How are Animals and
People Dependent Upon Each Other?
(Adapted from the ELA
Unit Sharing our World)
Adapting the Grade Four Sample Unit Sharing Our World
In preparing for this unit, teachers should understand the traditional relationship between Indian and Métis peoples and wildlife. Information can be found in texts and various media as well as through consultation with Elders and other community resource people.
Native North
Americans saw themselves as participants in a great natural order of
life, related in some fundamental manner to every other living
species. It was said that each species has a particular knowledge of
the universe and specific skills for living in it. Therefore it was
incumbent upon us to respect every other form of life... Man was the
youngest member of the web of life and, therefore, had to have some
humility in the face of the talents and experiences of other
species.... We must accord these creatures the respect they deserve
and the right to live without necessary harm. "
(Forward p. XI, Vine
Deloria, Jr.; page 8) Keepers of the
Animals: Native Stories and Wildlife Activities for Children,
1991 by Caduto and Bruchac.
While parameters for units and lessons can be established by the teacher who is aware of the students' collective and individual needs, students are a critical part of the planning process. The following steps are only suggestions and can be extended or eliminated according to the needs of the students and teacher.
Review the sample unit.
The Foundational Objectives for grades K-5 are found on pages 15-20 of the ELA curriculum guide. The objectives have been laid out as the content continuum upon which learning is established and evaluated. While the means to accomplishing these objectives may vary through use of the adaptive dimension, the foundational objectives themselves will remain unchanged.
Because we are adapting the Sharing Our World unit, the foundational objectives will remain the same as those listed on page 409 of the ELA:
Students will demonstrate increasing:
ability to use oral
language to generate, clarify and extend their personal
understandings of what they observe, feel, hear, and read through
personal reflection and interaction with others
Teaching Note:
Periodically review
the foundational and developmental learning objectives established as
the basis for the unit to ensure they are the focus for teaching.
Review the students' developmental needs.
Observe and support specific behaviours that meet the needs of students in general. These may be adjusted to meet the individual needs of each student.
Oracy (Speaking
and Listening) (ELA,
pp. 22)
Students will
demonstrate increasing abilities to:
describe, share, and
discuss resources, media experiences, personal experiences, stories,
events and issues
Literacy (Reading)
(ELA, pp. 24-25)
Students will
demonstrate increasing abilities to:
balance appropriate
strategies independently
Response to Literature
(ELA, pp.26-27)
Students will
demonstrate increasing abilities to:
share personal feelings,
thoughts, and images
Writing
(ELA, pp. 28-31)
Students will
demonstrate increasing abilities to:
use journal writing to
develop self-awareness, and to clarify thoughts, feelings, and experiences
Oracy and Literacy (Media)
(ELA, pp.32-35)
Students will
demonstrate increasing abilities to:
use various forms of
media to convey information and stories
Reflect upon availability of specific resources.
Consider texts, pictures, literature, videos, people from the community, places to visit, agencies, and other resources.
Determine the broad concept or theme to be studied.
The study could be entitled `The Interdependence of People and Animals', or formulated into a question to focus all information gathering: `How are People and Animals Dependent Upon Each Other?' Topics for individual lessons can also be turned into questions to provide a focus and facilitate learning.
Adjust the webbing.
Because students will be an integral part of the planning process, establish only the headings for the web, in order to set parameters and provide guidance.
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Environmental Balance |
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Protection |
Food/clothes/livelihood |
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How do animals depend on people? How are animals and people dependent upon each other? How do people depend on animals? |
Friendship |
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Care (pets) |
Transportation |
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Search for possible resources with Indian and Métis content.
While students will be the main researchers of resources and materials, it is sometimes expedient, particularly in isolated communities, for teachers to begin to seek out necessary materials to ensure these arrive at the school prior to the unit's commencement.
Review the suggested resources that accompany the curriculum guides. Search through personal materials, community resources, the school library, Saskatchewan Education, Training and Employment's regional offices, the Stewart Resource Centre, Northern Library Services, Media House Productions, Book Bureau, Elders and community resource personnel for theme-related materials.
From the original sample, determine which activities to maintain, adjust, substitute, or omit.
Turning the theme into a question also causes the lessons and activities to take on a different focus. It is feasible to adjust certain lessons and activities in the unit to meet a wide range of student needs, available resources, and situations.
Review the curriculum guides for level(s) to be taught.
Become familiar with the overview and objectives of each curriculum. When creating a particular unit, look for concepts that naturally support each other and the development of the theme. When adapting a unit, consider the theme already established and seek out objectives that naturally support the thematic concept.
In adapting the unit Sharing Our World (ELA, pp. 409-428), topics of study that complement the theme can be found in other curriculum guides.
Science
While it may not be
possible to integrate effectively any of the Science Foundational or
Learning Objectives, the following from Factors of Scientific
Literacy, p. 403 could be incorporated into the study:
Key Science Concepts: cause-effect,
The overall theme for
Grade Four is Saskatchewan.
Mathematics
Mathematics: A
Curriculum Guide for the Elementary Level,
1992 lists foundational objectives on p. 403. As well, a scope and
sequence for grades K -5 (pp. 35-76) focuses on five strands:
Each of these areas is made up of developmental learning objectives that teachers may work into the daily lessons as appropriate.
Following is an example of using Problem Solving (grade 4):
Design and solve a problem using one or more of the following strategies:
The Arts
Focussing on the Arts
strands can be particularly effective for ESL/ESD students. Arts
activities provide a means of creative exploration into themes and
concepts through a wide variety of expressive modes. Thinking and
communication skills are developed through the artistic processes of
creating, composing and reflecting. The opportunities for
self-expression presented through the Arts allow both teachers and
students to capitalize on individual strengths and learning styles.
Arts Education: A
Curriculum Guide for the Elementary Level,1991
Refer to the individual
strands: Dance, Drama, Music, and Visual Art for the Foundational
Objectives for each grade:
Dance, p. 38
Seek out specific lessons and units:
Dance: p. 80, Model
Unit for Teaching Dance; p. 63, Creative Dance
The information provided in these curriculum documents can be used to complement and support the Language Arts program in the various subjects throughout the rest of the day.
Present content focus to students for discussion.
Explain to students that they will be learning about interdependence. Discuss how animals are dependent upon people and how people are dependent upon animals. A Talking Circle would be an appropriate technique.
Map out students' ideas and information.
Add students' background knowledge and understanding of the theme or concept.
Negotiate specific areas of study with the students.
Negotiation is a process that students will gradually learn, with support. Teachers who know their students well will be better able to encourage them to focus on areas of study that meet their needs and interests.
Create or establish a unit overview.
Using the information provided by the students and the curriculum objectives, as well as the appropriate available resources, plan an overview of the unit.
Two or three weeks might be enough to begin with, leaving additional time to allow for changes, student input and lesson extensions as students' needs and interests dictate.
Activities may be for the whole class, small groups or individuals and should allow for student choice when possible.
Often ESL and ESD students benefit from small group rather than whole class instruction. It is important to have them near you when presenting directed lessons or when reading to them. A special area in a corner of the room might accommodate this close interaction and provide wall space for the presentation of charts, overhead projector displays, and a library corner of materials.
Try to read to the students the material that will be used in the unit study ahead of time. For example, books that will become the focus of followup activities may be heard and discussed many times before students are required to respond with ideas for activities.
Sharing Our World/How are Animals and People Dependent Upon Each Other?
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Introduction |
Review
Seek out resources |
Animals for Food,
Clothing, Livelihood (farming, trapping, hunting, fishing) |
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Legend: Gluscabi |
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Working Animals---------- |
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Pets-------------------- |
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Protection of
Endangered Animals--------------------- |
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Reflecting, Reviewing, |
Sharing and Wrapping Up----------- |
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Establish how students will be evaluated.
Refer to the foundational objectives as well as the developmental learning objectives to determine each student's success. Students could help to establish the evaluation procedures to be used. Also refer to Student Evaluation, 1991, Saskatchewan Education.
Portfolios are collections of students' work that provide a picture of progress over time and allow for self-evaluation, goal setting and curriculum planning. They can contain work samples in English as well as in the student's first language. Written samples of story drafts as well as published stories, audio and video tapes, observation notes, journal entries, story responses, photos and reflections on projects, and lists of books read all provide information on the processes and the skills the students are developing.
Assist students as they seek out information and resources.
As students discuss the theme in depth, extend their language and ideas and ask them how they know certain concepts. Encourage them to bring sources of information such as videos, audio tapes, books, photos, pamphlets, papers, flyers, parents, or other persons in the community.
Ask where more information can be found. Keep a list of brainstormed ideas and add to this list as new sources of information are found. Gather information alongside the students. Demonstrate the use of information centres and how to access required information. Practice letter writing, form filling, and telephoning. If little information exists on a certain area, discuss possible reasons why with your students and have them suggest alternatives such as revising their unit question or creating an information booklet or video, based on the resources available.
Adjust lessons, activities, strategies and resources.
Through ongoing assessment of collective and individual abilities and interests, make adjustments to meet the developmental needs of the students.
This can best be done by expecting students to become active, interested learners. If their reading and writing abilities do not seem to be developing as expected, seek out and focus on specific activities and strategies that support each child's learning.
Resources that students bring, information they have, or articles they have written can be presented to the rest of the class along with information from outside resources and teacher directed lessons. Interests of students will also influence on the types of activities, time spent on lessons and materials used.
Ensure that students use a variety of resources.
Students read for a variety of reasons and write for a variety of purposes and audiences. Students learn to become self-evaluative as well as supportive of peers' efforts.
Review original student mapping with information and questions.
Reflect. Add new information to the chart. Discuss and evaluate.
Reflect upon the learning.
Evaluate the unit.
Suggested Resources for How are animals and people dependent upon each other?
(ELA) indicates
resources listed in English Language Arts: A
Bibliography for the Elementary Grades.
Novels to share with the Whole Class
Black Beauty.
Anna Sewell (ELA)
Possible Resources for Novel Studies
Five True Dog
Stories. Davidson
Resources for Independent Study
The Great Eagle
Dancer. Bird (Arts Ed.)
Collections of Stories and Legends
Achimoona: "The
Boy and the Eagle" (ELA)
National Film Board Titles
Death of a Legend
In Company With Nature Series:
Bears and Man
Filmstrips with Audio Tapes
The Call of the Wild. Jack
London
Additional Audio-Visual Materials
Hewitt, Chipeweyan
Colour Slides. Saskatchewan Education
Professional Resources
Keepers of the Earth.
Ch 20, pp. 165-178, Gluscabi and the Game Animals
(hunting). Caduto
Commercial Programs
Circle Program.
Fitzhenry and Whiteside:
Circle 2: Getting Together
Circle 3: Hickety Tickety
George's Hunting Trip
Commercial Fishing
Camp Stories
Just Like the Old Days
Tripod
Tales from the Wigwam
Nelson Networks Series:
Grade 4-Find a Shining Pebble:
Come Back, Swift Fox
Grade 5-Whenever the
Wind Is High:
Horses of Dreamland (Poem)
A Girl From Cat River
Grade 6-Dreams go Fast
and Far:
Jane Goodall
Journeys Reading Series:
Grade 4-Tickle The Sun
Endangered Animal Sanctuary
Ask a Vet
The Stray Cat
The Foundling
Best Friends
Z is for Zoos...
The Visitor
Grade 6-Ride the Wave:
Birute Galdikas and
the Red Apes
The Ghost Pond
The Rescued Pond
Complementing Curriculum
English Language Arts
p. 415 Sharing Our World Unit
As an introduction to the unit,
teachers may wish to present the film Cree Hunters of the Mistassini,
read Buffalo Woman, by Goble, or a legend from Keepers of
the Animals: Native Stories and Wildlife Activities for Children.
Discuss the importance of oral story telling and legends to
traditional Indian and Métis cultures.
Teaching Note:
Students' ideas will be richer if
they are encouraged to discuss in the language with which they feel
most comfortable. If their first language is not English, discussions
can be carried out in small groups or with a partner in Cree, Dene or
Michif and then in English with the teacher's support.
Create a class web using information
from all the groups. The teacher can also add information to the webbing.
Research Project Groups
Tell the students that you will be
studying the various concepts on the webbing during the next few
weeks as a whole class and either individually or in their research
project groups. Encourage students to choose questions that they have
a personal interest in studying. Groups can be formed. Discuss where
to find possible information. Record all information discussed on
chart paper.
Let students jot their question(s) down
and discuss, in their new groups, where they will search to find the
answers. Provide folders for students to collect ideas, articles,
photos, and information.
Writing Workshop
Invite Elders, parents, and others from
the community to come in and share stories with the students. (Note
that when inviting Elders, you may be expected to follow certain
rules of protocol). Some students may wish to photograph the
visitors, record their stories, or create questions to ask.
Provide lessons as required that focus on students' individual and collective needs:
Students write on topics of their choice.
You may decide to use Writers'
Notebooks (Calkins, 1992). For the first several weeks, students can
record reflections, ideas, musings, experiences, events, and
thoughts. Over time, they are encouraged to look for connections or
themes. Eventually the entries can be woven together to create
stories, poems, and reports. Besides being a powerful tool for self-reflection
and growth, the Writer's Notebook removes the pressure arising from
the belief that each piece of writing must be taken to publication or
prepared for presentation. It allows students to think through
possible topics and potential stories as a rehearsal strategy before
committing to a full story.
Students may wish to share their drafts or Writer's Notebook entries with a partner, group or the whole class.
Teaching Note:
Accommodate various needs. Students
who have difficulty writing may be assisted by the teacher. The
teacher can encourage the student to discuss an idea for a story and
prompt by asking: How could we start it? What would happen next? Jot
down notes for the student's reference.
Some students would benefit by being able to dictate their stories once in a while to allow them to express themselves more freely (parent helpers could prove most useful here). Other students might start by illustrating a story and labelling parts of it, adding several supporting statements underneath.
Reading Strategies
Observe students as they predict,
confirm and integrate the three cuing systems: graphophonics,
syntax and semantics. To become efficient, readers must balance
these cuing systems as they derive their own meaning from print.
Goodman and Burke, 1981, list criteria for reading strategy lessons based on observed student need. It is suggested that:
they be used with students who need
them when they need them
The teacher must:
While Goodman and Burke suggest teaching only the students who need the lesson, it is also important to reinforce students who are already using particular strategies by making their use explicit and providing the language to talk about them. These students can also be tutors or models for others who are internalizing the new strategies.
However, some students do work best in small groups while others require individual instruction and reinforcement, either because they have not yet learned certain strategies or because they are in need of more complex ones. You may wish to present several different reading strategies to various groups daily depending upon their needs. The makeup of the groups may change for each lesson.
Teaching Note:
If possible, tape record each
student's independent reading for your records.
Read to the students: Choose an
appropriate novel, several chapters in length, to read to the
students over several weeks some time during each day. When presented
with clarification of meanings, ongoing discussions and retellings,
students will develop the ability to visualize the story, predict
story lines, and understand character development and themes.
Extensions
Teaching Note:
Many of the activities suggested can
be ongoing. Teachers and students may wish to choose one or two
activities to last the duration of the unit. It is sometimes more
productive to concentrate on a small number of activities and allow
quality time for reflection and wondering than to try to do too many.
The illustrations from the legend, Buffalo
Woman, lend themselves to study as described in the Arts
Education unit, Designs from Nature, p. 340.
Focus One: Introduction: Review
Review
Informally review
information from the previous day. This can be done in a variety of ways:
Talking Circle with
whole class or small groups
Share a legend such as "Scarface" or "The Passing of the Buffalo" (p. 23, Keepers of the Animals) with the students that focuses on the traditional relationship between Indian and Métis peoples and animals . Discuss. As you read legends, you may wish to tape-record them along with ongoing discussion, to have available for students that may be absent that day. Students can use the recordings along with the text for additional reading practice.
Reading Strategies
Review the Reading
Strategy lesson from the previous day. Encourage students to discuss
their experiences with it. If students have recorded samples on the
chart, allow them to share these with the others. Continue to
practice this strategy with the students until they use it
independently in their reading. If the students appear to have a good
understanding of the strategy, they may be ready for you to present a
new one. Follow the same procedure as outlined for the previous day.
Research Project Groups
Assist students in
organizing their projects. Begin by making sure students have
questions about which they are wondering (they can group themselves
in pairs or groups of three or four if they wish). Discuss:
places to seek out information
Students who have not decided on a project may wish to choose the novel (Barry) or other stories or legends heard by the class as a focus, and create a response based on the text such as:
creating a drama
Writing Workshop
Continue to model
pre-writing (planning) activities and other mini lessons as required.
Read to the Students
Continue with reading a
novel to the students. If some students have missed the beginning of
the story, assist other students to retell the part that has already
been read.
Reflect on Students' Abilities
Note the following:
students' ability to
synthesize, analyze, and describe characters
Extensions
Read "Eagle
Boy" from Keepers of the Animals.
Encourage visual imaging as suggested in the text. Follow up with
other activities as listed on pp. 53-58.
Focus Two: Animals for Food, Clothing, Livelihood
Share a legend from Keepers of the Animals (perhaps "The Rabbit Dance", p. 241). Discuss the traditional respect and appreciation that Indian and Métis people had for animals. Rather than reading to the students, encourage them to practice reading a legend and then present it to the class either on their own, with a partner or in small groups.
Reading Strategies
Continue to review and
reflect upon strategies with the students using appropriate reading
material such as the above legend. Present and discuss new
strategies, practice together and provide additional independent
practice time.
Teaching Note:
Whenever possible,
take time to listen to students reading individually to you or onto
an audiotape. Record the strategies they are using and the ones they
still need to learn.
Research Project Groups
Students who have
focussed their research on hunting, fishing, trapping and farming can
present their findings to date to the group in various ways. The
teacher can also present materials and information at this time.
A study of the trapline might include:
viewing Hewitt
Chipeweyan Colour Slides on ice fishing, filleting fish, setting
traps and drying hides. When viewing videotapes, slides and films,
try to provide students with an overview as well as certain key
points or issues on which to focus. Sometimes a grid or visual
mapping or chart helps to focus ideas and show relationships between
concepts and language. Begin by predicting the content based on the
title and accompanying information. Using prior knowledge on the
subject, brainstorm ideas and information. Encourage ongoing
discussion. It may be useful to view the video several times to
ensure understanding of key issues. Provide post-viewing discussion
for students to confirm information, reflect upon material presented,
and to address certain questions.
Other students may present their findings on hunting, fishing, or farming. Students might compare southern grain or mixed farms with northern agriculture where the focus is game farming, fish farming, berry and mushroom picking, and wild rice harvest. Information on most of these areas can be found through Saskatchewan Education, Training and Employment Northern Division, local Conservation officers, Department of Agriculture branches, videos, literature, Elders and community people.
Students who have chosen these areas to research can add this new information to their files and continue to work on a presentation to share in some way with the class, school or community.
Writing Workshop
Students continue to
work on their stories, holding conferences with partners or in small
groups, sharing ideas and information, revising and editing. Present
mini lessons, note areas in which students need assistance, help
focus students and guide them through the writing process.
Some may wish to begin new stories based on the trapline, hunting, fishing or farming.
Read to
Continue to read a novel
such as Barry the Great St. Bernard.
Review characters,
elements of the story, plot summary, setting, and characters.
Extensions
Any of the suggestions under
Research Project Groups can be extended to
clarify information for the students as their interests indicate. A field
trip would be of particular benefit in
developing both the students' language and experience. This focus
might be stretched over a period of a week or two.
Share the story, The Bravest Dog Ever: The Story of Balto. Discuss.
Reading Strategies
Continue to present short 5-10 minute lessons. It is important that ESL/ESD students be familiar with overviews of texts and literature. They should know how to read for various purposes (to scan through a book or read carefully for detail), use the Table of Contents, understand the purpose of story synopses found in the backs or inside covers of books, and how to use an index.
Novel Studies
Have four or five copies each of four or five different novels that fit the theme of animal and human interdependence. You may wish to choose Five True Dog Stories as one of the sets. If some students have read the story "Barry The Great St. Bernard" in this text, encourage them to share this story with the rest of the class. They might:
Writing Workshop
Having this follow the
novel studies will provide additional ideas for students to bring to
their writing. Groups can soon learn to move independently into
writing workshop time when they have completed their novel study for
the day.
Research Projects
Students who have
focussed their study in this area could brainstorm types of animals
used for transportation and the countries in which these animals are
commonly found. A display, perhaps on a world map, might be presented
to the other students.
Extensions
Have the students create
drama in context (Arts Education, p. 130) based on the story Balto.
Read to
Continue to read a novel with your students.
Reading Strategies
Continue to review
strategies and present new ones based on the students' individual and
collective needs.
Teaching Note:
If students arrive at
school after a period of absence, support the rest of the class as
they explain the strategies and how to use them.
Research Project Groups
If possible, have the
students invite either a veterinarian or an SPCA worker to the
school, or visit a clinic or the Society of the Prevention of Cruelty
to Animals. If a group or individual has chosen this area for a
project, assist by making the transportation arrangements using
telephone calls, letters, permission slips, and thank you cards.
Interview questions can be planned ahead of time. A photo or video
camera helps to record these moments and keeps them available for use
in further reading and writing activities.
Novel Studies Groups
Group the students
according to their choice of novel. Review rules from last day.
Encourage students, through group discussion, to predict the story
based on the picture, title, and author. Students could record
responses in notebooks to share with their group.
Teaching Note:
Initially, you may
find it easier to work with only two groups and bring them together
daily to study particular elements of the stories, such as characters
and plot. This works well when the stories have a similar theme and
can be easily related and compared.
Post-reading should
centre on questions the students have, as well as exploring plot,
characters and setting. Relate the story to personal experiences and
to other books. Students may again record reflections, questions, and
responses in their notebooks to share with their group.
Writing Workshops
Continue to work through
the writing process with the students. Keeping a daily Status of the
Class chart can provide you with a picture of how the students are
progressing (Graves, 1983).
Extensions
Keepers of the Animals
(p. 167-172) has follow up suggestions for Drama, Visual Art
(creating masks), Movement, and Survival Games.
Provide visual supports whenever possible to assist students to understand concepts and record information. Charts and grids which show relationships as well as patterns are particularly effective. The following is an example:
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Popular Pets |
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Age |
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Where it came from |
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Pet or working animal |
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Discuss the controversy
surrounding pit bull terriers. Should they be allowed to be kept as
pets? Encourage students to collect articles from newspapers and post
them on the wall with their comments and reflections.
Focus Five: Protection of Endangered Animals
Discuss the independence of animals and how the acts of people have lead to the endangerment of various species. Read stories about ecology, environmental balance, elements and issues that threaten both animals and their natural habitats such as Brother Eagle, Sister Sky or stories from Keepers of the Animals, Chapter 17. Bring in an article from a newspaper or magazine which reflects the focus. Encourage the students to create a bulletin board with other articles they find. Share stories and events heard on the media. Invite an Elder, community person or conservation officer to come in and speak about these issues and concerns.
Reading Strategies
Continue to spend 5-10
minutes a day teaching certain reading strategies to the students,
and provide practice time and/or reminders to use the particular
strategy if appropriate during the day. The strategies can be
reviewed and students can reflect upon those which they use most
frequently, and those which they are having difficulty using independently.
Novel Studies
Continue to work with
the groups of students, encouraging them to lead their own
discussions and reflect upon events, characters, and themes. Students
who have completed their research projects may choose to follow up
their readings by researching some concepts related to the story, or
creating a visual of some sort. For example, students who read Shark
Lady may wish to plot and date Eugenie
Clark's world travels on a map, research sharks or develop a project
to share with others.
Research Projects
Students who have
studied endangered animals might have focused on one particular
animal to research. These findings (although they may still be in
rough form) can be presented to the class.
Writing Workshop
Share published stories
that have been written by students, perhaps from other schools, such
as Trapline Story,
by Leon Ballantyne. Most students should have taken at least one
story to publication by this time. Copies may be made for the school
library, to share with the community, to take home, and to share with
other schools. Stories may also be compiled into a class book with
students deciding on a cover and title.
Read to
Continue to read a short
novel to the students and encourage ongoing discussion.
Extensions
Students can write letters to various national wildlife protection agencies requesting information on a variety of species:
COSEWIC (the Committee
on the Status of Endangered Wildlife in Canada)
Environment Canada
Canada Wildlife Service
Publication and
Distribution Section
Ottawa, Canada, K1A OE7
World Wildlife Fund
90 Eglington Avenue
East, Suite 504
Toronto, Ontario M4P 2Z7
Canadian Wildlife Federation
1673 Carling Avenue
Ottawa, Ontario K2A 3Z1
Canadian Nature Federation
453 Sussex Drive
Ottawa, Ontario K1N 6Z4
Students can also
contact provincial conservation agencies.
Project Wild. Once filled in, make copies for the students. Discuss the findings. As suggested in this lesson, encourage the students to create posters, songs, plays or verses based on the principal reasons for endangerment.
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Animal Name |
Location |
Extinct |
Extirpated |
Endangered |
Threatened |
Rare |
Factors Affecting Status |
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Focus Six: Reflecting, Reviewing, Sharing and Wrapping Up
Sharing stories and legends
Review and discuss the
stories shared to date. Encourage students to make connections
between themes, elements, characters, and plots. If students state
their favourite stories, elicit reasons that support their choices.
Share response booklets as appropriate.
Reading Strategies
Reflect on becoming
efficient, independent readers.
Novel Studies
Reflect on how each of the following contribute to the personal meaning derived from novels:
Research Project Groups
Reflect on information
gathering and self-expression through a variety of media for a
variety of audiences.
Writing Workshop
Reflect upon the process
of writing as well as the product.
Read to
Reflect on elements in
the novel, theme, characters, new vocabulary, and new concepts.
Wrap up
Reflect upon content
area concepts learned. Review the original webbing of People and
Animal Interdependence. Using a different coloured marker, add
newly-learned information to the chart. Also review the original
questions that the students posed and reflect upon the answers.
Brainstorm and record all the information the students have learned
during this study.
Review
Review the foundational
and developmental learning objectives established as the basis for
the unit to ensure they were the focus for teaching and to determine
which objectives will be the basis for the next unit of study.
Although this completes the unit formally, encourage students to continue to share information about the topic. If materials related to the unit were ordered and arrive at the school in the weeks that follow, present them to the students as ongoing study and review, because the learning never ends.
