Grade: 3 Subject: Language Arts
Unit: Term 2 People of Nova Scotia
Lesson Focus: Who are the People of Nova Scotia? Part 2
The students will read text to discover who lives in Nova Scotia and why people move to Nova Scotia. They will use non-fiction text features to enhance their comprehension and make inferences, supported by evidence from the text. They will organize the information into a graphic organizer and communicate their understanding through a media of their choice.
Timeframe: Five 45 minute periods
"I can" statements
I can communicate my understanding of the text.
I can explain describe who lives in Nova Scotia and why people move to Nova Scotia.
I can read a graph and use the information to make predictions.
I can provide evidence to support my predictions.
Outcomes:
Students examine the origins of diverse peoples in their province and their expression of culture inclusive of Acadians, African Nova Scotians, Gaels, Mi’kmaq including Treaty Education, and diverse cultures.
· formulate questions and generate ideas for research, and inquiry about diverse people and cultures in the province.
· deduct ideas and synthesize facts from sources about peoples and cultures in the province.
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will demonstrate print and digital texts.a variety of ways to comprehend and select from a range of culturally diverse.
· use text features to gather information and support comprehension
· explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
· infer meaning within and beyond a variety of texts
· complete reading graphic organizers about their understanding of culturally relevant texts
Students will respond personally and critically to a range of culturally diverse texts.
· identify and use text features of fiction and non-fiction texts that support comprehension
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· choose forms of writing that are appropriate to specific purposes and audiences
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing, choose, use, and create
simple graphic organizers (such as the five finger plan, story map, web, list, five Ws, graphic organizers for specific forms of writing.) Create jot notes for research writing.
· Drafting: Writing is connected to pre-writing, Write on a single topic, with a beginning, middle and end, some elaboration and organization
· Re-read: re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning through strategies such as, crossing out words, inserting words using a
caret, adding details, replacing overused words (e.g. said, good, like), begin to use a thesaurus
· Editing: use the word wall and personal spelling references to check high frequency words, use self-editing checklists to edit
for grade level conventions
· Proofreading: use co-created anchor chart of proofreading strategies, conduct a final reread of draft before publishing
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits
and conventions
Resources:
Grade 3 Student Social Studies textbook, "My Province"
Graphic organizer
Digital device (access to video, google slides or drawing, and Prezi programs)
Access to How to … videos for their chosen presentation form
Assignment Outline
Rubric
Poster Board
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Citizenship
·Apply and Interconnect
Connection: This lesson follows the lesson "Who are the Peoples of Nova Scotia? Part 1" and precedes the lesson "Non-Fiction Writing: Peoples of Nova Scotia".
Mini-lesson:
Explicit Teaching (I Do)
Teacher: “You will be working with a partner to discover:
You will fill in a graphic organizer as you read your social studies textbook pgs 42-48.
You will then work on your to organize your information into a presentation. You may use any format you choose (ex: video, google slides or drawing, Prezi, poster, etc.) You will need to include text and images.
Groups (You do)
At the Social Studies center read your social studies textbook pgs 42-48 with a partner or as a whole group. Each person fills in their own graphic organizer.
Teacher will conference with each group.
Independent (You do)
Create a presentation to communicate the information, using a format of your choice.
(ex: video, google slides or drawing, Prezi, poster, etc.) You will need to include text and images.
Students who choose to use an online presentation tool are able to access the appropriate How to … video
Teacher will conference with individual students.
Time to Share
At the end of each day the students have the opportunity to share something they have learned, during circle time.
When the presentations are completed the students will present their presentations.
Differentiation:
Teacher designs groups to support students. They students are able to read the text with the help of their peers.
The textbook can be loaded onto the Kurzweil Assistive Tech program. This program will read the text to the students who are not able to read the text.
Assessment:
Make observational notes during conferences.
Graphic organizer
Presentation
Unit: Term 2 People of Nova Scotia
Lesson Focus: Who are the People of Nova Scotia? Part 2
The students will read text to discover who lives in Nova Scotia and why people move to Nova Scotia. They will use non-fiction text features to enhance their comprehension and make inferences, supported by evidence from the text. They will organize the information into a graphic organizer and communicate their understanding through a media of their choice.
Timeframe: Five 45 minute periods
"I can" statements
I can communicate my understanding of the text.
I can explain describe who lives in Nova Scotia and why people move to Nova Scotia.
I can read a graph and use the information to make predictions.
I can provide evidence to support my predictions.
Outcomes:
Students examine the origins of diverse peoples in their province and their expression of culture inclusive of Acadians, African Nova Scotians, Gaels, Mi’kmaq including Treaty Education, and diverse cultures.
· formulate questions and generate ideas for research, and inquiry about diverse people and cultures in the province.
· deduct ideas and synthesize facts from sources about peoples and cultures in the province.
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will demonstrate print and digital texts.a variety of ways to comprehend and select from a range of culturally diverse.
· use text features to gather information and support comprehension
· explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
· infer meaning within and beyond a variety of texts
· complete reading graphic organizers about their understanding of culturally relevant texts
Students will respond personally and critically to a range of culturally diverse texts.
· identify and use text features of fiction and non-fiction texts that support comprehension
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· choose forms of writing that are appropriate to specific purposes and audiences
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing, choose, use, and create
simple graphic organizers (such as the five finger plan, story map, web, list, five Ws, graphic organizers for specific forms of writing.) Create jot notes for research writing.
· Drafting: Writing is connected to pre-writing, Write on a single topic, with a beginning, middle and end, some elaboration and organization
· Re-read: re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning through strategies such as, crossing out words, inserting words using a
caret, adding details, replacing overused words (e.g. said, good, like), begin to use a thesaurus
· Editing: use the word wall and personal spelling references to check high frequency words, use self-editing checklists to edit
for grade level conventions
· Proofreading: use co-created anchor chart of proofreading strategies, conduct a final reread of draft before publishing
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits
and conventions
Resources:
Grade 3 Student Social Studies textbook, "My Province"
Graphic organizer
Digital device (access to video, google slides or drawing, and Prezi programs)
Access to How to … videos for their chosen presentation form
Assignment Outline
Rubric
Poster Board
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Citizenship
·Apply and Interconnect
Connection: This lesson follows the lesson "Who are the Peoples of Nova Scotia? Part 1" and precedes the lesson "Non-Fiction Writing: Peoples of Nova Scotia".
Mini-lesson:
Explicit Teaching (I Do)
Teacher: “You will be working with a partner to discover:
- Who lives in Nova Scotia
- Why do people move to Nova Scotia
- Predict what the Population of Nova Scotia
is today and what it will be in 10 years (Explain your reasoning)
You will fill in a graphic organizer as you read your social studies textbook pgs 42-48.
You will then work on your to organize your information into a presentation. You may use any format you choose (ex: video, google slides or drawing, Prezi, poster, etc.) You will need to include text and images.
Groups (You do)
At the Social Studies center read your social studies textbook pgs 42-48 with a partner or as a whole group. Each person fills in their own graphic organizer.
Teacher will conference with each group.
Independent (You do)
Create a presentation to communicate the information, using a format of your choice.
(ex: video, google slides or drawing, Prezi, poster, etc.) You will need to include text and images.
Students who choose to use an online presentation tool are able to access the appropriate How to … video
Teacher will conference with individual students.
Time to Share
At the end of each day the students have the opportunity to share something they have learned, during circle time.
When the presentations are completed the students will present their presentations.
Differentiation:
Teacher designs groups to support students. They students are able to read the text with the help of their peers.
The textbook can be loaded onto the Kurzweil Assistive Tech program. This program will read the text to the students who are not able to read the text.
Assessment:
Make observational notes during conferences.
Graphic organizer
Presentation