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Grade 6 Literacy/ Social Sciences

Title of lesson: Critical review of electronic data
Key understandings: What key understanding am I trying to instill in my students?
Help students understand that history is based on who is telling the story.
Help students question online information.
Help students understand different points of view.
Assessment: How will I know if my students are successful?
Journal Rubric: On day three, of this lesson student will be asked to write a journal entry in a
fake journal as either a British solider or an Acadian settler during the Acadia Expulsion of
1755. We will co-create a rubric for assessing the journal entry. Some of the things that will
be included int he rubric are:
Is your characters point of view accurate?
Does the journal entry include the W5H?
Does the journal entry include historically accurate information?
Is your journal entry creative?
Writing mechanics
Learning skills checklist: On day 2 and 4, as students work in pairs, groups and
individually, I will use a learning skills checklist to start to build my learning skills grade for
report cards.
Prior Knowledge: What prior knowledge do my students need to be successful in this lesson?
In social studies, students have been learning about the relationship between the Indigenous
population and the new settlers, in what is now Canada. In language arts, students have been
learning about writing for an intended purpose and audience. They have explored books for
preschoolers, to better understand vocabulary selection for specific audiences. This lesson
hopes to go past vocabulary choice, and look at writing from a specific point of view.
Teaching Focus/ Curriculum Expectations: What expectations will I address?
Social Studies:
A1: assess contributions to Canadian identity made by various groups and by various features
of Canadian communities and regions.
A2: use the social studies inquiry process to investigate different perspectives on the historical
and/or contemporary experience of two or more distinct communities in Canada.
A3: demonstrate an understanding of significant experiences of, and major changes and
aspects of life in, various historical and contemporary communities in Canada.
Language Studies:
OC1: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes.
R1: read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning.
W1: generate, gather, and organize ideas and information to write for an intended purpose
and audience.
ML4: reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and creating media
texts.

Title of lesson: Critical review of electronic data

Materials: What do I need to know, have, and be able to do before this lesson?
Class set of IPads
Copies of chapters 15-16, of Winds of LAcadie, or class set of texts.
Copies of handout for website: New info on Immigrant groups

Differentiated instruction: How can I insure that all my students are learning?
Pair strong readers with ESL students to provide ESL student with another modeling example.
Create a modified journal assignment for ESL students and students with IEPs.

Instruction day 1:
Before reading:
Ask students: When you get into a fight with your siblings, or someone in the school yard what
do you do? (Tell an adult). When talking to the adult about the conflict do you tell them what
you did wrong? (No). Do you tell them what the other person did wrong? (yes). Who do you
ignore what you have done, but include what the other person did?
Explain: When conflict arises, it is hard for humans to take responsibility for what they did
wrong. We like to think that our way is the right away, and we don;t always value other people
or their opinions. It is important that we learn be fair, and become responsible global citizens.
To give students a quick reference of who the Acadian people are play the following Youtube
clip: https://www.youtube.com/watch?v=RnpW5IVyWtU
After the clip, tell students that many immigrants were treated unfairly when they arrived in
Canada. Ask students to find their reading buddy, and pick up a iPad each.
During reading: Model how to critically examine a website. What does the website say? Who
do you think wrote this? Who funds this website? Where does this information come from?
After answering some of the above questions, explain to students that we must be critical of
the material we read on the internet. Extension: Play the following Youtube clip
https://www.youtube.com/watch?v=NBfi8OEz0rA, see who as fooled by the story.
Explore this website with your reading buddy. Take turns reading information from the website
to one another. http://www.collectionscanada.gc.ca/settlement/kids/021013-1001-e.html
After reading:
Complete your handout: New information on immigrant groups. Under each group of
immigrants fill out ONE thing you learned about that group on your handout.

Title of lesson: Critical review of electronic data

Instruction day 2:
Before reading: Think- Pair- Share: If you could travel back in time where would you go? What
would you do? What time period would you like to return to? Yesterday? 1900? Discuss with
class.
Shows students the cover page of Wind of LAcadia, and provide the book synopsis.
During reading: Read the first three pages of chapter 15 with the class in order to model
positive reading strategies. After the first three pages, ask students to find their reading buddy
and continue reading chapter 15, while taking turns.
After reading: Add new vocabulary to the word wall, and define chapter 15 vocabulary
together as a class.
After defining new vocabulary disucss the following questions with the class: What was the
notice that was posted on the door of the church? What reasons did Annes father and the
other men give for attending the meeting? Why was Philippe allowed to leave the church and
talk to his family? How does Luke show a sense of humour about their (time-travel) situation?
Instruction day 3:
Before reading: Remind students of what happened in Winds of LAcadia in chapter 15.
Review a few discussions questions to refresh their memories.
During reading: Read the first three pages of chapter 16 with the class in order to model
positive reading strategies. After the first three pages, ask students to find their reading buddy
and continue reading chapter 16, while taking turns.
After reading: Add new vocabulary to the word wall, and define chapter 16 vocabulary
together as a class.
Assign journal assignment.
Historical journal entry: Colonel Winslow kept a journal of events leading to the deportation of
the Acadians at Grand-Pr. From that record we know that he did not like the task he had
been given and that he found it a difficult and distasteful order to carry out. Not all of the
British soldiers were so sympathetic. Write a journal entry from the point of view of an Acadian
who is being held captive in the church or from the point of view of a soldier carrying out the
deportation orders. Your journal entry should clearly show your opinion of your role (captive or
soldier) and also your feelings about your particular situation.
As a class build the rubric for this assignment. Things that should be addressed in this rubric
are:
Is your characters point of view accurate?
Does the journal entry include the W5H?
Does the journal entry include historically accurate information?
Is your journal entry creative?
Writing mechanics
Other things can be included, but the above questions are just some things to consider.

Title of lesson: Critical review of electronic data

Instruction day 4: Work period
As outlined in Growing Success, students need time in class to complete assignments. Day 4,
will be for students to work on their assignment. Watching the students work will allow me to
do a learning skills checklist, support my ESL or IEP students who are working in pairs, and
my students who are working individually.
Reflection: To be completed after the lesson, or when I get feedback from my classmates.