, is that fair?
Jackal: Let me see if I understand. Brahman was in that cage, and . . .
11
Tree: No! Tiger was in the cage . . .
Jackal: Ahh, yes. I was in the cage, and Tiger came along, and . . . oh, my brain gets so confused!
Brahman: Let me try again. Tiger was in the cage . . .
Jackal: Yes . . .
Elephant: And foolish Brahman came along . . .
Jackal: Yes . . .
Tree: And Tiger was crying and moaning . . .
Tiger: I was not!
Jackal: . . . And Brahman locked you out of the cage!
Tiger: No! Silly Jackal! I was in the cage!
Jackal: That’s what I don’t understand. How did you get in the cage to begin with?
Tiger: The usual way, of course!
Jackal: What is the usual way?
Tiger: Foolish Jackal! I got into the cage like this.
Narrator: Tiger steps into the cage. Jackal leaps over and slams it shut.
Jackal: Now I understand! You were in the cage, and now you are back in the cage! Yes, that seems fair to me!
Tiger: Let me out! You tricked me! That’s not fair!!
Brahman: Jackal, it is fair to help one another, isn’t it? Thank you! Thank you!
Elephant: Thank you for the shade, Tree.
Tree: Thank you for your kindness, Elephant.
Narrator: All the friends hug and thank one another. Tiger stays locked in his cage. And that seems the fairest thing
of all!
12
One-Eye! Two-Eyes! Three-Eyes!
Characters:
Narrator 1
Narrator 4
Old Woman
One-Eye
Tamara
Brady
Tess
Kiara
Narrator 2
Goat/Knight
Ivan
Carson S.
Narrator 3
Two-Eyes
Katelyn Three-Eye
Nolan
Taya
Narrator 1: Once there were three sisters who lived alone in a cottage in the woods.
Narrator 2: They had been there as long as they could remember,
Narrator 3: and they never saw anyone else.
Narrator 4: Now, the oldest sister was no different from other people. Her name was One-Eye. She had just one eye,
right in the middle of her forehead.
Narrator 1: The middle sister was also quite ordinary. Her name was Three-Eyes. She had one eye in her forehead,
and one on each side of her face.
Narrator 2: But the youngest sister was different. Her name was Two-Eyes, and that’s just what she had.
Narrator 3: Because Two-Eyes was not like others, her older sisters were ashamed of her and picked on her all the
time.
Narrator 4: They dressed her in ragged hand-me-downs,
Narrator 1: And they only let her eat leftovers.
Two eyes: (whining) Yuck.
Narrator 2: Now, the sisters owned a goat—
Goat: Bleat, bleat, bleat!
Narrator 3: —and every day Two-Eyes took it to the meadow to graze.
Narrator 4: One morning, when she’d had hardly anything to eat, she sat on a big rock and cried her two eyes out.
Two eyes: (bursts out in exaggerated crying and sobbing)
Narrator 1: All at once, an old woman stood before her.
Narrator 2: But the biggest surprise was that this woman had two eyes, just like Two-Eyes herself.
Narrator 3: The woman asked,
Old Woman: (kindly) What’s wrong, my dear?
Two eyes: (bursts out crying and sobbing again, then whining) It’s my sisters. They never give me enough to eat.
(wails in grief)
Old Woman: (shakes her head and clucks) Don’t worry about that! You can have as much as you like. Just say to
your goat, “Bleat, goat, bleat. And bring me lots to eat!” Then you’ll have plenty. When you don’t want any more, just
say, “Bleat, goat, bleat I’ve had so much to eat!” Then the rest will vanish. Just like this.
Narrator 4: And the old woman vanished—
13
Narrator 1: Two-Eyes couldn’t wait to try. She said to the goat,
Two Eyes: (eagerly) Bleat, goat, bleat. And bring me lots to eat!
Narrator 2: The goat bleated—
GOAT: Bleat, bleat!
Narrator 3: —and a little table and chair appeared.
Narrator 4: The table was set with a tablecloth, plate, and silverware, and on it were dishes and dishes of wonderfulsmelling food.
Two Eyes: This sure is better than leftovers!
Narrator 1: Two-Eyes sat down and started in hungrily. Everything tasted delicious.
Narrator 2: When she’d eaten her fill, she said,
Two Eyes: Bleat, goat, bleat. I’ve had so much to eat!
Narrator 3: The goat bleated—
Goat: Bleat, bleat!
Narrator 4: —and the table vanished.
Two Eyes: And that’s better than cleaning up!
Goat: Bleat, bleat!
Narrator 1: When Two-Eyes got home, she didn’t touch her bowl of leftovers.
Narrator 2: Her sisters didn’t notice till she’d gone off to bed. Then Three-Eyes said,
Three Eyes: (excitedly, pointing at the food) Look! Our little sister didn’t eat anything!
Narrator 3: One-Eye said,
One Eye: (suspiciously) That’s strange. Is someone else giving her food? I’ll go tomorrow and watch her.
Narrator 4: Next morning, when Two-Eyes started out, Three Eyes said,
Three Eyes: (sternly) I’m coming along to make sure you tend the goat properly.
Narrator 1: Then she followed Two-Eyes to the meadow and kept three careful eyes on her.
Narrator 2: So Two-Eyes never got to use the old woman’s rhyme.
Two Eyes: (whimpers, on verge of tears)
Narrator 3: When they got home, Two-Eyes ate her bowl of leftovers. Then she went off to the woods and cried her
two eyes out.
Two Eyes: (bursts out crying and sobbing)
14
Narrator 4: The old woman appeared again.
Old Woman: What’s wrong, my dear?
Two Eyes: (sobbing and whining) It’s my sisters. The goat can’t bring me food, because Three Eyes is watching me!
Old Woman: Don’t worry about that! You can stop her if you like. Just sing her this song. (singing):
“Is your eye awake? Is your eye asleep? Is your eye awake? Is your eye asleep?” Keep singing that, and she’ll sleep
soon enough.
Narrator 1: Then the old woman vanished.
Narrator 2: Next morning, when Two-Eyes went to the meadow, but this time One Eye went along.
Two Eyes: Sister, let me sing to you.
Narrator 3: And she sang to her over and over,
Two Eyes: (singing): Is your eye awake? Is your eye asleep? Is your eye awake? Is your eye asleep?
Narrator 4: One-Eye’s eyelid began to droop, and soon she was fast asleep.
Narrator 1: Then Two-Eyes said to the goat,
Two Eyes: (in a loud whisper) Bleat, goat, bleat. And bring me lots to eat!
Narrator 2: The goat bleated—
Goat: Bleat, Bleat!
Narrator 3: —the table appeared, and Two-Eyes ate her fill. Then she said,
Two Eyes: (in a loud whisper) Bleat, goat, bleat. I’ve had so much to eat!
Narrator 4: The goat bleated again—
Goat: Bleat, bleat!
Narrator 1: —and the table vanished. Then Two-Eyes shook her sister.
Two Eyes: Wake up, sleepyhead!
Narrator 2: When they got home, Two-Eyes didn’t touch her leftovers. After she’d gone off to bed, Three Eyes
asked,
Three Eyes: (excitedly) What happened?
One Eye: (grumpily) How should I know? I fell asleep. If you think you can do better, then you go tomorrow.
Narrator 3: So next morning, when Two-Eyes went to the meadow, Three Eyes went along and kept all of her eyes
on her sister. Two-Eyes said,
Two Eyes: Listen, sister, and I’ll sing to you.
Narrator 4: And she sang to her, over and over,
Two Eyes: (singing) Is your eye awake? Is your eye asleep? Is your eye awake? Is your eye asleep?
15
Narrator 1: As Two-Eyes sang, the eyes in her sister’s forehead went to sleep—but her other two eyes didn’t!
Narrator 2: She pretended, though, by closing them almost all the way and peeking through.
Narrator 3: She couldn’t quite hear what Two-Eyes told the goat—
Two Eyes: (in a loud whisper) Bleat, goat, bleat. And bring me lots to eat!
Goat: Bleat, bleat!
Narrator 4: —but she saw everything.
Narrator 1: That night, when Two-Eyes had gone off to bed, One-Eye asked,
One Eye: What happened?
Three Eyes: (excitedly) Our sister knows a charm to make the goat bring wonderful food. (Sadly) But I couldn’t hear
the words.
One Eye: Then let’s get rid of the goat.
Narrator 2: And they drove it off into the woods.
Narrator 3: Next morning, One-Eye told Two-Eyes,
One Eye: (accusingly) You thought you could eat better than your sisters, did you? Well, the goat is gone, so that’s
that.
Narrator 3: Two-Eyes went down to the stream and cried her two eyes out.
Two Eyes: (cries)
Narrator 4: Again the old woman appeared.
Old Woman: What’s wrong, my dear?
Two Eyes: (sobbing and whining) It’s my sisters. The song didn’t work on Three-Eyes. She saw everything, and now
they’ve chased away the goat. (wails in grief)
Old Woman: (shakes her head and clucks) Silly girl! That charm was just for One-Eye. For Three-Eyes, you should
have sung, “Are your eyes awake? Are your eyes asleep?” But don’t worry about that. Here—ake this seed and plant it
in front of your cottage. You’ll soon have a tall tree with leaves of silver and apples of gold. When you want an apple,
just say, “Apple hanging on the tree, I am Two-Eyes. Come to me!” It will fall right into your hand.
Narrator 1: Again the old woman vanished.
Narrator 2: Two-Eyes went home and waited till her sisters weren’t looking, then dug a small hole and planted the
seed.
Narrator 3: The next morning, a tall tree stood before the cottage with leaves of silver and apples of gold. Two-Eyes
found her sisters gaping at it in astonishment.
Narrator 4: Three-Eyes cried,
Three Eyes: (excitedly) Look! A man!
Narrator 1: Riding toward them was a knight in full armor, his visor over his face.
16
One Eye: Quick! Hide our little sister!
Narrator 2: So they lowered an empty barrel over Two-Eyes.
Knight: (pleasantly) Good morning, ladies.
Narrator 3: . . . said the knight as he rode up.
Knight: Beautiful tree you have there. I would dearly love to have one of those apples. In fact, I would grant anything
in my power to the lady who first gave me one.
Narrator 4: The two sisters gasped.
Narrator 1: They scrambled over to the tree and jumped up and down, trying to grab the apples.
Narrator 2: But the branches just lifted themselves higher, so the apples were always out of reach.
Narrator 3: Meanwhile, Two-Eyes raised her barrel just a bit and kicked a stone so it rolled over to the knight.
Knight: That’s odd. That stone seems to have come from that barrel. Does anyone happen to be in there?
One Eye: Oh no, sir, not really. (reassuringly) Just our little sister.
Three Eyes: She’s different, so we can’t let anyone see her.
Knight: But I want to see her. Young lady, please come out!
Narrator 4: So Two-Eyes lifted off the barrel.
Knight: (gaping) My word! She’s the loveliest young lady I’ve ever seen!
Narrator 1: He raised his visor for a better look.
One Eye: Oh no!
Three Eyes: Two eyes!
Narrator 2: Sure enough, the knight had two eyes, just like their sister.
Knight: Dear lady, can you give me an apple from that tree?
Two Eyes: (brightly) Of course!
Narrator 3: Standing under it, she said,
Two Eyes: Apple hanging on the tree, I am Two-Eyes. Come to me!
Narrator 4: An apple dropped right into her hand, and she gave it to the knight.
Knight: My thanks! And now I will grant anything in my power.
Two Eyes: Well, to start with, you can take me away from these horrid, hateful sisters!
Narrator 1: So the knight took Two-Eyes back to his castle. And since they had so much in common—
Narrator 2: After all, they both had two eyes.
17
Narrator 3: —you can be sure they lived happily ever . . . .
Narrator 4: As for One-Eye and Three-Eyes . . .
Narrator 1: Day after day they stood under that tree and repeated their sister’s words.
One Eye: Apple hanging on the tree,
Three Eyes: I am Two-Eyes. Come to me!
Narrator 2: But the apples never fell for them,
Narrator 3: and they never did
Narrator 4: figure out why.
18
Quotes:
“Live so that when your children think of fairness and integrity, they think of you.” – H. Jackson Brown Jr.
“When circumstances are unfair, you can show good character by continuing to do the best you can do.” – Donna
Forrest
“Fairness requires that we do not make judgements until we know all the facts.” - Anonymous
“In our hearts and in our laws, we must treat all our people with fairness and dignity, regardless if their race,
religion and gender.” – Bill Clinton
Individual Rubric – Reader’s Theatre
Name: __________________________
Date: ___________________________
Reflect honestly on your participation, behaviour, rehearsal time and when you were an audience member.
Read through all of the categories and rows. Circle one box in each of the four rows which will indicate the mark you
think you deserve.
4
Showed leadership in
rehearsal and made
good use of time for
your own reading
role
3
Cooperated well and
made good use of
practice time for
your own reading
role
2
Participated in
rehearsals and
practised your own
reading role
1
Showed minimal
cooperation with the
group and did little
practice of your own
reading role
On task behaviour
Did not need to be
talked to by your
teacher during
rehearsal or
presentation times
Was talked to once
by your teacher
during rehearsal or
presentation times
Was talked to twice
by your teacher
during rehearsal or
presentation times
Was talked to three
or more times by
your teacher during
rehearsal or
presentation times
Audience Member
Sat quietly, listened
attentively to all
presentations,
showed respect and
support to those
presenting
Sat quietly, listened
to all presentations
but was distracted,
showed some
support and respect
to those presenting
Did not sit quietly,
talked throughout
presentations, played
with things, did not
support or respect
your classmates
Presentation
Had a positive
attitude, tried your
best and supported
your group
Had a good attitude,
tried your best and
supported your
group
Mostly sat quietly,
was playing with
things during the
presentations,
showed little support
and respect to those
presenting
Had an okay attitude,
could have tried
harder, could have
supported your group
more
Individual
contribution to the
group
Comments:
Had a bad attitude,
needed to try harder,
did not support your
group
19
Reader’s Theatre Presentation Rubric
Name: __________________________
Date: ____________________________
Story: _________________________________
Group Members: _______________________________________________________________________
4
The performance
runs smoothly,
without
interruptions,
suggesting excellent
preparation
3
The performance is
generally smooth
with few
interruptions,
suggesting adequate
preparation
2
Occasional pauses
and corrections
during performance
suggest minimal
preparation
1
Frequent stops and
corrections during
the performance
suggests a lack of
preparation
Individual clarity,
speed and volume
All speech is clearly
enunciated, spoken
slowly and loudly
enough to be hear
effectively
throughout the entire
classroom
Most speech is
clearly enunciated,
spoken slowly and
loudly enough to be
heard effectively
throughout the entire
classroom
Speech is frequently
unclear, soft and/or
too fast, through
most of the
presentation can still
be understood.
Speech is unclear,
soft and/or too fast
so as to impede
understanding of the
presentation.
Individual
expression and
presentation
Quality and variety
of expression and
tone makes the
reading interesting
and appealing and
effectively conveys
the character and
message of the text
Quality an d variety
of expression and
tone makes the
reading interesting
and appealing
Reading has a
pleasant, but largely
unchanging tone
Minimal expression
makes the reading
difficult to attend to
Individual
contribution to
their group’s
performance
Stood tall, was quiet
when not speaking,
made eye contact
and spoke to a
variety of audience
members
Stood tall, was quiet
when not speaking,
made eye contact
and spoke to some
of the audience.
Did not stand
straight, was mostly
quiet when not
speaking, made little
eye contact and
spoke to a couple of
audience members
Did not stand
straight, talked when
not speaking, made
no eye contact and
did not speak to the
audience
Group preparation
Comments:
20
Lesson 3 – Fairness: Reader’s Theatre Presentations
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address:
• identity (e.g., Exploring Heritage)
• community (e.g., Teamwork)
• social responsibility (e.g., What is Fair?).
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations, and summary charts.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, and working in groups) for
particular audiences and purposes.
Materials:
 Individual rubric (1 per student)
 Reader’s Theatre presentation rubric (1 per student)
 Visual clock
 Students will need their copies of the assigned script and the teacher should have a copy of each of the
reader’s theatre scripts –
o (8) Mrs. Nelson is Missing! o (6) Tiger, Brahman, and Jackal
o (9) One Eye! Two Eyes! Three Eyes!
Set (20-25 minutes max!):
Tell students the order for today’s class – briefly write on the board:
1. We will review expectations for our group oral presentations of our scripts – where to stand, how to stand,
how to hold your paper, voice volume and expression, speaking clearly and slowly, and the audience’s role,
desks will be clear, how to sit and to be respectful.
2. You will have 15 minutes to rehearse your scripts – read them over 2-3 times.
3. Each group will present to the class – you will each be assessed on your group’s preparation, individual voice
– clarity, speed and volume, expression and contribution to your group’s performance.
4. Once one group presents you will individually put your heads down on your desk and will reflect on the
following questions: (write on the board when groups are rehearsing).
a. How does the story you just heard or presented relate to fairness?
b. Are all situations, actions or events fair for everyone?
5. Once all presentations are complete, you will complete an individual rubric that will contribute to your mark.
(Discuss the rubric with the students).
Give students 15 minutes to rehearse their stories. (Put up the visual clock).
Development:
Each group will stand at the front of the classroom and will present their stories to the class.
The teacher will sit at the back of the room and will assess students individually marking the rubric, the group as a
whole and will provide comments/feedback on the students’ rubrics.
Students will sit quietly in their desks during performances. In between each performance, students will sit with their
heads down and will reflect on the following points individually:
a. How does the story you just heard or presented relate to fairness?
b. Are all situations, actions or events fair for everyone?
Closure: Students will complete their individual rubrics – read the directions to the students and clarify. They will
mark themselves individually and then will silent read for the remainder of the class.
21
Lessons 4: Responsibilities and Rights
Outcomes:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address:
• identity (e.g., Exploring Heritage)
• community (e.g., Teamwork)
• social responsibility (e.g., What is Fair?).
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
Materials:
Web templates (2 per student)
Cornerstones 5b. – pg. 116-121
Question worksheet (1 per student)
Set:
Pass out a web template to each student. Have them think individually about what the term ‘responsible’ means. Then,
brainstorm and record synonyms for this word, as well as definitions and examples.
 Responsible – being the one who must answer or account for something; able to meet one’s obligations;
requiring a person to take charge of or be trusted with important matters.
 Synonyms – honest, capable, reliable, accountable, trustworthy, dependable, efficient, and in control.
 Examples: treat others fairly, complete your homework, follow the rules, sharpen your pencils, and study.
Do another web template. Have students with a partner think about what the word ‘right’ means. Then, brainstorm and
record synonyms, definitions and examples.
 Right – the ideal of what is just and good; morally correct; something to which one has claim to.
 Synonyms – ethical, honest, moral, proper, true and virtuous.
 Examples: be heard, know when tests and assignments are due, to practice your faith, share your opinions.
Have students discuss with a partner and share with the class:
What is the difference between a right and a responsibility?
Does fairness relate to rights and responsibilities?
Development:
Reading individually the following story 2 times:
Resource: Cornerstones 5b. Pages 116-119 - “Children Who Work”
Closure:
Students can answer the following questions individually.
 What does the BLLF organization do to help working children?
 What did Iqbal do to help his fellow child-workers?
 In what ways is Iqbal a hero?
 What rights and responsibilities do you think Iqbal had as a child before he was forced to work?
 What rights and responsibilities do you think Iqbal had as a child-worker?
If they finish early, they can read pages 119-121 and then can silent read.
Assessment:
Questions will be assessed for comprehension of the article. 5 questions: 1 = 2 marks, 2 = 4 marks, 3 = 4 marks, 4 = 4
marks and 5 = 2 marks. Total = 16
22
Name: __________________
Date: November 21, 2011
“Children Who Work”- Jane Springer
Directions:
1.
2.
3.
4.
5.
Read over the following questions listed below.
Read pages 116-119 “Children Who Work” in Cornerstones 5b – 2 times.
Answer the following questions with complete sentences and make sure to explain and support
your sentences.
Once you have answered the questions, read the rest of the story (pg. 119-121).
When you are done everything, silently read your novel.
Questions:
1.
What does the BLLF organization stand for? (1 Mark)
Explain what this organization does to help working children? (1 Mark)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
/2
2.
What did Iqbal do to help his fellow child-workers? Give two examples and support each. (4 Marks)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
/4
3.
After reading pages 116-119, explain in your own words if you think Iqbal was treated fairly. (1 Mark) Give three
reasons to support your answer. (3 Marks)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
23
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
/4
4.
Look back to your web charts on ‘Rights’ and ‘Responsibilities’. What rights and responsibilities do you think
Iqbal had as a child before he was forced to work? Provide 2 examples and explain each. (4 Marks)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
/4
5.
Do you think Iqbal had rights and responsibilities as a child-worker? Explain. (2 Marks)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
/2
/16
24
Lesson 5: Responsibilities and Rights continued
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address:
• identity (e.g., Exploring Heritage)
• community (e.g., Teamwork)
• social responsibility (e.g., What is Fair?).
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations, and summary charts.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
Materials: Cornerstones 5b. Pg. 123- “Declaration of the Rights of A Child”
PowerPoint on United Nations
“Visualization” worksheet – 1 per student
Set: Review story of, “Children Who Work” – Have students give you a brief summary of what they read yesterday.
Recall the definition of a ‘right’.
PowerPoint – United Nations information provides knowledge and understanding for the story students will read.
 Slide one – what do these images suggest or make you think about?
 Slide three – ask students for definitions of united and of nation before giving them the definitions.
 Slide four – look at the word parliament.
 Slide six – look at the word principles.
Development:
Silent Reading to yourself: Cornerstones 5b. Page 123- “Declaration of the Rights of A Child”. Then read a loud as a
class – from PowerPoint. Clarify any terms students may not understand – ask for student definitions before you give
them the answer.
Freedom – free to do a specific thing. Dignity – being respected or honoured. Cruelty – treatment that causes others
pain. Exploitation – other people use you. Tolerance – can accept viewpoints or people who are different from you.
Discuss in small groups and then share as a class:
1. Do you agree that children should all of these rights?
2. Which of these rights is violated when families have to sell their children as bonded workers?
Closure: “Visualization” worksheet: students will select four of the ten rights and will copy them down under what
the author said. Then students will write down what an example that they are reminded of which relates to themselves.
Once they finish this, they can finish their questions from yesterday - “Children Who Work”.
They will read pages 119-121 in their textbook.
If they are done all of these things, they can silent read.
25
Name:__________________
Date: November 2, 2011
Visualization
Choose three points from the “Declaration of the Rights of a Child” on page 123.
In each box, write down one point from the book and then draw a visual image that you could picture in your mind
when you read this point.
The author said …
I can picture …
26
Lesson 6: Freedom – November 3
La – 50 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: • identity
• community
• social responsibility
c.
View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations, and summary charts.
d. Use graphic organizers to clarify and shape understanding.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.
Materials:
Graphic Organizer - Freedoms (1 per student)
The Experiments of Ms. Ellis (8copies)
http://freestoriesforkids.com/children/stories-and-tales/experiments-miss-ellis
Trapped in Tidyland (8 copies)
http://freestoriesforkids.com/children/stories-and-tales/colourless-tiger
The Colorless Tiger (7 copies)
http://freestoriesforkids.com/children/stories-and-tales/trapped-tidyland
Prediction worksheet (1 per student)
Set:
Recall the following terms: rights and responsibilities.
Ask the students what the common word is – freedom from those four points.
Handout the graphic organizer for the term freedom.
Have students think to themselves about the meaning of the word freedom.
Share with a partner and then discuss as a class.
Possible explanations could include: the ability to move or act freely, the state of being free, rights held by all people,
and a specific right.
Ask the students for examples of freedoms that they have at school: some possible answers could be: speak, to learn,
to attend school, prayer and worship, people gathering together peacefully.
27
Development:
Pass out a prediction worksheet to the students. Then give them each a copy of one of the three stories about freedom.
Have students write predictions based on the image and the title and their understanding of the term freedom listing:
possible characters, setting, problem, and a solution to the problem.
Read the story to yourself once in your head. Gather into groups of students who have the same story and read the
story out loud together in your group. Discuss with your group: what type of freedom do you think the story is telling
you about?
Closure:
Students will then go back to their desk and re-read the story once more.
After reading: Write who the characters were, where the story took place, what happened (3 main events) and what
type of freedom you think is being described in the story.
Once done this, finish your questions on “Children Who Work” – which is due tomorrow. The finish your
visualization sheet, and finish your paragraphs from today. The paragraphs will be due tomorrow.
28
Name:_______________
Date: November 3, 2011
Making Predictions
Look at the image and title of the story you have been given. Use these two prompts, along with your knowledge and
understanding of the term ‘freedom’ to make predictions about what you think will happen in the story.
Answer each question using 2 – 3 complete sentences.
Title of the story:
The title and image could suggest:
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Some characters in the story could be:
A possible setting for this story:
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
A problem that may occur in the story:
A possible solution to the problem:
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
______________________________________
_____________________________________________
29
Once you are finished reading your story individually, with your group and then individually again, complete
the following questions. Be sure to support your answers using complete sentences.
1.
Explain who the main characters in the story were.__________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2.
Explain where the story took place. ______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3.
List 3 main events from the story. _______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4.
What type of freedom is being told to you in this story? ______________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
30
The Experiments of Miss Ellis
Think about the following: What is an experiment? Miss Ellis – What does this tell you
about the woman in the picture? Where do you think she is? Who else could be involved
in the story?
That weekend Miss Ellis handed out another of her famous experiment assignments. Her pupils loved that form of
teaching, in which they themselves had to think up experiments that would aid in understanding. Many had to do with
science, chemistry, but others - the most famous experiments - had to do with people and their behaviour. And on that
occasion the subject was really difficult: freedom. How can one conduct an experiment on freedom? What could you
show about freedom through experiments?
On their way home, the students discussed these, and other similar questions. However, they had already done a good
job on other experiments, and this time was no exception. On Monday, the students returned with their ideas for an
experiment, and they explained them one by one. All the ideas were very interesting but, to cut a long story short,
Miss Ellis has asked me to tell you only about Amanda, Charlie, and Andrea's experiments - which she liked the most.
Amanda took out five different coloured boxes and gave them to the teacher to choose one. Miss Ellis gratefully took
the pink box, and smiled. Then Amanda took out five yellow boxes, and asked Charlie to choose one. Charlie,
annoyed, carelessly chose one. Miss Ellis, amused, asked Amanda what the experiment was called.
"I've called it 'Choices'." For freedom to exist you have to choose between different options. That's why Charlie was a
bit annoyed, because when the boxes are all the same colour, you are not really allowed to choose. But Miss Ellis has
been pleased because she got to choose the box she liked the most".
Charlie had prepared another kind of experiment, a more lively one. He chose two class members. Lucas was a bright
but indecisive boy, and Paul was one of the worst students. Charlie made them go up to join Miss Ellis at the
blackboard. Then he divided the class into three groups.
To the first group he said: "I'm going to ask you a difficult question. You can choose one of the three people at the
blackboard to help you answer it. Whoever gets the answer right will win a big bag of sweets". Everyone in the first
group chose the teacher.
Then Charlie said to the second group: "You will be asked the same question, but before we start you should know
that I have given Paul a piece of paper with the question and its answer written on it". Amid the sound of complaints
from the first group, the second group all chose Paul.
Then Charlie spoke to the last group: "It's your turn. What I told the second group was a lie. I gave the paper to
Lucas". Amid booing and a few laughs, Paul showed that his hands were empty, and Lucas showed everyone that he
did indeed have a piece of paper with the question and answer on it. And Lucas was the only one who managed to
answer the difficult question correctly.
While the winners were sharing the sweets out to everyone, Charlie explained: "This experiment is called 'No
Freedom Without Truth' "It shows that you can only choose freely if you know the whole truth of the situation.
Groups one and two were free to choose who they wanted, but as they didn't know the full truth of the set-up, they
were not really choosing freely. If they had known, then they would have chosen differently.
Andrea's experiment was very different. She had come to class with Laylow, her hamster, and some pieces of cheese
and bread, to prepare a few different tests. In the first she covered a piece of cheese with a glass. And at its side she
placed a piece of bread, without covering it. When she set Laylow free, the hamster went straight for the cheese,
banging his nose against the glass. Laylow tried to get to the cheese for a good old while, but having no success he
31
settled for the bread.
Andrea carried on with some similar experiments, a little cruel, but amusing, in which poor Laylow could never get to
the cheese and had to choose the bread. Finally, Andrea put a lump of cheese and a lump of bread on the table, both
uncovered. This time, Laylow, bored, went straight over and ate the bread.
Everyone enjoyed the experiment, and while Miss Ellis rewarded Laylow with the cheese, Andrea explained: "The
experiment is called 'Limits'. It shows that, whether we know it or not, our freedom always has limits, and that these
limits are not always outside ourselves. They can be inside us too, as with Laylow, who thought he would never be
able to get the cheese.
Many more interesting experiments were performed that day, and maybe sometime we'll get to talk about them, but
what is clear is that Miss Ellis's students ended up knowing a lot more about freedom than do many much older
people.
32
The Colourless Tiger
Think about the following: What type of animal is a tiger? Where do tigers live?
What does the world colourless mean? What do you think is the problem? What could be
a solution?
Once upon a time, there was a colourless tiger. All his shades were greys, blacks and
whites. So much so, that he seemed like something out of an old black and white movie.
His lack of colour had made him so famous that the world's greatest painters had come to his zoo to try to put some
colour on him. None of them succeeded, as the colours would always just drip down off his skin.
Then along came Van Cough the crazy painter. He was a strange guy who travelled all about, happily painting with
his brush. Well, it would be more accurate to say that he moved his brush about, as if to paint; because he never put
any paint on his brush, and neither did he use canvas or paper. He painted the air, and that's why they called him Van
Cough. So, when he said he wanted to paint the colourless tiger, everyone had a good laugh.
When entering the tiger's cage he began whispering in the animal's ear, and moving his dry brush up and down the
tiger's body. And to everyone's surprise, the tiger's skin started to take on colour, and these were the most vivid
colours any tiger had ever had. Van Cough spent a long time whispering to the animal, and making slight adjustments
to his painting. The result was truly beautiful.
Everyone wanted to know what the painter's secret was. He explained to them that his brush was only good for
painting real life, and that to do that he needed no colours. He had managed to paint the tiger using a phrase he kept
whispering in its ear: "In just a few days you will be free again, you shall see."
And seeing how sad the tiger had been in his captivity, and how joyful the tiger now seemed at the prospect of
freedom, the zoo authorities transported him to the forest and set him free, where never again would he lose his colour.
33
Trapped in Tidyland
Think about the following: What does trapped mean? What does the picture
suggest about the setting? What do you think the word tidy means? What could
a possible problem be?
Tidyland was a lovely little model world which Paula Perfect had built with her
toys. She was always looking after it, and making sure that everything stayed
perfectly in its place. She kept the red people in the red houses, the green children playing on the swings of the green
parks, and the parents talking all day in the town square. It was a sweet and perfect little world, and Paula dreamed
that one day she might be able to spend a day in Tidyland.
Then, having no idea how, her wish was fulfilled, and she woke up one day in the middle of Tidyland, all dressed in
pink, and made of little toy blocks.
How wonderful!
Everything was just as she had known it! It was really lovely.
Paula was completely happy, and after she had gotten over her surprise, she ran to see the swings in the green park.
However, before she got there, a giant hand swooped down out of the sky and grabbed her. It took her by the arm and
moved her back to where she had started from, next to the pink palace. Paula was a bit shocked by this, but she
managed to put it out of her mind, because she caught sight of her beloved red houses, and off she went to take a
closer look.
But again, the big hand came down and put her back by the pink palace.
Then a Princess came out onto one of the palace balconies and spoke to Paula.
"Don't bother. You will never be able to leave the pink zone". And the Princess explained to her how the big hand
never let anyone move about in Tidyland, and that meant that it was the saddest land in the whole world; no one could
do what they wanted or go where they wanted.
Paula looked at the faces of all the little people, and she could see that it was true. She realised that the big hand was
her own, and that she had always used it to keep everything in Tidyland perfectly in order.
"So what's up?" she asked. "Don't you all like living in such a lovely, well organised land?" said Paula.
"If we can't choose what to do or where to go, what's the point?" they answered her. "If we could only have one day
where we were free to go and see other things... Don't you understand?"
And sure, Paula soon understood. After a few days without being able to decide anything for herself, nor move away
from the pink palace, Paula was feeling very down; so much so that she no longer cared about her lovely little land.
Then, one morning, she woke again in her normal life. The first thing she did was go over to her model world and
move the little people about to different places.
Now each time she found one out of place, instead of immediately putting it back, she would wait for a day, so the
little person would have time to enjoy all of that beautiful world.
Often, at home and at school, they had tried to explain to her what freedom meant, and how important it was. Now
there was nothing about freedom Paula didn’t understand.
To know all about it she only had to remember those sad days she had spent down in Tidyland.
34
Lesson 7: Freedom – November 4
La – 60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: • identity
• community
• social responsibility
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations, and summary charts.
d. Use graphic organizers to clarify and shape understanding.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
h. Deliver oral responses to literary and other texts (including First Nations and Métis texts) or presentations that
include both personal responses and textual evidence or examples from the work to support insights and conclusions.
i. Participate in a variety of oral presentations including dramatization (role play), discussion circles, introducing a
visitor to the class or school, and giving directions.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.
Materials:
Students will have their stories from yesterday::
The Experiments of Ms. Ellis (8copies)
http://freestoriesforkids.com/children/stories-and-tales/experiments-miss-ellis
Trapped in Tidyland (8 copies)
http://freestoriesforkids.com/children/stories-and-tales/colourless-tiger
The Colorless Tiger (7 copies)
http://freestoriesforkids.com/children/stories-and-tales/trapped-tidyland
Prediction worksheet (1 per student)
Marker
Piece of chart paper
Set:
Have students meet with others who have the same story. Have them read the story together and discuss what type of
freedom your story is telling you about.
Divide students into jigsaw groups – give each student a number so that the new groups of 3 will each have someone
with a different story. They will share their stories in the group by reading and sharing their answers to the questions
on the second page of their prediction worksheet from yesterday’s class.
Ask them to pay close attention to the different freedom examples they here about from each story.
Development:
Gather back as a class and create a chart of chart paper. Have students share the three different types of freedoms from
the stories they discussed. On the chart, there will be the story title and then the example of freedom.
35
Name: ____________________
Date: November 3, 2011
Connecting – Stories to Freedom
Story:
What the story tells you about freedom:

The Experiments of Miss Ellis


The Colourless Tiger

Trapped in Tidyland

36
Story
Freedom
The Experiments of Miss Ellis



For freedom to exist you have to choose between
different options.
You can only choose freely if you know the
whole truth of the situation.
Whether we know it or not, our freedom always
has limits, and that these limits are not always
outside ourselves. They can be inside us too.
The Colourless Tiger

Not being held captive and forced to follow
others, we are able to move and to live our own
ways; to be free.
Trapped in Tidyland

Able to choose what to do and where to go, we
are not forced to do something.
Students can copy these three points down onto the worksheet.
Closure:
Students can work to finish the questions on “Children Who Work” – due at the end of class.
They can finish supporting their paragraphs and writing a topic sentence – due at the end of class.
If they are done everything, students can silent read.
The students will work individually and quietly – if not, their names go on the board.
37
Lesson 8: Introduction to Expository Writing
November 7
La – 45 Minutes
Outcomes and Indicators
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
a.
b.
Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and
written format using inquiry.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
e.
g.
Write expository compositions that establish a topic, include important ideas or events in a logical order, provide
details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph
that summarizes important ideas.
Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to
glean information and ideas for expository or informational writing.
Compose and Create Strategies:
Direct Instruction
Modelled Writing
Materials:









Data projector
Document – description of expository writing
Document – steps to follow for expository writing
Document – writing process 5 steps, poster
Document – transitional words
Handout – expository writing
Handout – writing process 5 steps
Handout – transitional words
Modeled example – images scanned to the computer
38
Set:
We have been learning how to write a paragraph. Now, we are going to learn how to write a specific style –
Expository. This writing style helps you focus your writing and is one way to communicate ideas to others, especially
if they do not have background knowledge on a topic or idea.
Introduce the expository writing style.
Introduce the 5 steps to the writing process.
Discuss the handout with the students.
Development:
Model for students an example of an expository writing style paragraph.
Review the parts of a paragraph, expository style, and transitional words.
Discuss the transitional word sheet.
Closure:
Review the expository style and discuss how this modeled example fits into the writing process and is an example of
expository writing.
39
Expository Writing:





Explains ideas
Presents true and accurate information
It give directions:
o How to do something
o How something works
o How to get from one place to another
Must be clear and well-organized
It must contain adequate information to support the main idea
Writing Steps to Follow:
1.
2.
3.
4.
5.
6.
7.
Pick a topic
Think about the type of writing you will use
a. An explanation
b. A news article
c. Directions
d. An informational paragraph
Make an outline
Write a rough draft
a. State the subject or main idea
b. Provide facts and/or examples to support it
Revise the language of your piece
Edit the punctuation and grammar of your piece
Share your writing with others.
Transitional Words:
Transitional words are ‘signal’ words used in Expository Writing for various reasons:
To show order:
first, secondly, lastly, finally; after that; then; next
To show important thoughts
most of all
To show examples
for instance
To add information
also; in addition to; and
To emphasize or clarify
again
To compare or contrast
however; but; or
To show more is on the way
furthermore; even more
To explain or reason
nevertheless; because
To identify problems or solutions
a reason for
To conclude or summarize
in conclusion
Other transition words: so; unfortunately; anyway
40
5 Steps of the Writing Process:
Step
Prewriting
Drafting
Revising
Description
The writer:
 Chooses a topic.
 Considers the purpose for writing and
the type of writing
 Generates and organizes ideas for
writing
The writer can use the following strategies:
 Draw pictures
 Talk
 List ideas and thoughts
 Read stories, books and other texts
 Retell a story
 Use a graphic organizer
 Make connections
The writer:
 Begins to write their ideas down on
paper.
 Focuses on writing and not yet
mechanics (spelling, capitals,
grammar).
The writer can:
 Take notes
 Organize their sentences into
paragraphs
 Write their first draft
The writer begins to refine the piece of
writing. They add to their original ideas
and can reorganize their sentences and
paragraphs. The writer shares their story
with others to gain their input.
This includes:
 Rereading the rough draft
 Peer editing (Read the writing, offer
compliments, ask questions to clarify,
offer suggestions)
 Conferencing
 Revising based on the feedback
received
Done 2-3 times.
Editing
Publishing
Strategies
Writers look for and fix the following:
 Capitalization
 Punctuation
 Spelling
 Grammar
 Sentence structure
You can use:
 Checklists
 Rubrics
 Proofread (read to locate and mark
errors that need to be fixed)
The writing piece is prepared in final
form. The writing is written neatly or
typed and may include illustrations. Once
complete, students share their writing with
others.
Writers can:
 Read aloud
 Read to a group
 Display their writing in the room
 Create a book
 Publish writing on the internet
41
Rubric – Expository Essay
Name:____________________
November 17, 2011
Excellent
3
Topic sentence is clearly
stated and relates to the
topic of the essay.
Good
2
Topic sentence is
clear but does not
relate to the essay
topic.
Fair
1
The topic sentence is
unclear or not included
and does not relate to
the topic.
Support
5
All paragraphs provide
specific ideas and relate to,
support and explain the
topic of the essay.
3
The majority of the
paragraphs provide
specific details and
relate to the essay’s
topic.
1
Some paragraphs are
supported but they all
do not relate to the
topic of the essay.
Organization
5
Introductory, body and
concluding paragraphs are
in order and make the
essay flow.
3
Introductory, body
and concluding
paragraphs are in
order.
1
Introductory and
concluding paragraphs
are in order, but the
paragraphs in the body
are not in order.
Transition
Words
3
Includes a variety of 5 or
more transition words
throughout the essay.
2
Includes 3-4 transition
words throughout the
essay.
1
Includes 1-2 transition
words throughout the
essay.
Legibility
3
Handwriting is neat and
very legible. The writing is
double spaced.
5
The essay has correct
punctuation, grammar,
capitalization, and spelling
throughout the essay.
2
Handwriting is legible
and double spaced.
1
Writing is un-legible
and double spaced.
3
There are 1-3 errors in
spelling, grammar,
capitalization and
punctuation.
1
There are 4 or more
errors in spelling,
grammar, capitalization
and punctuation.
3
Includes their
brainstorming, paragraph
planning, rough copies and
editing and revising sheets
with their good copy.
2
Includes their final
copy and rough drafts.
1
Only includes their
final copy.
Topic
Sentence
Mechanics
and
Grammar
Stages of the
writing
process
Score
42
Lesson 9: Expository Writing
November 8
La – 60 Minutes
Outcomes and Indicators
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
a.
b.
Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and
written format using inquiry.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
e.
g.
Write expository compositions that establish a topic, include important ideas or events in a logical order, provide
details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph
that summarizes important ideas.
Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to
glean information and ideas for expository or informational writing.
Compose and create strategies:
Before:
Considering the task or prompt, finding a topic.
Activating prior knowledge, experiences and expectations
Considering information that might be included
Collecting and focusing ideas and information
Planning and organizing ideas for drafting
During:
Creating drafts and experimenting with possible products
Reflecting, clarifying, self-monitoring, self-correcting
After:
Revising for content
Revising for organization
Proofreading
Materials:
Overhead/projector
Assignment sheet – 1 per student
Brainstorming web – 1 per student
Expository writing planning sheet – 1 per student
Modelled example
43
Set
Briefly review with students the expository writing style, the steps to follow.
Review the style of an essay – introductory paragraph, body (2 paragraphs with a separate idea) and a closing
paragraph.
Share with students and example of a modelled expository essay, and showing the writing process.
Today, students will be working on pre-writing possible drafting.
Development
Pass out the assignment sheet to the students. Have them read it silently to themselves and then read it over together as
a class. Answer any questions the students may have.
Pass out the brainstorming web and the expository writing planning sheet.
Explain how to use them – refer back to the modelled example for clarification.
Closure
Students will begin the following independently:
1. Choose a topic from the assignment sheet.
2. Write a specific topic in the middle of your brainstorming web.
3. Brainstorm ideas for their essay on the brainstorming sheet.
4. Start to plan their paragraphs on the planning sheet.
44
Expository Writing Assignment:
Name:
Date:
Objective: To write a clear and well organized essay explaining a topic using facts (not opinions). It must contain
adequate information to support the topic. This expository writing piece will be an explanation piece.
Steps to help you get started:
1.
Choose one of the following main topics:
a. Explain why you admire a particular person. (Who is that person, why?)
b. Explain why you live a privileged life. (Compared to other children in the city or world)
c. Explain why it is important to have rights. (List 1 specific example and explain)
d. Explain why it is important to have responsibilities. (List 1 specific example and explain)
2.
Brainstorm ideas for your topic. Make your topic specific. Write down different main ideas for your essay
and list examples for each. Record your ideas on the brainstorming worksheet.
3.
Complete the Expository Paragraph planning sheet.
4.
Begin writing your rough draft of your essay.
5.
Revise your draft (proof-read) on your own.
6.
Revise your draft with a partner.
7.
Edit your draft.
8.
Publish – write your good copy.
Make sure to include the following in your essay:
1.
2.
3.
4.
5.
6.
4 paragraphs in total.
The first paragraph will introduce the topic of the essay and will have a strong topic sentence.
The second and third paragraphs create the body of the essay and will support and explain and support the
introductory paragraph.
The last paragraph will conclude your essay and will finish with a closing sentence that summarizes your
essay and relates back to the topic sentence in the introductory paragraph.
Transition words – use a variety of transition words and a minimum of 5 throughout your essay.
Each paragraph should contain 5 sentences minimum. Some paragraphs will be longer than others.
45
Lesson 10: Expository Writing
November 9
La – 60 Minutes
Outcomes and Indicators
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
c.
d.
Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and
written format using inquiry.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
f.
h.
Write expository compositions that establish a topic, include important ideas or events in a logical order, provide
details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph
that summarizes important ideas.
Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to
glean information and ideas for expository or informational writing.
Compose and create strategies:
Before:
Planning and organizing ideas for drafting
During:
Creating drafts and experimenting with possible products
Reflecting, clarifying, self-monitoring, self-correcting
Conferring with others
After:
Revising for content
Revising for organization
Proofreading
Materials:
Computer projector
Loose leaf
Modelled example
46
Set
Recall the five steps of the writing process – briefly review the poster. Go over and review the modelled example from
yesterday, highlighting pre-writing and drafting.
Review the assignment and expectations.
Development
Today students should be finishing their brainstorming, their paragraph planning sheet and they can begin working on
their first rough drafts – handwriting on loose leaf.
Have Keegan, Daniel at the back for 10 minutes where you work on getting them started and focused and help them
transfer from their brainstorming web to their paragraph planning sheet.
Closure
Students will continue to work on completing rough copy 1.
By the end of today’s class, students should be completed: brainstorming and organizing paragraph planning. They
should be completed their introductory paragraph for sure and started on the first paragraph for the body for their
essay.
For Tuesday – students should be completed their rough copy #1. Keegan and Anri and Daniel should have their
introductory and 1 body paragraph completed.
Guided Reading group – Walker and Keegan
Adaptations
Have Keegan, Anri and Daniel at the back – make sure they are focused and are writing in their brainstorming web –
as long as they have 2 boxes completed on their web, that will be good enough. And then they should start their
planning paragraph sheet.
Set a goal for Anri and Daniel: by the time it is recess, you need try your best to be focused and to complete the
paragraph planning sheet and the introductory paragraph??
47
Lesson 11: Expository Writing
November 15
La – 30 Minutes
Outcomes and Indicators
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
e.
f.
Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and
written format using inquiry.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
g.
i.
Write expository compositions that establish a topic, include important ideas or events in a logical order, provide
details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph
that summarizes important ideas.
Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to
glean information and ideas for expository or informational writing.
Compose and create strategies:
Before:
Planning and organizing ideas for drafting
During:
Creating drafts and experimenting with possible products
Reflecting, clarifying, self-monitoring, self-correcting
Conferring with others
After:
Revising for content
Revising for organization
Proofreading
Materials:
Computer projector
Loose leaf
Modelled example Proofreading checklist – 1 per student
48
Set
Homework check – rough copy #1
Homework check: Walker, Keegan, Anri, Daniel – paragraph planning sheet completed.
Introduce the proof-reading/editing checklist to the students. – Share a modeled example.
Explain that they fill it out reading their own work over and look for the points on the checklist. Then they give their
work to someone else who is ready to also edit. They switch and fill out the sheets for one another – now they are
acting as an editor. The editor also marks on the rough copy: spelling, punctuation and other changes that need to be
made. They return the work to the person they switched with and then read over the comments and checklist. The
author reviews the edits and begins to write a rough copy number 2.
Development
Students will proof-read and edit their own work filling out the checklist and then they will switch with a classmate
who will edit and read their work completing the checklist as well.
Closure
Students will begin writing rough copy #2.
Adaptations
Have Keegan, Anri and Daniel and Walker at the back.
Help them to start writing their first rough copy. Provide them with a worksheet to help them plan out their essay.
49
Proofreading and Editing Checklist
Place a check mark in the box when you have completed each step.
Name of author: _________________________
Name of editor: __________________________
Author:
Editor:
Steps:
1. I have checked that each paragraph is indented.
2. The introductory paragraph has an interesting topic sentence.
3. The body of the paragraph supports and explains the topic sentence.
4. I have circled the words that might be misspelled.
5. I have checked that there is proper sentence structure throughout the paragraph.
5. I have checked that all sentences begin with capital letters.
6. I have checked that all sentences end with the correct punctuation marks.
7. Transitional words are included.
8. The essay explains an idea.
Comments and suggestions:
One thing positive:
One thing to improve on:
A question to think about is:
50
Rough Copy 1
Name: __________
Introductory paragraph needs: 1 topic sentence, 4 other sentences that tell what will be talked about in your essay.
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Body: The first paragraph explains one reason why you admire someone. You will explain that reason and will
provide an example. (5 Sentences)
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Body: The second paragraph explains a second reason why you admire that same person. You will explain this second
reason and will provide an example. (5 sentences)
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
51
Concluding paragraph: 1 closing sentence (relates to the topic sentence) and 4 other sentences that conclude your
essay.
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
52
Lesson 12: Being Canadian
November 15
La – 50 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including
promises, flattery, and comparisons used to influence or persuade an audience.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning when viewing.
f. Identify the values underlying visual messages and recognize persuasive techniques and purposes in oral
presentations and various media (e.g., promises, dares, flattery, comparisons).
h. Identify how the language, explicit and implicit messages, and visual and multimedia features (sound, color,
movement) are used to influence the intended audience.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
Previewing text
During: Constructing visual images
Interpreting visuals
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Responding personally, giving support from text
View again
Other: KWL chart
Viewing guidelines
Mental images that go beyond imagery
Materials:
Chart paper and a marker – one for each group
Loose leaf – 1 sheet per student
Projector and speakers
YouTube clip: http://www.youtube.com/watch?v=BRI-A3vakVg
Imagery sheet – 1 per student
53
Set 10 Minutes
Introduce a KWL chart: this is a chart where we can organize information: what we know, what we want to learn and
what we did learn.
Divide students into six groups of four students. Give each group a chart paper and a marker. The top of their chart
will be titled Being Canadian. With three sections on it: what we know, what we want to know and what we want to
learn.
Model an example for students.
Then let the groups answer what they know and what they want to know.
Development 10 Minutes
View the video clip: I am Canadian. Stop the video at 0:51.
Before: Explain to the students that the video compares Canadians and Americans.
Watch the video again 2 more times having students write down points (on a piece of loose leaf) on the following:
 Symbols – images they see, sounds, colors
 Stereotypes – an idea that many people have about a thing or a group and that may often be untrue or only
partly true
 If they think the video is persuasive – trying to make you believe something.
Closure 25 Minutes
Students will work individually and quietly on the Imagery Chart.
Topic: Being Canadian
They will reflect on the video and prior knowledge they have about being Canadian and will list and explain two
examples of items that can fit into the chart using complete sentences.
Examples to share with the students:
Hear – the Canadian National Anthem
Touch – snow
Smell – trees
Sight – different people
When done this, students can work on writing their second copy.
Taste – poutine
54
Lesson 13: Writing and Editing
November 16
La – 60 Minutes
Outcomes and Indicators
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
g.
h.
Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and
written format using inquiry.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
h.
j.
Write expository compositions that establish a topic, include important ideas or events in a logical order, provide
details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph
that summarizes important ideas.
Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to
glean information and ideas for expository or informational writing.
Compose and create strategies:
Before:
Planning and organizing ideas for drafting
During:
Creating drafts and experimenting with possible products
Reflecting, clarifying, self-monitoring, self-correcting
Conferring with others
After:
Revising for content,
Revising for organization
Proofreading
Materials:
Loose leaf
55
Set:
Briefly review steps of the editing and revising process.
Students should finish writing out their second copy.
Development:
Students should have their second rough copy edited.
Closure:
Students should begin the good copy of their essay.
Adaptations:
Keegan, Anri, Daniel and Walker and Hope – write a closing paragraph together. Have them read over their essay and
edit it, switch with someone in the group and read each other’s essays’.
Edit their essays at recess – give them back at home time and have them write out another copy of their essay that
night.
Sheets provided for Keegan, Anri, Daniel, Walker and Hope.
56
Lesson 14: Writing
November 17
La – 40 Minutes
Outcomes and Indicators
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., What Should I Do)
• community (e.g., This is Our Planet)
• social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
i.
j.
Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral and
written format using inquiry.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
i.
k.
Write expository compositions that establish a topic, include important ideas or events in a logical order, provide
details and transitional expressions that clearly link one paragraph to another and offer a concluding paragraph
that summarizes important ideas.
Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to
glean information and ideas for expository or informational writing.
Compose and create strategies:
Before:
Planning and organizing ideas for drafting
During:
Creating drafts and experimenting with possible products
Reflecting, clarifying, self-monitoring, self-correcting
Conferring with others
After:
Revising for content , Revising for organization, Proofreading
Materials
Loose Leaf
Set: Review the publishing stage of the writing process.
Development: Students will work on finishing their good copy of their essay – due at the end of class.
Hand-written on loose leaf paper, double spaced and they will attach all of their rough copies and editing and revising
pieces of paper.
Closure: Students will hand in the good copy of their essay with their rough copies attached.
Adaptations:
Keegan, Hope, Daniel, Walker and Anri – sitting at the back of the room.
Edited by the teacher and then the students write out a good copy – neatly and it will be handed in by the end of the
day.
57
Lesson 15: Canadian People
November 18
La – 60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
Previewing text
During: Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Evaluating author’s/creator’s message(s)
Responding personally, giving support from text
Other: KWL chart
Finding important information and not just one main idea
Text to text connections
Resources:
http://ssrsbstaff.ednet.ns.ca/aripley/canadian_identity.htm
Canada the People – Bobbie Kalman
Materials:
Copy of information – 1 per student
Copy of “We Are Canadian” – 1 per student
Text to Text connections sheet – 1 per student
Sticky note – 1 per student
Chart paper – 1 piece
Markers – 1 per group
KWL charts from lesson 12
Masking tape
58
Set 20 Minutes
On a handout, have notes from the following book: “Canada the People” by Bobbie Kalman.
Information will be about the people in Canada.
Have students’ whisper read with a partner.
Have students write down on a sticky note, one important fact that relates to the main idea from the information they
read on the overhead.
A main idea is the central meaning or purpose of what they are reading – in this case, the main idea
revolves around Canadian people.
Have students continue to think about rights, responsibilities and freedoms.
Model an example for the students.
Students will share their sticky notes with the class and will stick them on a piece of chart paper.
Not everyone will have the same point written down.
Development 10 Minutes
Have students go back into their groups that they created their KWL charts with. Have them fill in what they have
learned information about what they have learned about being Canadian.
Hang the charts in the room so that the groups can walk around and view each other’s charts.
Closure 30 Minutes
Students will individually read the “We Are Canadian” story.
Students will work individually and quietly on the Text to Text connections sheet.
Students will connect this story with the video – I Am Canadian.
Model an example for the students.
When this is complete, students can silent read.
59
We Are Canadian
By: Christie MacNeil and Kim Croft
People may think we live in igloos, it’s winter all year long, and to get around we have to hitch up our best
sled pulling dogs and be on our way. Some people also think that we don’t have phones and indoor plumbing. Well we
are just like other countries. We do have cars, and we drive to our jobs, which aren’t only fishing and farming.
One of the best parts about Canada is the freedom. We have religious freedom. We are not persecuted for our
religious beliefs. We have political freedom. We can have our own opinions and not get shot while walking down the
street because our opinion is different from another. We have social freedom. We can talk to who we want, and not
have to wear veils to cover our faces, and we’re allowed to talk to guys in the street.
Canadians are fortunate to have one of these best health care systems there could be, where we don’t have to
pay upfront to get treated in a hospital, if someone had an accident, or needs a doctor.
Some of the things that make Canada unique are the fact that we say “eh?” and don’t even know it. Another
one is our Tim Hortons. We are the only country with Tim Hortons. Some people can’t even go a day without their
Tim Hortons coffee. We also have the beaver as one of our Canadian symbols. I don’t know what other countries
think, but the beaver is pretty cool animal.
One famous Canadian is Alexander Graham Bell. Without him, we wouldn’t even have telephones to use.
Another famous Canadian is Terry Fox. He ran across Canadian to raise money for cancer. Now once a year, people
all across Canada run to raise money for cancer in his memory. One more famous Canadian is Pierre Trudeau. He was
one of Canada’s former Prime Ministers and a very charismatic political leader. He was a Prime Minister for 16 years,
and he basically put Canada on the map.
60
Making Connections
_______________________
Text-to-Text Connections
Name:
Text 1: We Are Canadian By: Christie MacNeil and Kim Croft
Text 2: I am Canadian - Video
Directions: After reading We Are Canadian, compare how it is similar and different to I Am Canadian by using the
questions in the chart below.
We Are Canadian - Story
I Am Canadian - Video
I am reminded of: (Provide an example)
Discuss what is happening in the story you are reading.
I Am Canadian and We Are Canadian are similar
because: (Provide an example)
I Am Canadian and We Are Canadian are different
because: (Provide an example)
61
Lesson 16: Introducing the novel Pit Pony
November 22
La – 60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by
First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message
heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s),
purpose, point of view, and techniques used in presentation.
a. Listen purposefully to a range of texts, and identify and summarize main ideas, supporting ideas and opinions heard.
f. Listen to differentiate between fact and opinion, to analyze the message and presentation, and to draw conclusions
presented and strategies used.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
i. Evaluate the author’s use of various techniques (appeal of characters, logic and credibility of plots and settings, use
of figurative language and imagery, strength of argument based on evidence) to influence reader’s perspectives.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
Previewing text
During: Making connections to personal knowledge
Making, confirming, and adjusting predictions and inferences
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Responding personally, giving support from text
Resources:
Pit Pony – Joyce Barkhouse
62
Materials:
Pit Pony novel
Loose leaf – one per student
PowerPoint presentation and projector
Set (10-15 Minutes)
PowerPoint presentation:
Review and talk about rights, freedoms and responsibilities Canadian people have now.
Ask the students to discuss with a partner and then the class – did Canadian people always have these rights, freedoms
and responsibilities?
Development (20 Minutes)
PowerPoint presentation continued:
Look back in time – to when the novel is set. Talk about life then, and ask: what kinds of rights and responsibilities,
freedoms and fair treatment do you think these people had (think to self and then share as a class).
Information on coal miners (main job in the story)
Think about: were these men treated fairly? Was this type of job easy or hard? Would you like to have this job? Were
workers treated fairly/? Were their rights respected?
Based on previous discussions and information, students will look at the book cover and will write down a prediction
for the story.
 8 sentences
o Setting
o Characters
o Events
o Possible problem and solution
Students will then be given information about the main character, setting, and a definition for pit pony.
Closure (30 Minutes)
Define vocabulary words – have students give you an answer and then provide them with the definition.
Preview questions to think about as they listen to chapter 1.
Chapter one is read aloud to the class. – Students are listening to the story.
Go over together answers to the questions thought about during reading.
Students will answer after reading questions for deeper understanding. – written on loose leaf.
63
Pit Pony – Joyce Barkhouse
Name: ____________________
Prediction: (Setting, Characters, Events, Possible Problem and Solution)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
During Reading Questions: Think about these as you listen to the story
1. What do we learn about how the characters live?
a. Setting
2. What do we learn about Willie?
After Reading Questions: Answer the questions individually, using complete sentences.
1. Why does Willie not want to be a miner?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________________________________________________
2. What types of conditions do you think miners work in?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. What rights do you think miners had?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
64
Lesson 17: Introducing Literature Circles
November 23
La – 30 Minutes
Outcomes and Indicators:
CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by
First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message
heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s),
purpose, point of view, and techniques used in presentation.
a. Listen purposely to instructions and procedures and decide the best way to carry them out.
Resources:
Pit Pony – Joyce Barkhouse
Materials:
Literature circle doutang – 1 group for each group (4)
Role sheets in each doutang – discussion director, illustrator, connector, summarizer, vocabulary enricher and literary
luminary
Set
Introduce and explain literary circles to the students.
 Small groups of students will meet to read a novel together.
 When your group meets, you will read one chapter in the novel.
 You will be given a task to role to complete for that chapter. (This role will change each time you meet
together to read).
 The roles are:
o Discussion director
o Illustrator
o Connector
o Summarizer
o Vocabulary enricher
o Literary luminary



Students will be divided into groups of 6 people – this is your literature circle group.
When you read the reading, you will read in groups of 3 from your literature circle group
Once you are done reading, you will complete your role sheets which are found in the doutang.
o I will keep the doutangs and the novels
65
Development
Explain each of the six different role sheets to the students.
Use chapter 1 as an example.
Closure
Tell students their Literature circle and reading groups.
Literature circle groups:
 Group 1
o Karalie, Taya, Tyler, Matthew, Cassidy, Keegan
 Group 2
o Katelyn, Ashley, Nolan, Daniel, Tia, Ivan
 Group 3
o Carson S. Tamara, Kiara, David, Hope, Walker
 Group 4
o Brady, Tess, Cattlin, Carson P. Anri
Reading groups:
 Group 1:
o Karalie, Taya, Keegan
o Tyler, Cassidy. Matthew
 Group 2:
o Katelyn, Nolan, Daniel
o Ashley, Tia, Ivan
 Group 3:
o Carson S. Walker, Kiara
o Tamara, David, Hope
 Group 4
o Brady, Anri, Tess
o Cattlin, Carson P.
Guidelines while in groups: quietly reading, sitting with each other, working on your role sheets.
66
Discussion Director:
Name: _______________________________
Novel: Pit Pony
Assignment:
Chapter: _____________
Pages: _______ to ________
Role: Your job is to develop a list of questions that your group might want to discuss about this part of the book. Help
the members in your group talk about the big ideas/events/issues in the reading and to share and express their
reactions. Usually the best discussion questions come from your own thoughts, feelings and concerns as you read. Use
the following sample directions as guidelines, but come up with your own topics.
Examples:
1.
2.
3.
4.
5.
What was going through your mind while you read this reading?
How did you feel while reading this part of the book?
What was discussed in this section of the book?
Did today’s readings remind you of any real-life experiences?
Predict some of the things you think will be talked about next or will happen next in the novel.
Your possible discussion questions or topics for today:
1.
2.
3.
4.
5.
Illustrator:
Name: _______________________________
Novel: Pit Pony
Assignment:
Chapter: _____________
Pages: _______ to ________
Role: Your job is to draw a picture related to the reading. It can be a sketch, cartoon, diagram or scene. No stick
people! You can draw a picture of something that is discussed specifically in the book, or something that the reading
reminded you of, or a picture that conveys any idea or feeling you felt from the reading. You must also include a brief
explanation of what the drawing is about and how it relates to the story. You may use the rest of this sheet of paper or
the backside of the paper.
67
Connector:
Name: _______________________________
Novel: Pit Pony
Assignment:
Chapter: _____________
Pages: _______ to ________
Role: Your job is to find connections between the book and the world today. This means connecting the reading to
your own life, to events happening in the community or school, to similar events at other times and places, people or
problems you were reminded of and other stories you are reading.
Some connections I found between this reading and other people, places events …..
1.
2.
3.
4.
5.
Summarizer
Name: _______________________________
Novel: Pit Pony
Assignment:
Chapter: _____________
Pages: _______ to ________
Role: Your job is to prepare a brief summary of today’s reading. The other members of your group will be counting on
you to give a quick speech that conveys the main ideas, events, points of today’s reading assignment.
Summary:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Key Points:
1.
2.
3.
68
Vocabulary Enricher
Name: _______________________________
Novel: Pit Pony
Assignment:
Chapter: _____________
Pages: _______ to ________
Role: Your job is to find words that are puzzling or unfamiliar. Write them down while you are reading, and then find
their definition when you are finished reading. You may also find words that are repeated a lot – these words may be
important so define them as well. When your circle meets, help members find and discuss these words.
Page Number and Paragraph
1. ______________________
Word and Definition
________________________________________________________________
2. ______________________
________________________________________________________________
3. ______________________
________________________________________________________________
4. ______________________
________________________________________________________________
5. ______________________
________________________________________________________________
6. ______________________
________________________________________________________________
Literary Luminary
Name: _______________________________
Novel: Pit Pony
Assignment:
Chapter: _____________
Pages: _______ to ________
Role: Your job is to choose parts of the story that you would like to read aloud to the group. The idea is to help
students remember interesting, puzzling, powerful or important sections of the text that is being read. You must decide
which passages or paragraphs are worth reading aloud, and justify the reason for selecting them.
Example: I chose to read page six, paragraph numbers three and four because ………
69
Lesson 18: Pit Pony - Chapter 2, Literature Circles
November 23
La – 60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionaries) to identify main ideas, details,
opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
Previewing text
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
70
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Resources:
Pit Pony – Joyce Barkhouse
Materials:
Pit Pony novels
Literature circle doutangs
Pencils
Set 10 Minutes
Review with the students the roles for literature circles.
Divide the students into their literature circles.
 Have each member choose a role for this chapter.
In their groups of 6 – students will recall chapter 1 and will share a brief summary.
Development 20 Minutes
Students will read chapter 2 with in their small groups of 3.
They will then work on their role sheets.
Closure 30 Minutes
Students will finish their role sheets and will silent read.
Assessment:
Literature circle self-evaluation.
Role sheets will be marked.
71
Self – Assessment: Literature Circles
Date: _____________________
Name: ____________________
Role: _____________________
3
Is on task while
reading and
completing the role
sheet
2
Is on task most of
the time during
reading and
completing the role
sheet
1
Is not on task, is
distracted and is not
reading or working on
the role sheet
Collaboration
Works well with
group members, is
positive and helps
them
Works well with
group members
Does not work well
with group members
and is negative
Answers relate
to the story and
role
The answers relate to
the story and the role
you have
Most answers relate
to the story and the
role
Answers do not relate
to the story or the role
Group
participation
Is respectful and
listens to others,
contributes to the
group
Listens and
contributes to the
group but needs to
be respectful
Does not listen,
interrupts and does not
contribute to the group
On task
Total =
/ 12
Mark
72
Lesson 19: Pit Pony - Chapter 3 Literature Circles
November 24
La – 60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionaries) to identify main ideas, details,
opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
Previewing text
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
73
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Literature circle doutangs
Pit Pony novels
Pit Ponies – short story taken from: http://www.dmm-pitwork.org.uk/html/menu3.htm
Set 10 Minutes
Students will divide into their literature circle groups and will discuss their role sheets from chapter 2.
Development 20 Minutes
Students will choose a role for chapter 3 and will then read the chapter with in their small groups of 3.
They will then work on their role sheets.
Closure 30 Minutes
Explain making inferences to the students.
 Drawing conclusions from words and images in a story or from points that are not explained to you.
 You look and interpret the author’s words and images to form a greater understanding of the information you
are reading.
 This can be done for events, vocabulary words, main ideas and pictures or images.
 From what you know and what you read, you make sense and understand the information.
 Supported from the text.
Read the short story – Pit Ponies.
Students will complete the making inferences sheet.
Once this is finished, students will finish their role sheets for chapter 3 and will silent read.
Assessment:
Inference sheets will be marked.
Literature circle self-evaluation.
Role sheets will be marked.
74
Pit Ponies
They were some lovely animals. They ranged in height from small Shetland ponies, to others which were 15 hands
high.
Most miners were very fond of the ponies and many took bread for them to eat.
Often they would put their own sandwiches in one of their jacket pockets and the ponies’ bread in the other pocket.
While miners worked they hung their jackets up on the side of the roadway. The ponies got used to receiving bread
and often couldn't wait till bait time, so they went sniffing around the jackets.
On many an occasion they succeeded in eating 'their' bread by chewing through the wrapping paper, no doubt quite
pleased at their achievement.
The owner of the jacket was less pleased when on arriving in the roadway (often towards the end of his long hard
shift) and looking forward to having something to eat, he discovered, not only that the pony had helped itself, but that
it had eaten his jam or spam sandwiches and left the dry bread.
Who said that animals were dumb?
In the summer when the pit was on holiday for two weeks the ponies would be brought to the surface for their
holidays. It was great to see them enjoying themselves in the fields, jumping and running and throwing their heads
about and having a good time in the fresh air and in the sunlight.
75
Making Inferences
A conclusion about words or images supported from the text.
Quote or
Picture from the Text
Inference
76
Lesson 20: Pit Pony - Chapter 4
November 29
La –60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
77
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony novels
Pit Ponies taken from: http://www.dmm-pitwork.org.uk/html/menu3.htm
Literature circle doutangs
Summary charts -1 per student
Making inferences worksheet – 1 per student
Assessment
Role sheets from chapter 3 will be marked for completion and understanding.
Mark the students making inferences sheet.
78
Set 15 Minutes
Divide students into their literature circle groups. Discuss their role sheets from chapter 3.
Monitor students and their discussions by rotating around the room.
Call the students back to their desks.
Pass out and introduce a summary chart to the students.
A summary chart is a short statement that reminds us of the main events that are happening throughout a story. This
helps us recall and remember the story each time we read and helps with our understanding of the story.
Chapter one and two are completed for you. Let’s complete a summary for chapter three together.
Development 30 Minutes
Reading aloud – Chapter 4
Pass out the copies of the novels to students.
The teacher starts reading chapter 4. Students will be listening.
Pause to discuss events and to clarify any challenging words.
Students will individually write a brief summary of chapter 4 into their summary charts.
Closure 15 Minutes
Explain making inferences to the students. – Highlight the following key points by writing them on the board.
 Drawing conclusions from words and images in a story or from points that are not explained to you.
 You look at and interpret the author’s words and images to form a greater understanding of the information
you are reading.
 This can be done for events, vocabulary words, main ideas and pictures or images.
 From what you know and what you read, you make sense and understand the information.
 Supported from the text.
Explain an example to the students.
Pass out the story – Pit Ponies and the making inferences sheet.
Students read the story and then complete the making inferences sheet.
79
PIT PONY – Summary Chart
A summary is a short statement that reminds us of the main events that are happening throughout a story.
Keep track of the main events for each chapter in the summary charts listed below.
Chapter
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Summary
We meet an 11 year old boy named Willie Maclean. He
has three sisters (Sara, Nellie and Maggie). His older
brother John works in the coal mines with his father
Rory. Willie often comes home late and does not
complete his chores so he receives a thrashing from his
father. Willie loves horses and he does not want to work
in the coal mines.
Willie goes to see the horses every day after school. He
meets Gem – a horse who used to be wild. Willie jumps
onto Gem and rides her until he is thrown off. Gem runs
away Willie sneaks into the stables and Willie falls
asleep in the hay.
80
Lesson 21: Pit Pony - Chapter 5, Inferring and Questioning
November 30
La –60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
81
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony novels
Inferring and Questioning sheet – 1 per student
Assessment
Take in students inferring sheet from yesterday to mark for comprehension – due Friday.
Take in the students and questioning sheet to mark for comprehension – due Friday.
Set 20 Minutes
Briefly review chapter 4 – have students share their summaries with the class. Yesterday they share them with their
partners.
 Main idea:
o We know that Willie is going to work in the mines because his father and brother we injured and the
family needs someone to earn money.
Recall what the term inferring means.
 Drawing conclusions from words and images in a story or from points that are not explained to you.
 You look and interpret the author’s words and images to form a greater understanding of the information you
are reading.
 This can be done for events, vocabulary words, main ideas and pictures or images.
 From what you know and what you read, you make sense and understand the information.
 Supported from the text.
Give students 5 minutes to work on their inferring sheet from yesterday.
Inferring and Questioning
As we read, we ask questions and infer meaning to those questions.
Brainstorm together background knowledge about mines using a graphic organizer.

We know mines are dark places. They are underground or are in tunnels. There are men down there, as well
as horses or ponies. Coal is being mined – chipped away at using pickaxes, this is a hard job. This is not a
place for young boys.
Development 25 Minutes
Pass out the inferring and questioning sheet. Discuss the two examples provided.
Read chapter 5 together as a class – interactive read aloud.
As we read, have them students write down questions they have about the story.
Closure 15 Minutes
After reading a selection, students can write down their inferences on the sheet from chapter 5.
Then, students will write a summary for chapter 5 into their charts.
They can finish and work on their inferring sheet from yesterday – due Friday.
82
Lesson 22: The Last Princess
December 1
La –30 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
d. Compare the challenges and situations encountered in daily life with those experienced by people in other times,
places and cultures as portrayed in a variety of texts including First Nations and Metis texts.
e. Compare individuals and situations portrayed in various texts and to those encountered in real life.
CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by
First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message
heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s),
purpose, point of view, and techniques used in presentation.
d. Evaluate the content of a variety of oral communications and ask questions to seek information not already
discussed.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
d. Understand how text features (format, graphics, sequence diagrams, illustrations, charts and maps) make
information and ideas accessible and usable.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
83
a. Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial
expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audience.
d. Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to
say it; clarify and support spoken ideas with evidence and examples.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
The Last Princess – Fay Stanley
Group presenters will need their sheets
Assessment
The presenting group will be marked on oral communication, communication of their story to the audience and
understanding.
Set
Briefly review chapter 5.
Discuss as a class the story so far.
Main characters, setting, events – create a web on the board.
84
Development
In your guided reading groups, you have been reading different books. These books tie into our theme of fairness,
rights and freedoms.
The group that has been reading The Last Princess by Fay Stanley will come up and will present how their book
connects to our theme and how it relates to our novel. They will discuss connections, people, events and information
and will share what they have already read with the class. They will also share a prediction as to what they think will
happen next in the book.
Closure
The class can ask the group questions they may have about the story.
The Last Princess –
The story of Princess Ka‘iulani of Hawai‘i
Biography
Begins in October 1875
Setting so far: Hawai‘i and London, England
The story communicates sadness
People
Summary
Main Events
How it relates to Pit Pony
Other Connections
Prediction
Her mother’s prophecy:
85
Guided Reading Presentation Rubric
Name: __________________________
Date: ____________________________
Story: _________________________________
Group Members:
_______________________________________________________________________
4
The performance
runs smoothly,
without
interruptions,
suggesting excellent
preparation
3
The performance is
generally smooth
with few
interruptions,
suggesting adequate
preparation
2
Occasional pauses
and corrections
during performance
suggest minimal
preparation
1
Frequent stops and
corrections during
the performance
suggests a lack of
preparation
Individual clarity,
speed and volume
All speech is clearly
enunciated, spoken
slowly and loudly
enough to be hear
effectively
throughout the entire
classroom
Most speech is
clearly enunciated,
spoken slowly and
loudly enough to be
heard effectively
throughout the entire
classroom
Speech is frequently
unclear, soft and/or
too fast, through
most of the
presentation can still
be understood.
Speech is unclear,
soft and/or too fast
so as to impede
understanding of the
presentation.
Individual
Speaking
Spoke throughout
the presentation and
helped support
group members.
Was able to answer
questions from the
audience.
Spoke throughout
the presentation and
answered questions
from the audience.
Spoke throughout
the presentation.
Did not speak
throughout the
presentation
Individual
contribution to
their group’s
performance
Stood tall, was quiet
when not speaking,
made eye contact
and spoke to a
variety of audience
members
Stood tall, was quiet
when not speaking,
made eye contact
and spoke to some
of the audience.
Did not stand
straight, was mostly
quiet when not
speaking, made little
eye contact and
spoke to a couple of
audience members
Did not stand
straight, talked when
not speaking, made
no eye contact and
did not speak to the
audience
Group preparation
Comments:
86
Lesson 23: Pit Pony - Chapter 6
December 1
La –50 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionary, encyclopedia, how-to,
explanations, biography) to identify main ideas, details, opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions and interpretations of others.
87
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain
dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters)
compositions that clearly develop topic and provide transitions for the reader.
c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphphonic, and
other cues and conventions to communicate meaning when writing.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Materials
Pit Pony novels
Literature circle doutangs
Pitch Black (http://www.dmm-pitwork.org.uk/html/dark.htm) - 1 per student
Literature circle-self assessment
Assessment
Self-assessment on literature circle participation.
Role sheets will be marked for understanding and comprehension.
Paragraphs will be marked for understanding, comprehension and communication of ideas.
88
Set
Pass out the Literature circle books and the novels.
Students will read in their groups of three, chapter 6.
Development
After reading, students will individually complete their role sheets and will write a summary for chapter 6 into their
summary sheet.
Closure
Students will read Pitch Black. As they read the story, they should imagine and create a mental image of what it would
be like to be a miner in the tunnels.
They will write a paragraph explaining what it would be like if they were in the mines working. Their paragraphs will
need: a topic sentence, supporting sentences and a closing sentence.
Model an example for the students.
89
Pitch Black
It took a while to become used to the conditions underground. It was pitch black
except for the places illuminated by the cap lamps which were fastened to
miner’s helmets.
If you wanted to see something you had to learn to point your head in the
direction of a particular object, this may have been, up or down, left or right, or
a combination of all four with any amount of variations in between depending
on the situation and circumstances.
The roadways were often low in places and were supported by either straight or arched girders.
Men had to walk with a stoop and had to watch the roof in case they bumped their heads on the girders as they walked.
When they did bump their heads it gave a sharp jolt which would go all the way down to the base of the neck and was
very painful.
Miners soon learned to keep their heads down. The trouble with this was that when they kept their eyes on the roof
they found they were tripping. The floor underfoot was terrible it was up and down, there were holes just big enough
to catch a foot in; it was uneven, and often wet and slippery. No wonder tripping, falling and slipping accidents were
so frequent in the pits.
Imagine the difficulty, if they kept their eyes and lamp pointing to the roof they would trip. If they pointed their lamp
and looked at the floor, they would bumped their head. After tripping and slipping a few times and bumping their head
even more times, they realized the trick was to continually look up and down, up and down until they reached a point
in the roadway where it was possible to walk upright, and the danger of hitting their head was reduced.
There was a lot more to this mining lark than they first thought. Miners had to look everywhere and keep their wits
about them; a small fall in concentration could lead to major problems.
As more and more machinery was introduced into the pits their awareness and that of their work mates became more
and more important.
Vocabulary words:
Stoop: to stand or walk with the head and shoulders or the upper part of the body bent forward.
Girders: a horizontal main supporting beam; a wood board supporting the roof of the tunnel
Lark: something done for fun or for adventure
Wits: normal state of mind
Mates: fellow workers
90
Name: _____________________
Due: December 5
PITCH BLACK - Paragraph Assignment
The information in Pitch Black describes and provides you with an idea of what it would be like if you were in a
mine.
As you read the story, imagine that you are down in the mines.
Assignment:
Write a paragraph explaining how you think it would to be working in a mine.
You will need to include the following in your paragraph:
A topic sentence – tells what your paragraph will be about
6 supporting sentences – explaining and supporting your topic sentence
A closing sentence – concludes and summarizes your paragraph
BRAINSTORMING IDEAS:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Topic: _______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
91
Lesson 24: Coal Miner’s Daughter
December 2
La –60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
92
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
Materials
Coal Miners Daughter – Loretta Lynn
Audio - http://www.youtube.com/watch?v=Pnpbxw43Nq0&ob=av2e
Printed lyrics – 1 per student
Cd player
Questions and connections sheet – 1 per student
Assessment
Question sheet and connections will be assessed for comprehension and understanding.
Set (15 Minutes)
Background information:
Loretta Lynn wrote a song Coal Miner’s Daughter. This song tells of her life as a daughter of a coal miner and how
she and her family grew up.
From hearing the title of the song, what do you think the song is about?
Write the following questions on the board that students will think about while listening.
What is the song telling you about?
What is the message in this song?
Can you picture any images from hearing this song?
Play the song Coal Miner’s Daughter.
Listen carefully to the words.
Development (20 Minutes)
Pass out lyrics of this song to help the groups discuss the song.
Briefly discuss the song the following 2 questions together as a class:
Why do you think the girl is proud to be a daughter of a coal miner?
What are some things that you think have changed since way back then?
Pass out the questions and connections sheet – explain the connection sheet and share an example.
Closure (25 Minutes)
Students will individually work on the connections and questions sheets.
93
Coal Miner’s Daughter – Loretta Lynn
Well, I was born a coal miner's daughter
In a cabin on a hill in Butcher Holler
We were poor, but we had love
That's the one thing that daddy made sure of
He shovelled coal to make a poor man's dollar
My daddy worked all night in the Van Lear coal mine
All day long in the field a-hoin' corn
Mommy rocked the babies at night
And read the Bible by the coal oil light
And everything would start all over come break of morn'
Daddy loved and raised eight kids on a miner's pay
Mommy scrubbed our clothes on a washboard ever' day
Why I've seen her fingers bleed
To complain there was no need
She'd smile in Mommy's understanding way
In the summertime we didn't have shoes to wear
But in the wintertime we'd all get a brand new pair
From a mail order catalogue
Money made from selling a hog
Daddy always managed to get the money somewhere
Yeah! I'm proud to be a coal miner's daughter
I remember well, the well where I drew water
The work we done was hard
At night we'd sleep 'cause we were tired
I never thought of ever leaving Butcher Holler
Well a lot of things have changed since way back then
And it's so good to be back home again
Not much left but the floor
Nothing lives here anymore
Except the memories of a coal miner's daughter
94
Name: ___________________
Questions and Connections
Make 4 connections between the song Coal Miner’s Daughter and the novel Pit Pony.
Example:
In the song Coal Miner’s Daughter, the little girl’s father is a coal miner. In the novel Pit Pony,
Willie’s father is a coal miner.
Coal Miner’s Daughter
Pit Pony
95
Coal Miner’s Daughter
Answer the following questions using complete sentences.
1. Why do you think the girl is proud to be the daughter of a coal miner? Explain.
/2
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. List and explain 3 things you think have changed since way back then?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
/6
96
Lesson 25: Chapter 6 Discussion, Through My Eyes and Bessie Coleman Presentations
December 5
La –30 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
d. Compare the challenges and situations encountered in daily life with those experienced by people in other times,
places and cultures as portrayed in a variety of texts including First Nations and Metis texts.
e. Compare individuals and situations portrayed in various texts and to those encountered in real life.
CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by
First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message
heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s),
purpose, point of view, and techniques used in presentation.
d. Evaluate the content of a variety of oral communications and ask questions to seek information not already
discussed.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
d. Understand how text features (format, graphics, sequence diagrams, illustrations, charts and maps) make
information and ideas accessible and usable.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
97
a. Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial
expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audience.
d. Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to
say it; clarify and support spoken ideas with evidence and examples.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Through My Eyes – Ruby Bridges
Bessie Coleman – Bruce Brager
Assessment rubric for presentations – 1 per student
*Group presenters will need their sheets
Literature circle doutangs
Literature circle self-assessment – 1 per student
Assessment
The presenting group will be marked on oral communication, communication of their story to the audience and
understanding.
Literature circles – self evaluation
98
Set
Literature circle group discussions - chapter 6.
Groups will gather. The summarizer with start the presentations – followed by the discussion director who
shares their questions and the group discusses them and then the other roles are presented.
Development
The group that has been reading Through My Eyes – Ruby Bridges and the group reading Bessie Coleman will present
how their book connects to our theme and how it relates to our novel. They will discuss connections, people, events,
information and will share what they have already read with the class as well as key words.
Closure
The class can ask the group questions they may have about the story.
Bessie Coleman
By: Bruce Brager
Biography
Begins in 1982 – A time that was hard for African–American people
Setting: Texas, Chicago, France, New York
The story communicates strength
People
Summary
Main Events
How it relates to Pit Pony
Inferences
What will happen next?
99
Through My Eyes –
Ruby Bridges
Biography
Begins in 1954 – A time when African American’s were fighting for the right to be known.
Setting: Southern United States
The story communicates sadness
People
Summary
Main Events
How it relates to Pit Pony
Key Terms
What will happen next?
100
Lesson 26: Pit Pony - Chapter 7
December 7
La –60 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionary, encyclopedia, how-to,
explanations, biography) to identify main ideas, details, opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions and interpretations of others.
101
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony novels
Literature circle doutangs
Illustrated scene sheet – 1 per student
Assessment
Self-assessment on literature circle participation.
Role sheets will be marked for understanding and comprehension.
Illustrated scene will be marked for understanding and comprehension.
102
Set 5-10 minutes
As a class, review the students’ summary charts – briefly discuss the novel so far (chapters 1-6). Have students (2 or
3) share a prediction of what they think may happen in chapter 7.
Development 20-25 Minutes
As we are reading, the author gives us clues to help us create an image in our minds of the events that are happening.
Sometimes, there are illustrations in the novel that can give us an idea of how the author sees the characters, but most
of the time when reading novels, it is up to the reader to create these images.
When you read chapter 7, there is no illustrator this time for literature circle role sheets. You will each be given a
sheet and will complete an illustration from the chapter, once you complete your role sheet. After you draw your
illustration, you will explain it using 4 complete sentences: what your image describes and why it is important into this
chapter. So, today while reading, pay attention to an event that is described in detail - listen and look for descriptive
words that help you create an image in your mind. *Model an example for the students.
Pass out the Literature circle books and the novels.
Students will read in their groups of three, chapter 7 – you need to sit together as a group so that you can hear one
another and so that you can see the novel.
Once you are done reading, you will write a summary into your individual summary chart, you will then complete
your role sheet and will then work on your illustration for chapter 7.
Closure 30 Minutes
After reading, students will individually complete their role sheets and will write a summary for chapter 7 into their
summary sheet.
They will then complete their illustration and with a written description.
103
Name: ___________________
Pit Pony – Chapter 7: Illustrated Scene
Title: ____________________________________________
/1
/3
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
/4
Total:
/8
104
Lesson 27: Pit Pony - Chapter 8
December 8
La –60 Minutes
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionary, encyclopedia, how-to,
explanations, biography) to identify main ideas, details, opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
f. Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral
presentations.
105
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony novels
Literature circle doutangs
Assessment
Self-assessment on literature circle participation.
Role sheets will be marked for understanding and comprehension.
Set 20 Minutes
Pass out the Literature circle books and the novels.
Students will meet in their literature circles and will complete their role sheets for chapter 7 and will write a summary
in their summary chart.
Development 20 Minutes
Students will have time to work on their imagery – create an illustrated scene from chapter 7 assignment.
Students will create a detailed picture and in 4 sentences will explain their image and why it is important to the
chapter.
Closure 20 Minutes
Pass out the novels to pairs of students. There will be 3 groups of three students.
They will fallow along as you read aloud chapter 8. Have students take turns reading.
Students will write a summary for chapter 8 into their charts,
106
Lesson 28: Wanted Dead or Alive
December 9
La –30 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
d. Compare the challenges and situations encountered in daily life with those experienced by people in other times,
places and cultures as portrayed in a variety of texts including First Nations and Metis texts.
e. Compare individuals and situations portrayed in various texts and to those encountered in real life.
CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by
First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message
heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s),
purpose, point of view, and techniques used in presentation.
d. Evaluate the content of a variety of oral communications and ask questions to seek information not already
discussed.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
d. Understand how text features (format, graphics, sequence diagrams, illustrations, charts and maps) make
information and ideas accessible and usable.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
107
a. Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial
expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audience.
d. Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to
say it; clarify and support spoken ideas with evidence and examples.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Wanted Dead or Alive – Ann McGovern
Group presenters will need their sheets
Assessment
The presenting group will be marked on oral communication, communication of their story to the audience and
understanding.
Spelling test – marked. Literature circle sheets will be marked – each sheet, marked for comprehension, out of 5.
Set 15 Minutes
Spelling test:
Express
High
Argue
Destroy
Numerous
clue
famous
voyage
surround
loyal
success
avenue
depressed
balloon
entertain
compress
announce
glue
annoy
paid
continue
fright
lighthouse
coin
true
*frequency
*evacuee
*influential
bonus: carbohydrate
108
Development 10 Minutes
Literature circle group discussions.
Pass out the literature circle role sheets.
Have students sit in their groups of 6.
As a class, discuss role sheets, have each group member share points with the class.
Closure 5 Minutes
Then the group that has been reading Wanted Dead or Alive by Ann McGovern will come up and will present how
their book connects to our theme and how it relates to our novel. They will discuss connections, people, events and
information and will share what they have already read with the class. They will also share a prediction as to what
they think will happen next in the book.
They can ask any questions they have about the story.
Wanted Dead or Alive
By: Ann McGovern
Biography
The story communicates strength, faith and courage
Harriet Tubman – an African American slave who dreams of freedom.
Setting – begins in Maryland, United States
People
Key Terms
Summary
Main Events
How it relates to Pit Pony
What will happen next?
109
Lesson 29: Pit Pony - Chapter 8
December 9
La –50 Minutes
Outcomes and Indicators:
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionary, encyclopedia, how-to,
explanations, biography) to identify main ideas, details, opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
110
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
Materials
Pit Pony novel
Asking Questions – Before, During and After Reading sheet – 1 per student
Assessment
Question sheet – marked for completion (did they write questions and did they give possible answers.
Set
Introduce the asking questions – before, during and after sheet to the students.
Hand the sheets out and have students write down a question they might still have from reading other chapters.
Development
Read chapter 8 aloud to the class. – Students will write down a question or two that they have while listening to the
story.
After reading, students will write down a question they have that have not been answered yet.
Closure
Students will list possible answers to the questions they have written down. Answers could come from what they have
just read, what they remember reading, they could infer meaning or some answers may have been explain throughout
the chapter.
They will write a summary for chapter 8 into their summary sheet.
111
Lesson 30: Reading chapter 9
December 13
La –45 Minutes
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
d. Compare the challenges and situations encountered in daily life with those experienced by people in other times,
places and cultures as portrayed in a variety of texts including First Nations and Metis texts.
e. Compare individuals and situations portrayed in various texts and to those encountered in real life.
CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by
First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message
heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s),
purpose, point of view, and techniques used in presentation.
d. Evaluate the content of a variety of oral communications and ask questions to seek information not already
discussed.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
d. Understand how text features (format, graphics, sequence diagrams, illustrations, charts and maps) make
information and ideas accessible and usable.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
b. Express and explain key findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral
and written form using inquiry.
112
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony – novel
Chapter 10 worksheet – 1 per student
Assessment
The presenting group will be marked on oral communication, communication of their story to the audience and
understanding.
Chapter 10 worksheets will be taken in and marked once completed on December 14.
Set
Recall chapter 8 and the story so far.
Development
Read aloud to the class chapter 9 and then discuss the chapter.
As you are listening, listen for key events that are happening. What do they describe to you?
Closure
Students will write a summary for chapter 9 into their summary chart.
Students will then write a prediction for chapter 10 – what they think will happen in the last chapter of the novel and
how they think it will end.
When students are done this, they can silent read.
113
Name: __________________________
Date: December 13,14 ___
_______
Pit Pony - Chapter 10 Prediction
- How will the novel end?
Write a prediction as to what you think may happen in Chapter 10 of Pit
Pony. Also, explain how you think the novel will end.
Prediction (8 detailed and descriptive sentences).
Think about setting, characters, events, possible problem, and a solution
to that problem.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
/8
How I think the novel will end (3 detailed and descriptive sentences):
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
/3
114
Once we have read Chapter 10 and you have written a summary in your Summary Chart, look back to your prediction
and how you thought the novel would end.
Below, explain if your predictions were correct or if they were not, explain how they were different. (Use 5 detailed
and descriptive sentences).
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
/5
Total:
/16
115
Lesson 31: Pit Pony – Chapter 10
December 14
La –60 Minutes
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
f. Read and use grade-five appropriate informational and reference texts (dictionary, encyclopedia, how-to,
explanations, biography) to identify main ideas, details, opinions and reasons.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions and interpretations of others.
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
116
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony novels
Literature circle doutangs
At the end of silent reading:
Golden Games
Groups will need their papers
Rubric for presentation
Assessment
Role sheets will be marked for understanding and comprehension.
Collect summary charts and chapter 10 worksheets for assessment of comprehension.
Set
Have students share their predictions and how the novel will end for chapter 10 with their partner. Then select 2 or 3
students to share them with the class.
Development
Divide students into their literature circles and pass out the novels and doutangs.
Students will read chapter 10 in their literature circle groups – as group of 6.
Students will complete their literature circle role sheets.
They will write a summary for chapter 10 into their summary sheet.
Closure
They will also finish their chapter 10 worksheet from yesterday, saying if their prediction was correct or not and
explaining why.
117
Read the epilogue to the students.
At the end of the next period, silent reading:
The group that has been reading Golden Games will come up and will present how their book. They will discuss
connections, people, events and information and will share what they have already read with the class.
The class can ask the group questions they may have about the stories.
Golden Games
By: Stella Zemanski
Olympic Athletes
Brief biographies about Olympic athletes
1908, 1912, 1932, 1936- Summer Olympics
Dornando Pietri
James Connolly
Jim Thorpe
Mildred Didrikson `Babe
Jesse Owens
How it relates to Pit Pony
118
Lesson 32: Pit Pony Review
December 15
La –60 Minutes
CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral,
written, and multimedia texts) that address: identity, community and social responsibility.
a. View, listen to, read and respond to a variety of visual, multimedia, oral and print texts that examine a diverse range
of personal identities, and backgrounds.
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
 understanding, retelling, and explaining the ideas and information presented in the texts
 analyzing the text structures and features
 analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
c. Describe and build upon connections between previous experiences prior knowledge and a variety of texts.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction,
script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures
including First Nations, Métis, and Inuit and countries (including Canada).
a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Metis
texts.
b. Select and flexibly use appropriate strategies (before, during and after) to construct meaning while reading.
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community and
social responsibility.
a. Create spoken, written and other representations that include: a clear and specific message, a logical and coherent
organization of ideas and a competent use of language and conventions.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports,
dramatizations, posters, timelines, multimedia presentations and summary charts.
d. Use graphic organizers to clarify and shape understanding.
CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g.,
giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for
particular audiences and purposes.
h. Deliver oral responses to literary and other texts or presentations that include both personal responses and textual
evidence or examples from the work to support insights and conclusions.
j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions and interpretations of others.
119
Comprehending and Responding Strategies:
Before: Activating and building upon prior knowledge and experience.
During: Making connections to personal knowledge
Constructing mental images
Identifying key ideas and supporting ideas
Drawing conclusions
After: Recalling, paraphrasing, summarizing and synthesizing
Interpreting
Compose and Create Strategies:
Before: Activate prior knowledge
Considering and generating specific idea and information that might be included
Collecting and focusing ideas and information
During: Using language and its conventions to construct message
Conferring with others
After: Sharing
Materials
Pit Pony novels
Literature circle doutangs
Students – need their summary sheets
Graphic organizers
Setting and Vocabulary Words – 1 per student
Events – 1 per student
Problems and Solutions – 1 per student
Characters – 1 per student
Set 20-25 Minutes
Students will have time to finish their role sheets.
Discuss chapter 10 as a class.
Development 20-25 Minutes
Hand back the students’ summary charts.
Pass out the graphic organizers to the students and have them put them into their binders.
Characters, events, problems and solutions, setting and vocabulary words
Work with a partner to fill in the sheets.
Discussion, literature circle sheets and the summary chart and novel can be referred to for information.
Closure 15 Minutes
Review as a class, the graphic organizer sheets.
120
Lesson 33: Pit Pony Test
December 16
La
Materials
Pencil
Eraser
Test – 1 per student
Assessment
The tests will be marked.
Adaptations
Keegan, Daniel, Anri and Hope at the back table.
Read through the questions and clarify that they understand how to answer the question.
Set
Have students move their desks apart.
Read over the test together – giving clear expectations, clearly expressing what is expected for full marks.
Short answers will be in complete sentences and they will explain and support your answer.
Development
Students will have _____ minutes to complete the test.
Multiple choice questions
Matching vocabulary
Ordering events
Short answer questions (2)
Closure
Have students review their answers. Once they hand in their test, they can silent read.
121
Name: _____________
Date: December 16
Rights, Responsibilities, Freedoms and Fairness
and Pit Pony – Unit Test
Total:
Part A
Multiple Choice – Circle the best answer in each question.
1.
2.
3.
4.
5.
/31
/6
The story Pit Pony is set in:
a.
St. John’s Newfoundland
b.
Cape Breton, Nova Scotia
c.
Sable Island
Fairness means:
a.
Neither good or bad; just
b.
Powers given to act, speak, or think as one pleases, without being under the control of others.
c.
An obligation or duty for which a citizen is held accountable for.
The story takes place in the following year:
a.
1908
b.
1910
c.
1902
The main character in the novel is:
a.
Ned
b.
Willie Maclean
c.
Simon
Which two people are not characters in the story?
a.
Willie
b. Ned
e.
Sarah
f. Nellie
g. Charley
h. Maggie
i.
Gem
j. Sandy
k. Grandma
l. One-armed Joe
m. Rory
n. John
c. Simon
d. Ralph Allen
o. Mrs. Maclean p. Sparky
122
Part B
Put the following events in order by numbering them from 1 to 9.
/9
Example: 1 = first event, 9= last event
_______ Willie’s birthday
_______ Gem dies and gives birth to Sandy
_______ Willie goes to work in the mine
_______ Simon takes Willie’s money
_______ Rory and John are hurt in an explosion
_______ There is a party for Willie’s family
_______ Willie is in an explosion in the mine
_______ Willie runs away to find Gem and meets Charlie
_______ Willie tries to help Simon
Part C
Match the word to its definition by writing the letter beside the term.
/6
_______ bairn
a) an informal social gathering featuring traditional Scottish songs and dances
_______ seam
b) a string of cars that runs on rails inside a mine
_______ ceilidh
c) a coal miner
_______ Gaelic
d) a young child
_______ rake
_______ collier
e) a layer of coal
f) the Scottish language
123
Part D
Answer the questions using complete sentences.
1.
Throughout the story, do you think Willie is treated fairly? Explain and provide an example to support your
answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
/5
2. List one right, freedom or responsibility that you think Willie had.
Support and explain your answer using an example from the story.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
/5