Grade: 3 Subject: Language Arts
Unit: Term 2 People of Nova Scotia
Lesson Focus: Who are the People of Nova Scotia? Part 1
Introduce students to the different cultures of the peoples in Nova Scotia and their customs and traditions.
Timeframe: (Part 1) 45 minute period
"I can" statements
I can exhibit my understanding of the text by communicating verbally and in print what I have learned.
I can explain the difference between a tradition and a custom.
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.
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 select, interpret, and combine information in multicultural contexts.
· formulate questions to guide their research*
· use a table of contents and index (print) and navigation menus (digital) to locate information
· generate higher-level thinking questions (“in the head” versus “in the text”)
· use key words in a search engine to locate information electronically
· discuss how they researched and found answers to their questions
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.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Book: “Canadian Celebrations and Traditions”
Grade 3 Student Social Studies textbook, "My Province"
Traditions and Customs of Peoples in Nova Scotia worksheet
21Century Skills
· Communicate and Collaborate · Find & Validate
· Citizenship · Citizenship
Connection: This lesson precedes the lessons: Who are the Peoples of Nova Scotia? Part 2 and Non-Fiction Writing: Peoples of Nova Scotia
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
Display student social studies book pg. 38/39 on the SmartBoard. Read the text on page. Ask students: Who are the Mikmaq people? What do the words “immigrant” and “population” mean? The definition of population is the glossary. Students look at pictures on pg 38/39 and read the captions, with their partners. Discuss what they are reading and be prepared to share.
Volunteers share what they have learned.
Teacher: “There many different groups of people who live in Nova Scotia. Some have lived here for many generations (explain this term) and others have moved here. They like to share their celebrations. "
Groups (You do)
In your small group read the book “Canadian Celebrations and Traditions" and your social studies book pg 50. Remember to use the glossary to find the meaning of any unfamiliar words and read the pictures and captions for more information. While you are reading discuss with the following questions with your group: (you can also refer to your social studies book
Complete worksheet on your own, using the texts and your discussion with your group.
Time to Share
At the end of each day the students have the opportunity to share something they have learned, during circle time.
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.
Students who have an adaptation for writing are able to complete the worksheet using an Assistive Tech program, such as Kurzweil.
Assessment:
Observe students and make notes about how students participate in a group and their conversation.
Worksheet.
Unit: Term 2 People of Nova Scotia
Lesson Focus: Who are the People of Nova Scotia? Part 1
Introduce students to the different cultures of the peoples in Nova Scotia and their customs and traditions.
Timeframe: (Part 1) 45 minute period
"I can" statements
I can exhibit my understanding of the text by communicating verbally and in print what I have learned.
I can explain the difference between a tradition and a custom.
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.
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 select, interpret, and combine information in multicultural contexts.
· formulate questions to guide their research*
· use a table of contents and index (print) and navigation menus (digital) to locate information
· generate higher-level thinking questions (“in the head” versus “in the text”)
· use key words in a search engine to locate information electronically
· discuss how they researched and found answers to their questions
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.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Book: “Canadian Celebrations and Traditions”
Grade 3 Student Social Studies textbook, "My Province"
Traditions and Customs of Peoples in Nova Scotia worksheet
21Century Skills
· Communicate and Collaborate · Find & Validate
· Citizenship · Citizenship
Connection: This lesson precedes the lessons: Who are the Peoples of Nova Scotia? Part 2 and Non-Fiction Writing: Peoples of Nova Scotia
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
Display student social studies book pg. 38/39 on the SmartBoard. Read the text on page. Ask students: Who are the Mikmaq people? What do the words “immigrant” and “population” mean? The definition of population is the glossary. Students look at pictures on pg 38/39 and read the captions, with their partners. Discuss what they are reading and be prepared to share.
Volunteers share what they have learned.
Teacher: “There many different groups of people who live in Nova Scotia. Some have lived here for many generations (explain this term) and others have moved here. They like to share their celebrations. "
Groups (You do)
In your small group read the book “Canadian Celebrations and Traditions" and your social studies book pg 50. Remember to use the glossary to find the meaning of any unfamiliar words and read the pictures and captions for more information. While you are reading discuss with the following questions with your group: (you can also refer to your social studies book
- What is a tradition? What examples did you
learn about?
- What does the term culture mean?
- What is a custom? What things do the people
of a culture usually share?
- Explain the difference between a custom and
a tradition.
Complete worksheet on your own, using the texts and your discussion with your group.
Time to Share
At the end of each day the students have the opportunity to share something they have learned, during circle time.
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.
Students who have an adaptation for writing are able to complete the worksheet using an Assistive Tech program, such as Kurzweil.
Assessment:
Observe students and make notes about how students participate in a group and their conversation.
Worksheet.