Grade 3 - Unit Plan Preparation Complete

Page | 0
Early Settlements in Upper

Canada

B r e n n a , K r i s t a , C l a i r e a n d M e g a n
P / J S e c t i o n 1
C a r o l D o y l e - J o n e s a n d J o h n B e b b i n g t o n

2 / 2 7 / 2 0 1 3
Integrated Unit Plan for Social Studies and
Language
This is an integration unit plan for Grade 3 that incorporates Social Studies,
Language Arts and Visual Arts. We plan to have our students create a pioneer
diorama using the knowledge of the early settlers in Upper Canada.

Page | 1

Table of Contents

Introduction/Rationale.. 2
Prior Considerations Chart. 3-5
Brainstorming/Concept Map. 5
Curriculum Expectations.. 6-8
Learning Environment 8-13
Accommodations.. 13-14
Resource List. 14-17
Unit Plan Overview Chart. 18-37
Introductory Lesson Plan. 38-44
Culminating Task Description 44
Culminating Task Rubric 45
References.. 46
Appendixes.. 46-47
Self-Evaluation.. 48-49

Page | 2

Integrated Unit Plan Social Studies and Language Arts
Grade 3 Early Settlements in Early Canada (6 Weeks???)

INTRODUCTION/RATIONALE

Within the Grade 3 Social Studies curriculum is the ability to describe communities of early settlers and First Nations peoples in
Upper Canada around 1800. After covering a mini-unit on First Nations studies in the Fall, students will explore early settlement and
pioneer life for 5 weeks in the spring using a variety of resources and in various settings. In this strand, students are introduced to
topics that will help them develop an understanding of citizens from the past and interactions between various groups in Canada.
Students will begin their studies with an introduction of Early Settlers, examining and making connections to their prior knowledge
about First Nations peoples. They will then study early settlements in Upper Canada, exploring the roles that settlers participated in
and the daily lives that they led. This unit takes carefully planned steps to engage students in learning about Early Settlers and their
Settlements. Students are encouraged to use various skills and intelligences to complete the tasks leading up to and including the
culminating task. This unit integrates areas of Language Arts, the Arts and Science, a catalyst to support further learning and
understanding. Students will participate in activities starting with those that facilitate basic understanding and connections then
move to more complex information synthesis leading to a final presentation of information discovered.
This unit covers all areas of information processing in terms of listening, researching, observing and presenting. Students will
practice perspective taking when working on this assignment, to help them really comprehend the different tasks that Early Settlers
engaged in.Lessons are developed around the Multiple Intelligences theory and the varying learning styles found in the classroom.
Therefore lessons and activities involve interactive, auditory, visual and bodily kinesthetic approaches where ever possible. This unit
will spark interest because of the various environments and settings within which the learning will take place. Rather than having
students listen to a lecture or read a textbook about Early Settlers, this unit encourages students to actively participate and take
charge of their learning. By engaging students and gradually releasing the responsibility, students become the leaders and teachers
of the content.

Page | 3

PRIOR CONSIDERATIONS

Social Studies:
Students should have prior knowledge about the Native Peoples of Canada. They will understand how to identify ways in which
Aboriginal people passed on heritage and traditions from one generation to the next. Students will have learned how to
demonstrate an understanding that communities may be made up of people from many cultures. Students will understand how to
use illustrations, key words, and simple sentences to sort, classify, and record basic information about family history and traditions.
Students will understand how to identify community celebrations that reect their own heritage and/or their Canadian identity.
Students will have learned this information in grade two and would have had a review and more in depth analysis of the Aboriginal
Peoples of Canada prior to this mini unit. Students skills include: compare and contrast, represent their knowledge in various ways,
writing, drawing, media, and oral dialogue. With differentiated instruction and assessment the teacher can address the diversity
needs of students by using accommodation (scribing, peer collaboration, extra time, chunking and assistive technology) and
modifications.

Language Arts:
Oral/Reading/Writing
Students will have experience with identifying purposes for listening in a variety of situations, formal and informal, and set personal
goals for listening, initially with support and direction. Students understand how to demonstrate an understanding of appropriate
listening behaviour by using active listening strategies in a variety of situations. Students will have had some experience
communicating ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational
patterns and used a few different visual aids during oral communication. Students will have had experience in reading
demonstrating an understanding of a text by retelling the story or restating information from the text, with the inclusion of a few
interesting details. Students will have prior knowledge of extending their understanding of texts by connecting ideas to their own
knowledge and experience, to other familiar texts, and to the world around them. Students should be able to automatically read and
understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance,
in a variety of reading contexts. Students prior knowledge with writing will include: gathering information to support ideas for
writing in a variety of ways and/or from a variety of sources. Students should understand how to identify and order main ideas and
supporting details, using graphic organizers determine whether the ideas and information they have gathered are suitable for the
purpose, and gather new material if necessary use a variety of sentence types, make simple revisions to improve the content, clarity,
and interest of their written work, using several types of strategies. Finally they will have some prior knowledge of how to publish
and present their written work. Some strategies that teachers can use in language include modeled reading and writing, chorus
Page | 4

reading and cooperative strategies to ensure that differentiated instruction is used to reach all types of learners. For students who
may have a learning disability or are E.L.L, they may be partnered with students who are at a stronger academic level to support
their learning and presentation. Another presentation option would be to have students tape their oral presentation and present
their diorama with a recording.
Media Literacy
Students prior knowledge about media literacy will include thinking critically and analyzing information that is presented to them.
Students will have practiced using their media literacy skills to interpret information found. Students should know how to collect
valid and properly sourced information to be successful. Students will have some knowledge on strategies that are helpful in
understanding and creating media texts. Students will have some understanding with support on how their skills in listening,
speaking, reading, and writing help them to make sense of media texts. This prior knowledge can vary from student to student and
by using various types of media the teacher can assist a diverse group of students to further comprehend media. By providing
opportunities to critically analyze and interpret media through pictures, texts, dialogue and video students with varying strengths
can learn through differentiated instruction. The teacher can use differentiated assessment to diagnose the level of media literacy in
their class, from cutting and pasting pictures to create a poster, to writing small paragraphs or creating short video clips.

Visual Arts:
Students prior knowledge will include: applying the creative process to produce a variety of two- and three-dimensional art works,
using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings. Students will have had
experience with various types of visual art such as drawing and painting. Students will be able to demonstrate an understanding of a
variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts. To ensure
differentiated types of instruction students could be given choice as to what type style or type of visual art they would like to use to
represent what they know, for example sculpting, creating videos or taking photographs.

Technology:
Students will need to be familiar with computers, how to turn them on and off properly and start and end programs. Students need
to be familiar with how to do a basic Google search and should have information documenting skills and know what facts or details
are important to write down and present. Students will have an understanding of computer and internet edict before signing onto a
computer and be aware of the consequences of breaking that edict. Students should have a general understanding of how to type
on a computer. To assist in differentiated instruction programs like the Curzwell system for ELL learners can be used, as it will read
out information on a piece of paper. For those students with fine motor skill issues dragon diction can be used, where the program
types the words that are said into the microphone. The students can use collaborative strategies to assist one another and use their
Page | 5

strengths to enhance the learning experience.

BRAINSTORMING/CONCEPT MAP

Page | 6

CURRICULUM EXPECTATIONS

Social Studies Expectations

Overall Expectation:
Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800.

Specific Expectations
Knowledge and Understanding:
1. Describe the various roles of male and female settlers. (7)
2. Describe the major components of an early settlement. (8)

Inquiry/Research and Communication Skills
1. Use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings.

Application
1. Compare and contrast aspects of daily life in early settler and/or First Nation communities in Upper Canada and in their own
community today.

Language Arts Expectations

Oral

Overall Expectations
Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. (2)

Clarity and Coherence
1. Communicate orally in a clear, coherent manner, presenting ideas, opinions and information in a logical sequence. (2.3)

Visual Aids
Page | 7

1. Use a variety of appropriate visual aids to support or enhance oral presentations. (2.7)

Reading

Read and demonstrate an understanding of a variety of literacy, graphic and information texts, using a range of strategies to
construct meaning. (1)

Demonstrating Understanding
1. Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details. (1.4)

Writing

Generate, gather, and organize ideas and information to write for an intended purpose and audience. (1)

Research
1. Gather information to support ideas for writing in a variety of way and/or from a variety of sources. (1.3)

Organizing Ideas
1. Identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using
graphic organizers and organizational patterns. (1.5)

Visual Arts Expectations

Creating and Presenting: apply the creative process (see pages 19-22) to produce a variety of two- and three-dimensional art
works, using elements, principles, and techniques of visual arts to communicate feelings, ideas and understandings. (D1)

Page | 8

1. Create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that
have the community as their subject. (D 1.1)

LEARNING ENVIRONMENT
SPACE

Introductory Lesson:
The introductory lesson will occur in the classroom. The teacher
will first present a read aloud that focuses on the roles and
relationships in the early settlers community. The teacher and
students will have a brief discussion about the important
elements of the story and what parts they thought were
interesting. The teacher can also make text-to-self inferences
asking prompting questions about the lives of their students
today versus the students who lived in the early settler years.
The physical environment of the lesson will allow the students to
be put in groups. During the read aloud students will be at their
desks using their attentive listening skills. The students will then
perform their group work together in their groups at their desks.
The students will then get to share their efforts with the class.
There will be no special requirements for this lesson. However the
teacher will have to ensure that the students are placed in groups
that will produce optimal productivity amongst their classroom.
Ie) Students who have a hearing disability should be sitting near
the front of the class during the read aloud.

Lesson 2:
TIME - This is the second unit in social studies the
previous one would have been Native Canadians

Introductory Lesson:
This lesson will take approximately forty minutes and
it will be the first of a series of lessons.
During this lesson Language Arts will be represented
with a read aloud and a poem response. The
students will comprehend and transfer their ideas
into a poem of their choosing. Social Studies will also
be represented as the story and poem will be on the
topic of early settlers in Upper Canada.

Lesson 2:
Page | 9

The second lesson in this mini unit can either take place in the
classroom (if there is access to laptops or ipads) or in the
computer lab. Students will navigate the early settlers voyage
game through this resource:
http://sydenhamdiscovery.ca/english/game.asp
Students will have a choice to work in pairs or groups (depending
on the amount of computers available). Ideally there will be 3
students in a group, the students will record their findings and the
voyage their early settler took.
The teacher will have to book the computer lab in advance, or
request laptops or ipads for their class. The teacher will also have
to provide the students with the web url to insert. It would be
ideal if the teacher could use the smartboard to demonstrate how
to access this webpage.

Pre-Field Trip Activity:
This lesson will take place in the classroom; the students will be
set up in groups for the jigsaw activity before reading A Pioneer
Childs Day from Carving New Frontiers. The teacher will briefly
explain the concept of the jigsaw activity where everyone at their
group will become an expert on their topic of early settlers. After
they have read their section of the story and recorded important
notes on the topic one student from each group will join another
group (to the left or right), they will now be in groups where each
student is an expert on a topic. Each student will present their
findings to the group. Then return to their seats, these groups will
also be used to divide up the students for their diorama
presentations (4-5 students). The students will also create a KWL
chart (what they know, what they want to know and what they
learned). They will complete the K and W sections before they go
on the field trip.
This lesson will take approximately forty minutes and
it will precede the introductory lesson.
Social Studies will be represented in the content of
the computer exercise. Students will follow the
voyage and life of early settlers in Upper Canada.
Language Arts will be represented as the students
will record their characters voyage in a few
sentences.
This lesson will also include the element of
technology as the students will be using Microsoft
Word and the internet.

Pre-Field Trip Activity:
This lesson will be forty minutes long and it will help
prepare them for the field trip ahead. The students
will get a preview of the roles and duties of early
settlers. They will also work together to gather and
record information. This lesson will take place before
the field trip as it will also put them in groups for
their cumulative task which they will do research on
during the field trip.
will be reading a story and writing information from
the story in sentence format. Social studies is
represented in the content of the story and the
information presented. Students will use their oral
presentation and collaboration skills during this
activity.
Page | 10

The physical environment should be set up so that no chairs or
desks are in the way for easy movement from one group to the
next. There will be a copy of this book on each table to ensure
that students do not have to search for any extra materials. The
teacher will be circulating during this time to ensure that students
are on task and re-direct them by using prompting questions.
Ensure that all desks are in clusters and there is room to move
around so that there are no unnecessary accidents during this
activity as students will be moving around.

Field Trip:
The learning of this activity will take place at Black Creek Pioneer
Village. Students can use any form of documentation they would
like to assist in their research for their final diorama presentation
during the field trip.
Black Creek Pioneer Village will provide a hands-on learning
experience to expand on student knowledge of early settlers.
Students will walk in the shoes of the early settlers and
understand how they lived, worked and played many years ago.
For supervision reasons there will need to be one adult per five
children. There will have to be safety rules established before
going on the field trip such as: when going to the washroom go
with a buddy etc Classroom volunteers will be needed (parents,
grandparents, guardians, etc.) Black Creek Pioneer Village will also
provide staff members to supervise students, 2 per activity. There
will be costs of transportation and programming (14$ per student
plus transportation). Permission slips will also be sent out for each
student. Parents will receive a health form indicating name,
emergency contact, health card information, allergy information,
cost of the trip, and a signature. The bottom of the permission
form needs to be filled out and returned (including the cost) to

Field Trip:
This is a full day excursion, transportation to and
from school will take one hour each way. Each
program is half a day therefore one program in the
morning and the other in the afternoon.
Social studies will be represented in the content of
the excursion. Language Arts will also be
represented as students and presenters will be using
oral communication, reading and writing skills to
record, document and photograph information.

Page | 11

the teacher.

Post Field Trip:
This activity can either be done in the classroom (if there is access
to laptops or ipads) or in the computer lab. The students will first
complete the L section of the KWL chart they started before the
field trip. They will also complete a blog post activity which will
help consolidate their field trip experience and read about what
the experiences all of their classmates had. The blog post activity
will engage students to create and respond to their field trip
experience using:
http://aclasslearningtogether.weebly.com/blogging-guidelines.html

Students will be seated at the computer in pairs and will write a
short meaningful paragraph about their experience on the field
trip. The teacher will be circulating during this time ensuring that
all students are on task and re-direct them by using prompting
questions.
If there is no access to laptops/computers or ipads in the
classroom the teacher will have to book the computer lab for this
period.

Diorama Review:
For this lesson the learning will best take place in the classroom.
The teacher will have the students in their diorama groups and
model/provide an example of the diorama that the students will
make. The teacher will then explain the expectations and create
the rubric for the assignment with the students. The students will
then be able to ask questions and start gathering/organizing their
information for the diorama.
The teacher should have an example diorama before this class to

Post Field Trip:
This activity will take a double period, approximately
eighty minutes. Students will have to be shown how
to cut and paste their paragraph onto the blog and
publish it. Students will have to gather the
information they recorded during the field trip,
possibly do additional research, organize their post
and insert it into the blog.
Language Arts is represented in this lesson as
students will have to read and write about their field
trip experience. They will also have to edit their
work. Social Studies is represented as it is the
content of their reading and writing material. The
students will also be using technology in the
classroom.

Diorama Review:
This lesson will take approximately eighty minutes.
The students will first have a lesson and description
of the diorama assignment expectations. They will
then start to gather and organize their findings.
Language Arts is represented in this lesson as
students will have to read and write about their field
trip experience while gathering and organizing
information. Social studies is represented as it is the
Page | 12

ensure the students have a concrete example as a guide.

Create Diorama:
This lesson will best take place in the classroom.
The teacher will have the students start to create their diorama,
in their groups at a table or on the floor (whatever they prefer) to
enhance their ability to move about and adjust their project at
will.
The teacher will have to inform the students that they will need
to find a box that is two-three times larger than a shoe box to
create their diorama in. (The teacher can also look for boxes for
those who do not have the supplies). The teacher will also ask the
students to bring in any other supplies they may want to use for
their project ie) lego men for the people in the diorama.

Diorama presentation:
The lesson will best take place in the classroom
The classroom should have the desks so that the students can sit
and face the front of the class where the presentations will take
place (the teacher will also need to be in an opportune position to
see the presenters).
The teacher will need to inform the students of the date of
presentation and have them prepare their presentation before
hand.

Gallery Walk/Celebration:
This lesson/celebration will take place in the classroom.
The dioramas will be set up around the classroom so that the
students can read and appreciate the creative nature of their
content of the information.

Create Diorama:
This lesson will take approximately eighty minutes.
The students will create a diagram and a diorama in
this time to represent the cumulative activity of the
mini-unit.
will have a small write up due that will be added/put
into their diorama. They will need to write and edit
their work before the presentation period. Social
studies is represented as it is the content that the
students will be covering. Visual Arts will also be
represented as they will have to be creative with
their diorama representation.

Diorama Presentation:
This lesson will take forty minutes with every group
presenting for approximately five minutes.
Language Arts is represented through the students
oral presentation/writing skills. Social studies is
represented as the content of their project. Visual
Arts is represented as their final creative diorama.

Gallery Walk/Celebration:
This will take approximately forty minutes.
Language Arts is represented in the written element
of this cumulative project. Social studies is
Page | 13

classmates work. The students will be able to gather one or two
bits of information from each project. The students will mix an
early settlers bread recipe and the teacher will bake it before the
celebration. Students will also have the option to dress up like
early settlers during the gallery walk.
The teacher will have to organize and arrange the classroom so
that it is optimal for a gallery walk so that students and guardians
can view the work. The teacher will have to ensure that the oven
in the staff kitchen is available for bread baking.

Extra Period:
This extra period is given to ensure that students who need extra
time to research, create, or discuss their diorama have the means
to do so. This period can be used wherever the teacher sees fit so
that all students are set up for success and can perform to the
best of their ability.
represented in the content of the work. Visual Arts is
represented in the visual representation of the
diorama.

Extra Period:
This will take approximately forty minutes.

ACCOMODATIONS
SPECIAL NEEDS

IEP students on IEPs may be given specific strategies for
learning and teaching depending upon their needs. For example,
hearing impaired students may sign presentations, students may
work with a buddy on activities they are struggling with,
modify curricular expectations if included on IEP

ELL- for students that are ELL, we would utilize a buddying
system where each students strengths would complement each
other. Where ever possible ELL learners will receive instructions
or be allowed to take notes in their native language. ELL learners
DIVERSITY ISSUES

During this unit is important to focus on the portrayal of
immigrants and First Nations people in the past as well as
present day conceptions of and how those perceptions have
changed or stayed the same. It is critical to recognize the family
history of other cultures and backgrounds and to integrate them
into this unit, therefore providing equal opportunities for all
students to participate in this unit. Sensitivity to students of
varying cultural and religious backgrounds, especially immigrant
students when conduction this unit. It is important to recognize
Page | 14

can be partnered with other students who speak the same
language and may write their work in their native language or a
combination of their native language and English if a translation
is available.
Some accommodations or modifications that could be made are:
Have the student seated close to the teacher for extra support.
Provide simple, clear instructions with nonverbal cues.
Have the student paired with a peer that shares the same
language background if possible.
Provide lots of visuals pictures, movies, websites, etc.
Modify activities accordingly
Provide graphic organizers to support learning process

*** See Appendix for further Accommodations

the contributions of both genders in this unit and how both play
a significant role in learning and development. During the
creation of our Unit we considered and addressed all areas of
multiple intelligences and learning styles to ensure the unit is
successful in reaching all students and for learning and growth in
the area of Early Settler knowledge. Special needs students need
to be addressed in the planning and implementation of this
program in order for their needs to be met and for their growth
and development in this unit.

*** See Appendix for further Accommodations

RESOURCE LIST/REFERENCES
PRIMARY RESOURCES
Blackcreek Pioneer Village Website
used for planning the excursion:
http://www.blackcreek.ca/
Great Upper Canada Adventure Game
used as activity in lesson 2:
SUPPLEMENTARY
The Spirit of Canada: Canada's Story in
Legends, Fiction, Poems and Songs. By
Barbara Hehner, Published by Malcom
Lester Books (2000):
http://www.amazon.ca/The-Spirit-
TEACHER REFERENCE
Pioneers In Canada: Grades 2-4. By
Poplar Teaching Resources, Published
by Popular Book Company (2008):
http://www.amazon.ca/Pioneers-
Canada-Popular-Teaching-
Page | 15

http://sydenhamdiscovery.ca/english/
game.asp
A Pioneer Story: The Daily Life of a
Canadian Family in 1840. By Heather
Collins. Published by Kids Can Press
(2008):
http://www.amazon.ca/Pioneer-Story-
Daily-Canadian-
Family/dp/1550741284
*Read a-loud*
Ellies New Home. By Becky Citra,
Published by Orca Book Publishers
(1999):
http://www.beckycitra.com/book7.ht
ml
*Read-a-loud throughout unit (82
pgs)*
The Freezing Moon. By Becky Citra,
Published by Orca Book Publishers
(2001):
http://www.beckycitra.com/book9.ht
ml
*2nd book to follow Ellies New
Home Read-a-loud- during unit
(90 pgs.)*
Website made for Grade 3 students of
Ontario studying Early Settlers (with
30 page activity booklet to get ideas
from):
http://www.projects.yrdsb.edu.on.ca/
Canada-Canadas-
Legends/dp/1894121147/ref=pd_sim_
b_1
Canadian Pioneers. by Maxine Trottier,
Published by Scholastic Canada Inc.
(2003):
http://www.amazon.ca/Scholastic-
Canada-Biographies-Canadian-
Pioneers/dp/0779114051
The Kids Book of Canadian Exploration.
By Ann Maureen Owens, Published by
Kids Can Press (2008):
http://www.amazon.ca/Kids-
Canadian-Exploration-Maureen-
Owens/dp/1554532574/ref=pd_sim_b
_11
The Kids Book of Canadian History. By
Carlotta Hacker, Published by Kids Can
Press (2002):
http://www.amazon.ca/The-Kids-
Book-Canadian-
History/dp/1550748688/ref=pd_sim_b
_10
A Pioneer Thanksgiving: A Story of
Harvest Celebrations in 1841. By
Barbara Greenwood, Published by Kids
Can Press (1999):
http://www.amazon.ca/Pioneer-
Thanksgiving-Story-Harvest-
Celebrations/dp/1550745743/ref=pd_
sim_b_20
Resources/dp/1897164904/ref=pd_cp
_b_2
Pioneer Days: Discover the Past with
Fun Projects, Games, Activities, and
Recipes. By David C. King, Published by
Jossey-Bass (1997):
http://www.amazon.ca/Pioneer-Days-
Discover-Projects-
Activities/dp/0471161691/ref=pd_sim
_b_4
Smartboard on Early Settlers Origins
and Settlement Patterns:
http://exchange.smarttech.com/detail
s.html?id=7a42fa31-974c-4678-a538-
39a5293a819f
Smartboard on Pioneer Tools (for after
field trip):
http://exchange.smarttech.com/detail
s.html?id=843d7047-bfba-41c4-8a78-
77623669387a
Pioneer Images:
http://www.imagescanada.ca/009005-
116-
e.php?trail=trail14&PHPSESSID=2gtg8b
3l42gusa1lv1m6b3qtn1
Toronto Public Library Resources:
http://kidsspace.torontopubliclibrary.c
a/genCategory15925.html
Canadian museum of Civilization (ie.
Canada Hall) online exhibitions:
http://www.civilization.ca/exhibitions/onli
Page | 16

pioneer/home_eng.htm

A Pioneer Christmas: Celebrating in
the Backwoods in 1841. Barbara
Greenwood, Published by Kids Can
Press (2003):
http://www.amazon.ca/Pioneer-
Christmas-Celebrating-Backwoods-
1841/dp/1550749552/ref=pd_sim_b_
7
CFA #6: Pioneer Kids: Canadian Flyer
Adventures #6. By Frieda Wishinsky,
Published by Maple Tree (2008):
http://www.amazon.ca/CFA-Pioneer-
Canadian-Flyer-
Adventures/dp/189734905X/ref=pd_si
m_b_9
Discovering Canadian Pioneers (The
Discovery Series). By Marlene and
Reginal Gutsole, Published by Oxford
University Press (1998):
http://www.amazon.ca/Discovering-
Canadian-Pioneers-Discovery-
Series/dp/0195413253
Early Schools: Early Settler Life Series.
By Bobbie Kalman, Published by
Crabtree Publishing Company (1982):
http://www.torontopubliclibrary.ca/se
arch.jsp?N=0&Ntk=p_series_title&Ntx
=mode+matchall&Ntt=%22Early+settle
r+life+series%22
FICTION - Pettranella. By Betty
Waterton , Published by Groundwood
ne-exhibitions/online-exhibitions
Social Studies Curriculum Document
http://www.edu.gov.on.ca/eng/curric
ulum/elementary/sstudies18curr.pdf
Language Arts Curriculum Document
ulum/elementary/language18currb.pd
f
Visual Arts Curriculum
ulum/elementary/arts18b09curr.pdf
Page | 17

(2003):
http://www.amazon.ca/dp/088899560
1/ref=rdr_ext_tmb
Online Books:
http://onlinebooks.library.upenn.edu/web
bin/book/browse?type=lcsubc&key=Fronti
er%20and%20pioneer%20life%20--
%20Canada
Page | 18

UNIT PLAN OVERVIEW CHART

# Expectations (LA & SS )

Lesson Description Instructional
Strategy

Duration
of Lesson
Materials/
Resources

Assessment and
Evaluation
Strategies

1

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Specific Expectations:
Identify factors that
helped shape the
development of early
settlements (e.g., lakes
and rivers for trade and
transportation; origins
of early settlers;
climate; natural
resources)

Language Arts
Oral
Use speaking skills
Basic Intro to Early
Settlers

As the students have not had
any previous experience
learning about Early Settlers
in the curriculum, this lesson
will provide an introduction
for the students.

Learning Goal:
Students will gain a basic
understanding of Early
Settlers in Upper Canada.

Description:
Students use whiteboards to
record 5 items (not
technology) that they would
take with them if moving to a
new country.

Students then travel back in
time and board the ship
from Europe to Canada as
The teacher will
begin by doing an
input lesson that
will be introduce
the students to the
topic.

Students will have
the opportunity to
engage in the
lesson using; white
boards,
dramatization,
sharing circle,
reading of
descriptive prose,
drawing using
imagination and
short answer
recording.

*see introductory
lesson plan for
further detail*
40 min. Image of boat
(attached)
Across the
Ocean to a New
Life Story
printed to read
(attached)
Blank white
paper (1 sheet for
each student) and
pencils/pencil
crayons
Pioneer outfit
for teacher
White board
plates (class set),
white board
markers and
socks or other
eraser tool
Diagnostic
Assessment

Activity will be
collected at end
of period to look
for
misconceptions
to address
throughout unit
as well as
students
understanding of
Aboriginal life
that already
existed in Canada.

Formative
Assessment

Informal
Assessment You
may ask an
informal
question to the
Page | 19

and strategies
appropriately to
communicate with
different audiences
for a variety of
purposes. (2)

Demonstrating
Understanding
Demonstrate
understanding of a
variety of texts by
identifying
important ideas
and some
supporting details.
(1.4)

Reading
Overall Expectations:
Read and
demonstrate an
understanding of a
variety of literacy,
graphic and
information texts,
using a range of
strategies to
construct meaning.
(1)

new settlers

Students share what they
would have packed then
listen to a description of life
on the boat

Students draw an image of
what they think it may look
like when they arrive in
Canada and answer 3
questions about who is living
there when they arrive,
where they might choose to
set up their home
(considering proximity to
natural resources) and how
theyre feeling about their
new home

class following
the lesson to
assess the
students current
understanding
(e.g. What is a
role of a female
settler in
Canada?)

You may also ask
your students to
complete a
Ticket Out the
Door activity
that you can use
to assess the
students
understanding of
the topic. This
form of
assessment will
guide your
future teaching
and see which
concepts the
class
misunderstood
and may need to
be re-taught.

It is encouraged
Page | 20

Demonstrating
Understanding
Demonstrate
understanding of a
variety of texts by
identifying
important ideas
and some
supporting details.
(1.4)

to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
the information?

2

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Knowledge and
Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
Great Upper Canada
Adventure + Diary/Journal
Entry

Following the introductory
lesson, students will have the
opportunity to extend their
learning by playing a Great
Upper Canada Adventure.

Learning Goal :
Students will gain an
understanding of the
hardships experienced
travelling to Canada.
Students will also gain an
understanding of the role and
challenges faced in
Introduction
Short input lesson
by the teacher to
introduce the
tasks.

Great Upper
Canada Adventure

Students will
work in groups to
complete the
interactive activity
in the computer
lab on the
computer. The
groups will have
to work together
to make decisions
40 min. Great
Upper
Canada
Adventur
e Game
http://sy
denhamdi
scovery.ca
/english/
game.asp
Computer
Headpho
nes
Pencils
(class set)
Paper
Formative
Assessment

Informal
Assessment You
may ask an
informal
question to the
class following
the lesson to
assess the
students current
understanding
(e.g. What
method of
transportation
did you use to
cross Canada?)

Page | 21

early settlement.
(8)

Language Arts
Reading
Read and
demonstrate an
understanding of a
graphic and
information texts,
using a range of
strategies to
construct meaning.
(1)

Demonstrating
Understanding
Demonstrate
understanding of a
variety of texts by
identifying
important ideas
and some
supporting details.
(1.4)
Writing
Generate, gather,
and organize ideas
occupations in Early Canada.

Description:
The Great Upper Canada
Adventure activity is
interactive and allows
students to explore life in
Early Canada. The game
follows the characters as they
travel to Canada from
Europe. When arriving in
Canada, students have the
option to choose a place to
settle and a job to take for
their character when they
reach Canadian soil.

Following their journey on
the computer, students will
be asked to complete a
diary/journal entry about
their experiences. This entry
should highlight their
experiences, struggles,
triumphs, etc.

and use critical
thinking skills to
evaluate their
options.

Diary/Journal
Entry
Working
independently,
students will have
to complete a
diary/journal
entry based on
their journey they
created in the
group. Group
members may
share ideas or
clarify facts with
their group
members but no
two entries should
be the same.
You may also ask
your students to
complete a
Ticket Out the
Door activity
that you can use
to assess the
students
understanding of
the topic. This
form of
assessment will
guide your
future teaching
and see which
concepts the
class
misunderstood
and may need to
be re-taught.

It is encouraged
to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
Page | 22

and information to
write for an
intended purpose
and audience. (1)

Research
Gather information
to support ideas for
writing in a variety
of way and/or from
a variety of sources.
(1.3)

Organizing Ideas
Identify and order
main ideas and
supporting details
into units that
could be used to
develop a short,
simple paragraph,
using graphic
organizers and
organizational
patterns. (1.5)
the information?

Formal
Evaluation The
students will be
asked to hand-in
their poem to be
aassessed based
on their effort,
correct use of a
type of poem we
have been
discussing and
creativity.

3

Social Studies
Describe the
communities of
early settlers and
First Nations
Pre-Activity & Diorama
Groups + Information

This lesson will occur prior to
our excursion to Black Creek
Pioneer Village.
Introduction
The introduction
of the excursion
will be explained
to the students by
the teacher. To
40 min. Chart
Paper
Informati
on sheet
for
diorama
Formative
Assessment

Informal
Assessment You
may ask an
Page | 23

peoples in Upper
Canada around
1800.

Knowledge and
Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
early settlement.
(8)

Language Arts
Oral

Use speaking skills
and strategies
appropriately to
communicate with
different audiences
for a variety of
purposes. (2)

Demonstrating
Understanding
Demonstrate

Pre-Activity #1

Learning Goal:
Students will gain an
understanding of early
settlers and their lifestyle.

Description:
In preparation for our
excursion we are going to
have the students complete a
collaborative activity after
reading A Pioneer Childs Day
from Carving New Frontiers
each group will be assigned
discussion topics. The
groups that are created for
the jig-saw are strategically
formed to be used for the
diorama groups. The groups
have been made to
accommodate a variety of
learners and are intended to
guide success.

Sample Discussion Topics:

Group 1 Chores
Group 2 Typical Morning
Group 3 Time for Dinner
choose groups for
the diorama
assignment
students will be
each given a piece
of paper with a
role (e.g.
blacksmith). The
students will have
to create a group
with one person
from every role
(to make groups
of 4-5)

Pre-Activity #1
Students will be
taking part in a
jig-saw activity.
Each student in
the original group
will have a
number. Each
number will then
meet at a certain
location with all
the same numbers
to read their
section of the
reading. Once
they have read
their part and
assignme
nt.
A
Pioneers
Childs
Day from
Carving
New
Frontiers
Paper
KWL
Chart
Markers
informal
question to the
class following
the lesson to
assess the
students current
understanding
(e.g. What
method of
transportation
did you use to
cross Canada?)

In the group
activities, the
students will be
assessed based
on their work
within the group.
The teacher may
ask probing
questions (e.g.
Why do you
think the
children had to
wake up so
early?)

You may also ask
your students to
complete a
Ticket Out the
Page | 24

understanding of a
variety of texts by
identifying
important ideas
and some
supporting details.
(1.4)

Reading
Read and
demonstrate an
understanding of a
graphic and
information texts,
using a range of
strategies to
construct meaning.
(1)

Demonstrating
Understanding
Demonstrate
understanding of a
variety of texts by
identifying
important ideas
and some
supporting details.
(1.4)
Group 4 Evenings by the
Fire/Busy Life
Group 5 Using their
Imagination

Group Discussion Jig-Saw

Learning Comprehension
Questions - Each group will
get one discussion topic and
they will become an expert
on the topic and bring the
information to other groups.
Students will explore and
learn about the day in the life
of a pioneer child and use
this information in their final
diorama.

Pre-Activity #2

Pre-Activity #2

Learning Goal:
Students will brainstorm
about what they already
know about early settlers and
what they want to learn on
the trip.

Description:
discussed their
discussion topic
they will take
their information
back to their
original group.
Each group will
now have one
expert from each
numbered group
to share their
information.

Pre-Activity #2
This activity will
be teacher-led
with student
input. The
teacher will
explain the
purpose of a KWL
chart and prompt
students to share;
1. What they
already know 2.
What they
wonder/want to
learn.

The teacher will
use prompting
questions to
Door activity
that you can use
to assess the
students
understanding of
the topic after
each topic will
be presented by
the students.
This form of
assessment will
guide your
future teaching
and see which
concepts the
class
misunderstood
and may need to
be re-taught.

It is encouraged
to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
the information?
Page | 25

The students will be
encouraged to create a
Know, Wonder, Learn (KWL)
Chart as a class by
brainstorming ideas. This is
intended to find out what
students already know about
Early Settlers and then things
they wonder about Early
Settlers. We will only
complete the first two
columns of the chart before
the students attend the Black
Creek Pioneer Village. The
learned column will be
completed as a small post-
activity to find out what
students learned on the
excursion.

encourage
student-thinking.
For example,
What Early
Settler role are
you still unsure
about?

4

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Field Trip

Students will have the
opportunity to visit Black
Creek Pioneer Village.
Students will have their
groups assigned as a pre-
activity for the trip.

Expectations for the trip:

The activities will
be taught by the
leaders at Black
Creek Pioneer
Village.

The role of the
teacher will be to
supervise, to
prompt students
with questions to
Full-day Eco-
friendly
lunch
Emergenc
y contact
forms
Clip-
boards
Cameras
(1 per
group)
Formative
Assessment

Informal
Assessment -
Ask students
questions
throughout the
trip to evaluate
their learning.
For example,
Page | 26

Knowledge and
Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
early settlement.
(8)
Application
1. Compare and
contrast aspects of
daily life in early
settler and/or First
Nation communities
in Upper Canda and
in their own
community today.

Language Arts
Writing
Generate, gather,
and organize ideas
and information to
write for an
intended purpose
and audience. (1)

Research
1. Students will take
pictures and notes
for their topic (e.g.
Blacksmith, Baker,
etc.)
2. Students will ask
questions and get
clarification for ideas
they do not fully
understand.
3. Students will listen
respectfully to the
presenters.
4. Students will thank
presenters for their
time.
get them thinking,
and to ensure the
safety of all
students. The
teacher should
also be taking
notes/pictures of
what they see to
help students that
need more
information for
their diorama
assignment.

Students will
work
cooperatively with
group members to
find out more
about their
diorama topic and
choose
items/places to
take pictures of.
Students will have
limited space on
the camera so
they will have to
be smart about
what pictures to
take.
Promptin
g
questions
(ideas for
notes/pic
tures)
What do you
see in the
blacksmiths
shop that would
be useful for
your diorama?

Observe the
students
behaviour on the
trip following
instructions?
Listening/being
respectful of
presenters?
Taking pictures?
Pulling their
weight when
finding
facts/informatio
n/photo
opportunities.
Page | 27

Gather information
of way and/or from
(1.3)

Organizing Ideas
Identify and order
main ideas and
supporting details
into units that
could be used to
develop a short,
simple paragraph,
using graphic
organizers and
organizational
patterns. (1.5)

5

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Knowledge and
Blog Post

opportunity to share and
reflect on their experiences
at Black Creek Pioneer
Village.

Learning Goal:
Students will be able to use
multi-modal elements and
their prior knowledge to
Introduction
The teacher will
do an input lesson
to explain what a
blog post is. This
will include a
lesson to
distinguish a blog
posting from an e-
mail or letter.

The teacher will
80 min. Outline
Cameras
Photogra
phs
Computer
s
Headpho
nes

Formative
Assessment

Informal
Assessment In
the group
activities, the
students will be
assessed based
on their work
within the group.
The teacher may
Page | 28

Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
early settlement.
(8)

Writing
Generate, gather,
and organize ideas
and information to
write for an
intended purpose
and audience. (1)

Research
Gather information
of way and/or from
(1.3)

Organizing Ideas
Identify and order
main ideas and
supporting details
create a blog posting that will
contribute to their diorama
preparation. Students will
also learn how to leave a
quality comment on a
classmates blog.

Description:
expected to use the
photographs they took on
their trip to make a blog post.
expected to write 2-3
paragraphs about their
experience at the Black Creek
Pioneer Village and include at
least 2 pictures in the blog
post. Each picture requires a
caption to explain what is
happening in the picture.
The second expectation for
the students will be to
comment on each others
blog posting. Students will
be expected to make a
minimum of two applicable,
educational responses to
their classmates posts. In
preparation for the blog post,
the class will brainstorm
also outline the
expectations for
the blog posting;
what to write
about, the length,
the format, etc.

With teacher-
guidance,
students can
brainstorm ideas
they might want
to write about to
help students who
are struggling
with coming up
with ideas.

Blog Posting
Students will
work
independently to
complete their
blog post in the
computer lab.
They may talk
amongst
themselves to
share ideas but
each blog post
should be unique
to the student. No
ask probing
questions (e.g.
What did you
learn at Black
Creek Pioneer
Village?)

It is encouraged
to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
the information?

Formal
Assessment
Students will be
asked to submit
their blog post to
the blog to be
looked at by the
teacher. The
blog post will be
evaluated based
on spelling and
grammar,
Page | 29

into units that
could be used to
develop a short,
simple paragraph,
using graphic
organizers and
organizational
patterns. (1.5)

ideas that the students can
use to write their blog. The
students may want to write
about their favourite part of
the trip or an opinion they
had about the trip. This is an
excellent site to use to help
students understand how to
create a blog and on-line
guidelines they need to
follow to ensure their safety
and privacy. The website
also outlines helpful tips for
leaving a quality comment on
another blog.

two students
experiences
should be exactly
the same.
content and
formatting.

Students will
also be asked to
complete a self-
evaluation based
on their
involvement in
the task to
assess their own
behaviour.

6

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Knowledge and
Understanding:
Describe the
various roles of
male and female
Assignment
Review/Researching the
Diorama

This lesson will consist of a
review of the assignment, a
question/answer period and
the rest of the time will be
allotted for research.

Learning Goal:
Students will have a firm
understanding of the
assignment details.
Students will learn how to
Introduction
The introduction
will be teacher-led
to ensure that
students
understand the
expectations for
the assignment.
The teacher will
be available for a
question and
answer period
before work
begins.

Research
80 min. Assignme
nt outline
Rubric
Computer
s
Books for
research
(from the
library)
Articles
Printed
materials
Formative
Assessment

Informal
Assessment In
the group
activities, the
students will be
assessed based
on their work
within the group.
The teacher may
ask probing
questions (e.g.
What search
words are you
Page | 30

settlers. (7)
Describe the major
components of an
early settlement.
(8)

Inquiry/Research and
Communication Skills
Use media works,
oral presentations,
written notes and
descriptions, and
drawings to
communicate
research findings.

Language Arts
Reading
Read and
demonstrate an
understanding of a
graphic and
information texts,
using a range of
strategies to
construct meaning.
(1)

Demonstrating
use the computer and paper
resources to research.

Description:
opportunity to review and
ask questions about the
assignment. Students will
also have time to use their
research skills to start their
diorama. Students will have
access to the computers in
the computer lab, books,
articles, etc.

Students may want to take a
trip down to the library to
ask the librarian for
resources. Students could
also be shown how to find
resources at the local
library.

Students will
work
cooperatively to
research their
assigned topic for
the diorama. To
be fair, students
should split the
time between the
computer and
paper resources.
Each group
member should
have a chance to
use the computer
and use the paper
resources.
using to find the
information you
need?)

It is encouraged
to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
the information?

It might be
important for
students to
complete a
self/group
evaluation for
each work
period to ensure
that all students
are pulling their
weight.

Page | 31

Understanding
Demonstrate
understanding of a
variety of texts by
identifying
important ideas
and some
supporting details.
(1.4)

7

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Knowledge and
Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
early settlement.
(8)

Creating the Diorama

This lesson will consist of the
groups having time to finish
research but the focus will be
creating the actual diorama.

Learning Goal:
Students will use their
artistic ability and writing
skills to decorate their
diorama and write their
explanations for the panel.

Description:
In the diorama groups,
students will have access to
art supplies to decorate
their diorama. Other
students may be writing out
the explanations for their
diorama on paper. Each
student should have a
Introduction
Teacher will
explain how to
create the
diorama by
showing students
an example (past
students or one
they have created
as an example).
The teacher will
share ideas with
the students
about possible
ways to present
their information.

Creating the
Diorama
Students will
work
cooperatively with
group members to
80 min. Box (1
per
group)
Glue
Construct
ion paper
Cardstock
Computer
Paper
Popcicle
sticks
Formative
Assessment

Informal
Assessment In
the group
activities, the
students will be
assessed based
on their work
within the group.
The teacher may
ask probing
questions (e.g.
What should you
remember about
presentation
when other
people will be
looking at your
diorama?)

It is encouraged
Page | 32

Use media works,
oral presentations,
written notes and
descriptions, and
drawings to
communicate
research findings.

Language Arts
Writing
Generate, gather,
and organize ideas
and information to
write for an
intended purpose
and audience. (1)

Research
Gather information
of way and/or from
(1.3)

Organizing Ideas
Identify and order
main ideas and
supporting details
specific role during the
process to ensure that each
group member is involved
and all tasks are completed.
create the
diorama and
decorate their
box. Some
students may be
responsible for
the writing
process
(information)
while others will
want to use visual
arts to make the
diorama visually
appealing.
to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
the information?

It might be
important for
students to
complete a
self/group
evaluation for
each work
period to ensure
that all students
are pulling their
weight.

Page | 33

into units that
could be used to
develop a short,
simple paragraph,
using graphic
organizers and
organizational
patterns. (1.5)

Visual Arts
Creating and
Presenting: apply
the creative process
(see pages 19-22) to
produce a variety of
two- and three-
dimensional art
works, using
elements, principles,
and techniques of
visual arts to
communicate
feelings, ideas and
understandings. (D1)

Create two- and
three-dimensional
works of art that
express personal
feelings and ideas
Page | 34

inspired by the
environment or
that have the
community as their
subject. (D 1.1)

8

Social Studies
Describe the
communities of
early settlers and
First Nations
peoples in Upper
Canada around
1800.

Knowledge and
Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
early settlement.
(8)

Use media works,
oral presentations,
Presenting Dioramas

After the students have
completed their diorama
they will be expected to
share their diorama and
present their information to
the class.

Learning Goal:
Students will practise their
oral communication skills.

Description:
Each group will have an
opportunity to stand at the
front of the class and
present their diorama for
approximately 5 minutes.
Following the presentation,
students will be asked to
share some positive
comments about their
diorama/presentation.
Presentation of
Dioramas
This task will be
student-directed
as they present
their dioramas to
the class.
Discussion and
order will be
maintained by the
teacher. Any
comments made
by the students
should be positive.
40 min. Diorama
Notes
(cue
cards)
Copy of
rubric
Formative
Assessment

Informal
Assessment
The teacher will
ask each group
the students
some questions
about their
presentation to
clarify any
information.

Each student can
be responsible
for evaluating
each groups
presentation
with simple
prompts.
Responses could
be based on a
scale from 1
(never)-5 (all the
time). For
Page | 35

written notes and
descriptions, and
drawings to
communicate
research findings.

Language Arts
Oral
Use speaking skills
and strategies
appropriately to
communicate with
different audiences
for a variety of
purposes. (2)

Clarity and Coherence
Communicate
orally in a clear,
coherent manner,
presenting ideas,
opinions and
information in a
logical sequence.
(2.3)

Visual Aids
Use a variety of
appropriate visual
example, I could
hear the group
speaking could
be rated on the
scale.

Formal
Assessment - The
students oral
presentation will
be evaluated
based on the
rubric that was
given to students
ahead of time.

To ensure the
evaluation is fair,
students will be
asked to
complete a self
and group
evaluation for
students to
assess their
learning and
how they felt
within their
group.
Page | 36

aids to support or
enhance oral
presentations. (2.7)

9
Social Studies
Knowledge and
Understanding:
Describe the
various roles of
male and female
settlers. (7)
Describe the major
components of an
early settlement.
(8)

Language Arts
Writing
Generate, gather,
and organize ideas
and information to
write for an
intended purpose
and audience. (1)

Research
Gather information
of way and/or from
Unit Celebration Making
Bread and Butter/Gallery
Walk/Shopping List

In celebration of completing
our diorama presentations
we will have a unit
celebration as a class.

Learning Goal:
Students will apply their
knowledge from Black
Creek Pioneer Village.

Description:
opportunity to make bread
and butter like the Early
Settlers. The students will
also have the opportunity to
do a gallery walk to
appreciate other groups
dioramas. In addition to the
gallery walk, students will
have to use the information
they find in their peers
dioramas to find items on
their shopping list. For
This celebration
will be teacher-
guided (especially
the making of the
bread and butter)
for safety reasons.
Students should
independently
read the recipe on
their own but the
teacher should be
there to guide
their progress.

The gallery
walk/shopping
list activity will
require students
to work
cooperatively
within their
diorama groups to
discuss the places
they can find the
items. There is
always the
possibility that an
item may be found
80 min. Ingredien
ts for the
bread
Ingredien
ts for the
butter
Recipes
for butter
and bread
Dioramas
Shopping
lists
Costumes
/props
Formative
Assessment

Informal
Assessment
The teacher
could cycle the
celebration
asking probing
questions. For
example, Do you
know how we
make bread
today?

It is encouraged
to take anecdotal
notes about your
students while
they are working
independently or
in a group. Who
is focused on the
work? Who
appears
confused about
the information?

Page | 37

(1.3)

Organizing Ideas
Identify and order
main ideas and
supporting details
into units that
could be used to
develop a short,
simple paragraph,
using graphic
organizers and
organizational
patterns. (1.5)

example, the shopping list
might contain bread
students will have to decide
where they can find bread
in the community.
in more than one
place.
Formal
Assessment
Students will be
evaluated based
on their costume
choice (Is it
conducive of
Early Canada?
Did they show
effort in making
the oufit?
Creativity?)

1
0
Extra Period if Needed

40 min.
Page | 38

INTRODUCTORY LESSON PLAN

Subject / Course: Social Studies and Language Arts TC Name: Brenna, Megan, Claire and Krista
Grade Level: 3 Date: Spring
Topic: Early Settlements in Upper Canada Time of Class: Social Studies
AT Name: Carol Doyle-Jones Room # / Location: 211
The intent of this lesson is to hook the students into the unit, getting them excited to learn about our early settlers. It is also to get a
diagnostic assessment of their understandings and connections from the previous unit (First Nations) as well as gain insight into any
preconceived misconceptions they may have that need to be addressed throughout the unit. The Agenda is as follows (*record on board):
1. Pack Your Bags!
2. Board the Boat!
3. What Do You See?
4. Whats it Like?

1. Expectations and Opportunities
Overall: Describe the communities of early settlers and First Nations peoples in Upper Canada around 1800
Specific: identify factors that helped shape the development of early settlements (e.g., lakes and rivers for trade and transportation;
origins of early settlers; climate; natural resources)
Other opportunities: Initiative (e.g. demonstrates the capacity for innovation and a willingness to take risks), Independent work (e.g. uses
class time appropriately to complete tasks)
Faculty of Education
Abridged -Lesson Plan Template
Page | 39

2. Lesson Components
a) Pre-Lesson

10 minutes Pack Your Bags (Hook)
o Teacher is dressed as a pioneer (schoolmarm) and sitting at desk at front of the room, Agenda
is on the board, whiteboard with whiteboard marker and sock to erase are on students desks.
o With students at their desks, ask students to write down 5 items they would bring with them
(on their white board) if they were moving to a different country - they can not be technology
items. Give students a chance to turn and talk first.
o Come across as very strict (as this is how schoolmarms were) and as the students are thinking
of the items they will bring, let them know that following this exercise, the boys will be
collecting firewood and the girls will be cleaning the classroom. Then there will be a spelling
bee.
o As the students will likely be itching to know why youre dressed so funny you can tell them
you were joking about the collecting firewood/cleaning/spelling bee and that youre dressed
as a pioneer - A person who is one of the first to explore or settle in a new country. Ask the class what
they think settle means (to set up a home and a life)
o Ask the students to pack their bags of 5 items (meaning hold onto their whiteboard) and stand
at the side of their desk. Explain that you are going to travel back in time but to do so they all
have to hop on one foot, run in the spot then turn in a circle! Now the class has arrived in the
1800's! Explain that you dont yet live in Canada, you live overseas! You havent yet settled
(set up a home) in Canada.
o Ask students what mode of transportation they might take to get here if they were living
across the ocean a long time ago, before airplanes existed? When someone answers
boat/ship, have the class join you at the boat (carpeted area) in a circle with their white
boards.

Page | 40

b) Lesson (Basic Parts/Component/Application of Lesson include time in minutes)
10 minutes Board the Boat: While in a circle on the boat, students will have a chance to share
what the 5 items they would bring with them when they board the boat. Read Across the Ocean to a
New Life (to follow) and show the picture of the ship.
10 minutes - What Do You See? (Application): Students return to their desks, take a blank white
piece of paper and turn and talk to a partner about what they think they might see when they arrived
in Canada. Ask students to consider who would be there? What natural resources would be close
by? Students then draw an image of what they think they might see. Let students know that while its
easy for them to grab a piece of paper to write on, that during the times early settlers were coming to
Canada, they school children used slate and chalk (like a mini blackboard). They need to include
themselves in the image. If they get done the sketch, they can begin to add colour.

Assessment + Evaluation

Initial/Diagnostic
Assessment: Activity will be
collected at end of period to
look for misconceptions to
address throughout unit as
well as students
understanding of Aboriginal
life that already existed in
Canada

c) Post-Lesson (Consolidation, Wrap Up, Next Steps)
10 minutes Whats it Like? (Consolidation): Students answer 3 questions on the back of their
drawing as their ticket out the door teacher should stop students 10 minutes prior to the end of
class and have them turn over their paper (even if theyre not done) to answer these questions (write
them on the board):
1. You have just arrived in Canada, who is living here?
2. Where might you choose to build your home (consider natural resources)?
3. How are you feeling about your new home (Canada)?
Next Steps: The following period students will be in the computer lab working with a partner
exploring first understandings of life as a pioneer through the game Great Upper Canada
Adventure. This activity explains through a storyline that they are a European peasant family in the
1800s, it then goes on to show and discuss what items they can bring on the boat, the living
conditions on the boat and where they are arriving. It goes on to have the students select tasks to
settle on the land - plant crops, build a cabin or clear land. The students continue to play by selecting
a job (farmer, miller or oil prospector) and can travel around what is now Ontario trying out the
different jobs.
Page | 41

Student Accommodations/Modifications:
Students who need help writing quickly can have someone scribe for them, or use a computer to type up the answers to their
questions
Students who are on the autism spectrum may have difficulty grasping that we are not actually travelling back in time as well as with
understanding why their teacher is dressed that way. These students should be spoken to ahead of time to let them know what will
be taking place and to remind them we are just acting like a play in drama and soon we will be seated on the carpet. They should also
be given a copy of the schedule to keep on their desk with images of what we will be doing.
By the nature of this assignment (using the whiteboard to list 5 items, sharing the items, drawing a picture, answering 3 short
questions) a student who has an IEP and is learning at a lower grade should be able to participate. Gifted students are able to share
their more extensive knowledge through a more detailed image as well as well as by expectations of accurate writing conventions in
their answers (if their IEP outlines modifications of expectations in writing).
If you have a student in the class who has a physical disability (ie. they use a wheelchair), the time travel movements can be
adapted to make it accessible to them. The teacher should change the movements of what the whole class is doing to reflect what
the student with a physical disability can be successful at.

Key Resources:
Image of boat
Across the Ocean to a New Life Story printed to read
Blank white paper (1 sheet for each student) and pencils/pencil crayons
Pioneer outfit for teacher
White board plates (class set), white board markers and socks or other eraser tool
Safety and Technology/AV Considerations:
Students should be careful that the dry-erase markers dont get on their skin as they are toxic. They should also never be sniffed.
Following this lesson (or prior to if need be), the computer lab should be booked for the students to play the Upper Canada
Adventure game.
3. Reflections

Page | 42

Across The Ocean to a New Life

Sit quietly, relax, and close your eyes. Let your imagination take you on a journey.
This is a special journey which took place many years ago. Listen carefully and
IMAGINE...........................
Page | 43

You awaken suddenly to a loud cry from a nearby child. He is feverish and ill. His mother stands over him with a dirty wet cloth in her
hand. Tears are in her eyes as she croons softly to her child. You have seen so many sick and dying people in the last few months
that it has become a very sad part of your daily life but still you feel a lump forming in your throat.
Yes, you remember exactly where you are. You are on an old wooden vessel bound for a new life across the ocean. Lying in your
crowded, dirty, family bed, you feel the gentle breathing of your little brother as he sleeps quietly against you.
Nearby your mother is quietly cooking the small amount of oatmeal that she is rationed each day for your family. There is no fresh
food. You have not seen or tasted vegetables or fruit in months and the water that you drink is slimy and smelly, full of germs and
dirt.
The boat is rolling very gently today. A pleasant gentle movement that rocks you into a lazy doze. You begin to rise from your bed
but move quietly so as not to wake your brother. He has been ill and spent time coughing during the night. You know that your
mother is very worried about him. As your dirty bare feet touch the floor, you feel the sticky mess and you begin to walk carefully
across the room.
Here in the belly of the ship, so many people are crowded into such a small space that there is no room for storage of belongings.
Everything is piled and strewn about the floor. It is difficult to make your way across the crowded area but worse are the sounds of
the sick and heartbroken people and the smell of dirt and decay.
You reach the wooden ladder that will take you to the deck and you climb it quickly. The sun is shining and you can feel a warm
breeze as you climb into the blinding light. The wind ruffles your long, dirty hair and it feels so clean and fresh that you stay there for
a few moments enjoying the feeling. The wooden deck below your feet feels worn and warm and you walk across to the railing.
Suddenly you hear an unusual sound. A seagull is squawking overhead and it has attracted the interest of the crew and some of the
other passengers. You are suddenly excited, energized, and hopeful.
You begin to walk along the deck listening to the shouts of the sailors around you. Two sailors scurry up the mast and adjust the
dirty, grey sail which flaps loosely in the breeze. It has been repaired many times but it still looks old and torn. The sailors shout to
each other in loud, excited voices and you are amazed because they seem able to cling to the slippery pole with only their feet. You
are so involved that you do not notice a small furry animal approaching you. The sudden sharp pain of a bite makes you cry out as
you look down to see a filthy brown rat sitting boldly in front of you. You turn and walk away.
Today the rat does not upset you at all. Today there is a difference in the feeling on the whole vessel. People have heard the cry of
the gulls and the excitement in the voices of the crew and have seen the distant promise of land. They can feel that this long difficult
trip is close to an end.
You move towards the railing, feeling the fresh breeze on your face and the warm sun on your skin. The noises on deck appear
happier, more lively. A new energy has gripped the entire ship. The land ahead is a place of hope for your family. A new home where
Page | 44

fresh air, clean water, and glorious land await. You lean over the railing and grip it tightly and a smile plays on your face as you stare
ahead at your new life.

From: http://orgs.educ.queensu.ca/curr/LongAgo.pdf

CULMINATING TASK DESCRIPTION

The culminating task for this unit will be the creation of a Pioneer Community Diorama. The students will utilize their knowledge of
the major components and roles of early settlers within their settlement in addition to completing further research on their topic.
Pioneer Community Diorama will take approximately 3-4 periods of Research (Week #2) with an integration of Language Arts. The
creating of the diorama will take the students approximately 3-4 periods (Week #2/Week #3) with an integration of Visual Arts. The
presentations of the dioramas and the shopping/gallery walk will take approximately 1 period for each. This task will be a cooperative
task in groups of four people. The students will be evaluated using a rubric based on the Achievement Chart.
Students are presenting this Diorama to their peers to share their research and knowledge developed on the topic assigned to them. The
students will use Internet resources as well as collected information from the trip to Pioneer Village to identify characteristics that
should be included in the diorama. Some materials may be provided, however, students could also bring in found materials from
home. Students may need more than a regular period in order to finish their diorama. By having students develop a diorama, they are
able to take part in an authentic and hands-on learning activity that challenges them to use different skills and intelligences. Having
multiple steps and components allows students to utilize strengths to complete this task. Students are engaged in inquiry-based
learning to build on their prior knowledge and develop a well-constructed and thought out presentation that will provide their peers a
look into the lives of the settlers that they have chosen.

Page | 45

CULMINATING TASK (DIORAMA) RUBRIC
Names: _________________________________________________________________
Comments: _____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
Category 4 3 2 1
Knowledge The diorama demonstrates a
thorough knowledge of the
subject investigated
The diorama demonstrates
good knowledge of the
subject investigated
some knowledge of the
subject investigated.
very little knowledge of the
subject investigated.
Style & Organization Display is interesting and
attractive. Materials are
complete and organized to
present the ideas well.
Display is interesting and
attractive. Materials are
complete and well organized.
Presentation has sequence
and plan evident.
Some parts of the display
are interesting. Some
materials are complete
organized. Presentation has
some sequence and plan
evident.
Display is uninteresting, not
tidy. Materials are
incomplete and not
organized. Presentation has
no sequence or plan evident.
Creativity &
Appearance
Project is excellently
presented reflecting
creativity and a lot of
thought.
Good creative effort. Project
is neat and shows evidence
of time spent on it.
Some attempt made to add
color and originality. Project
is neat.
Little attempt to add color
or originality. Project has
sloppy appearance.
Oral Presentation Holds attention of entire
audience by speaking clearly
and concisely with the use of
direct eye-contact and
seldom looking at notes.
Consisted use of direct eye-
contact with audience
speaking somewhat clearly
and concisely but still
returns to notes.
Displays minimal eye-
contact with audience while
reading mostly from notes
and volume is uneven.
Holds no eye contact with
audience as entire report is
read from notes and
audience is disengaged.
Grammar & Sentence
Structure
No grammatical or spelling
errors. Uses sentence fluency
effectively.
Few grammatical or spelling
errors. Uses sentence fluency
somewhat effectively.
A number of grammatical
and spelling errors. Sentence
fluency is acceptable.
Very frequent grammar
and/or spelling errors.
Sentences are difficult to
understand.
Page | 46

APPENDIXES

This list of Accommodations is taken from the Ontario Curriculum Planner, pp. 26-29. To meet the needs of individual students,
accommodations will be applied by the teacher/instructor to each of the outlined lessons as situations arise.

Accommodations for evaluation include the following:
Evaluate the thinking criteria rather than presentation preferences.
Evaluate what a student really knows or can do rather than what he or she can put on paper (e.g. tape an oral presentation for an essay-type
task).
Vary tests so that they incorporate many evaluation strategies (e.g. multiple choice, fill in the blank, matching, diagrams, short answers).
Use recognition questions to assess understanding rather than recall. (Higher order thinking is not dependent on recall of facts).
Have students order events or phrases in correct sequencing or use to determine understanding.
Separate student actions from their achievement.
Provide additional time beyond the given time for a task.
Provide directions or prompts with respect to the pace of the activity.
Provide subject-specific support (e.g. verbatim scribing of a students response

Accommodations/Teaching Strategies for Instruction
Pairing: Partner the student with a stronger student so that they can compare notes and clarify any questions.
Preferential Seating: Seat the student in close proximity to the teacher especially if the student has CAP or ADHD.
Repetition: Repeat instructions often and write them on the board so that instructions are both verbal and visual.
Time Allowances: When dictating notes, allow student more time or, if necessary, photocopy the notes for them.
Visual Cues: Provide visual cues for the student during an oral presentation.
When difficulties with speaking are evident:
Choices: Provide choices about how a student presents material.
Taping: Allow a student to tape an oral presentation for the group or class.
Environment: Allow a student to present the information to the teacher only.
When difficulties with reading are evident:
Variety: Use a variety of methods for sharing content, rather than just text. (e.g. films, tapes [listen and follow along], drama, filmstrips,
diagrams, flowcharts, lists, and underlining or highlighting key phrases and words.)
Tapes: Provide a novel on tape or have someone read the novel to the student.
Pairing: Allow a good reader to share his/her strength in a cooperative reading venture. (Works well when the entire class is paired up).
Oral Questioning: Read the questions to a student or tape them if there is a lot of reading required.
Extra time: Allow extra time if the student can handle the reading but his/her reading rate is slow.
Page | 47

When difficulties with writing are evident:
Computer: Allow students time to do their written work on the computer especially if they have difficulty with fine or gross motor skills.
Allow students to use spell-check or grammar-check.
When difficulties with listening are evident: (When writing is not being assessed.)
Provide a quiet work place to enable students to complete assignments.
Provide preferential seating for a student who has difficulty seeing, hearing/focussing.
Reduce visual and/or auditory distractions in the learning environment using technology such as individual headsets for computers.
Provide large print, Braille, audio-cassette, or white paper for students who are visually impaired.
Note Taking: Reduce the demands of copying by giving notes on photo copies rather than on the blackboard; pairing a student up with a
partner who will write two sets of notes or double check the notes he/she has taken, use summary sheets, having the group summarize notes
together, and teaching
mapping as a summary or organization strategy.
Peer Editing: Encourage peer editing and proofreading. Teacher proofreading may be required.
Variety: Encourage a variety of techniques for assignments (diagrams, drawing, models or taped information) rather than just a written report.
Scribe: Allow a student partner to write or type assignments for a student.
Page | 48

SELF-EVALUATION

Date: Feb/27/13
Names of Members of
the Group

Preparation

valued ideas of others; made
contributions, provided
thoughtful ideas and conducted
useful research)
/5
Group Effort

worked in a cooperative and
collaborative manner, shared
equally in workload, supported
the group
/5
Rationale for Mark

1.
Megan

She made a considerable
contribution to the group
preparation and provided great
and thoughtful ideas. She
conducted useful research and
provided useful information for
the project. 5/5
She worked well in the group and
collaborated well with the group.
The work load was split up
evenly and she was very
supportive of our group.
5/5
We all worked well together and
did extensive research. The work
was split up evenly and we all
collaborated to create a thorough,
creative and interesting unit plan.

10/10
2.
Brenna

provided useful information for
the project. 5/5
5/5


10/10
3.
Krista

provided useful information
for the project. 5/5
5/5

10/10
4.
Claire

Page | 49

provided useful information
for the project. 5/5
5/5

10/10

Overall Comments:

Throughout the unit planning process, our group collaborated extremely effectively. All group members took on the role of the leader; initiating
new ideas, expanding on the ideas of others and respectfully compromising. In turn, this created quality work and a clear and cohesive unit plant.
We believe our positive group processes can be traced all the way back to partaking in Tribes. Through this course, we got to know who each other
are and developed a respect for one another. By creating a safe, trusting environment, we were all able to share our ideas without fear of being
judged. This environment also ensured our feelings werent hurt when the group didnt use one of our ideas as we know we were still valued for
our contributions, even if they werent utilized every time. When our group was first formed, we were quickly able to identify each others
strengths and weaknesses from knowing each other through the year in classroom environments that promoted positive peer interactions. Roles
came naturally such as with Brenna taking on the role of our writer. This was especially helpful to our group as Brenna is exceptional at getting
everyone to participate and synthesizing ideas.

Grade 3 - Unit Plan Preparation Complete

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 3 - Unit Plan Preparation Complete

Uploaded by

Copyright:

Available Formats

Page | 0

Early Settlements in Upper

You might also like