Amelia Wills

Ed 4738

What’s My Super Power?

Grade 3 Superhero Week Plan

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Amelia Wills
Ed 4738
Rationale

I chose to do a superhero themed week because I believe superheroes send a good

message about always being the best for the world around them, and I believe my students can
be great superheroes too! Superheroes seem to be the latest trend right now, just take a look
at the movie listings at the local theatre for your proof! I’m hoping to harness students love for
these caped vigilantes as a way of engaging them in the learning. Through this week we mainly
focus on LA and Health through the topics of being mindful and how we can use our super
powers to help others around us. I have included lots of literacy and numeracy throughout the
week, such as graphing the class’s favourite superheroes, so students are constantly getting
practice in. We take a break from our social studies unit and will pick it back up after our
superhero week. The grade 3 social studies curriculum didn’t fit well with the superhero theme
and I had so many wonderful ideas for the other subjects that I decided the other subjects
would be the week’s focus. This way we are able to get in more mindfulness strategies and fun
Spiderman yoga to round out the week!
I thought “What’s my Super Power?” was a great jumping off book to show kids that
they all have their own super power that makes them unique and the different ways they can
use that power for good. This activity is meant to help build student confidence and set the
mood for the rest of the week, that every student is capable of greatness! My second book I
chose to base my week around is called “Even Superheroes have Bad Days,” this book helps
open the conversation that everyone, even those who seem perfect, have bad days and that’s
okay! It helps students understand that it is okay to feel mad or upset, but the important part is
to recognize that feeling and know how to deal with those big emotions. I used this book to
introduce what mindfulness means and ways that students can use to help sort through their
emotions in a healthy way. Mental health is a growing crisis in young people, so I believe it is
my job as a teacher to start giving student’s healthy ways to deal with stress as early as
possible. I am hoping with this unit, I can give students some strategies they can take and use in
the future and help them know they are not alone; there are people who care about them and
resources available at their disposal.

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 Amelia Wills
Ed 4738
Superhero Week Schedule

Monday Tuesday Wednesday Thursday Friday

LA – 2 periods LA – 3 periods LA- 3 Periods Math- 2 Period LA- 1 Periods

LA SLO’s LA SLO’s LA SLO’s Math SLO’s LA SLO’s

1.1 Discover & Explore
2.1 Use Strategies &
Cues
2.2 Respond to Text
3.3 Organize, Record &
Evaluate
3.4 Share & Review
4.1 Enhance & Improve
4.2 Attend to
Conventions
4.3 Present & Share
Lesson:
Introduce Superhero
Theme
- “What is a Superhero”
brainstorm
Identify adjectives that
describe superheroes
through wordle. iPads are
used to connect to wordle
and contribute words
Identify adjectives that
describe a super villain –
how are they different?
Have students create their
very own “wordle” – draw
a picture of themselves
surrounded by their
“super words” that
describe themselves
Share wordle with class
Differentiation:
 Students can choose
from the bank of
adjectives the class
came up with for their
wordle
 Students can opt out
of sharing their
wordle with the class
1.1 Discover & Explore
2.1 Use Strategies &
Cues
2.2 Respond to Text
2.3 Understanding
Forms, Elements &
Techniques
2.4 Create Original Text
4.1 Enhance & Improve
4.2 Attend to
Conventions
5.1 Respect Others &
Strengthen
Community
Lesson:
Answer Question “What
are Superpowers as they
enter the room” on white
board
Go over what people
wrote on board
Introduce Inuit- Book we
are going to read is
written by an Inuit author.
Who are the Inuit? Where
do the Inuit live? What
does it look like?
Go over Inuit terms
included in the book and
write on whiteboard for
student reference
Read book “What’s my
Superpower” by Aviaq
Johnston
ACTIVITY PART I
Write about what Super
Power you think you have
and
1.1 Discover & Explore
2.1 Use Strategies &
Cues
2.2 Respond to Text
2.3 Understanding
Forms, Elements &
Techniques
3.2 Select & Process
4.1 Enhance & Improve
4.2 Attend to
Conventions
5.2 Work within a Group
Lesson:
Read book “Even
Superheroes have Bad
Days” by Shelly Becker
Discussion- what
strategies do you use
when you are having a
bad day?
Split Class off into groups
by row. Play Game Show
related to the book.
Game show will get
students to act out
certain situation, speak
about times they had a
bad day and what they
did, sketching images
that show positive/and
or negative coping
strategies. Like jeopardy,
each category has
various
questions/activities
worth different points.
Reflect on what we have
learned as a class
discussion.
NUMBER-
1, 3, 5, 6, 7, 9, 10, 11,
PATTERNS- 1, 2, 3
Lesson:
Math Centres. Spend 10
minutes at each centre.
Kaboom. The villains
have robbed a bank and
taken all of the gold
bricks. It is your job to
try and rescue them
back. Each Superhero
must take turns rescuing
a gold brick. Each
superhero must answer
the multiplication
question correctly to
take a brick. If you pull a
Kaboom the Villains have
won and you must
return all bricks back to
the safe
Super Throw.
Superheroes must
practice their target
throwing. Partner must
say a math fact and
partner must throw ball
at the correct answer.
Jenga. Try to keep the
tower from falling over!
Answer the
multiplication, addition,
subtraction and pattern
problems to move the
bricks
A Battle of
Multiplication. Batman
and Superman must
duke it out over some
multiplication problems!
2.1 Use Strategies &
Cues
2.2 Respond to Text
4.1 Enhance & Improve
4.2 Attend to
Conventions
5.1 Respect Others &
Strengthen
Community
Lesson:
Go over all of the acts of
kindness done this week.
Remind students that we
can all be real
superheroes.
Superhero spelling test
with words from the
week. Go over answers
with students
Silent reading for the last
ten minutes with book
from the library.
Assessment:
 Spelling Test
(Summative)
Resources
 Books of choice
 https://www.teache
rspayteachers.com/
Product/Superhero-
Bucket-Filler-
Kindness-Activity-
for-Building-
Classroom-
Community-
2542973

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 Amelia Wills
Ed 4738
explain why. How are you
Assessment: going use this power to
 Creation and help people?
contribution of (Refer back to yesterday’s
Wordles (Formative) chart of what a superhero
is.)
Resources: Rough draft and then once
 www.wordle.net approved by teacher, work
 Paper on good copy
 Pencil crayons
 iPad ACTIVITY PART II
Step 1 cut out triangle
Step 2 cut out head and
glue on top of triangle
Step 3 cut out hair, mask
and eyes and upper torso
and glue
Step 4 Draw on face
Step 5 Glue piece of paper
on triangle
How can we be a
superpower in our
community?
Differentiation
 Have a list of example
superpowers for
students to use if they
are having problems
thinking of one
themselves
Assessment
 Student’s writing for
assignment. First look
at draft and see
where they are at.
Then check good
copies to see if they
were able to make
corrections with
Teacher guidance
(Formative)
Resources
 What’s My
Superpower? By Aviaq
Johnston
 www.scholastic.com/t
eachers/blog-
posts/lindsey-
Journal about what (Concept of card game
advise you’d give to a War but students turn
fellow superhero who over top two cards and
was having a bad day. have to multiply their
cards. Whoever’s results
Differentiation: in the highest number
 Students work in takes all the cards.
groups so if a
student doesn’t Crack the Code (Target).
want to speak in Each player is dealt 5
front of class, a cards and one “target”
different group card is flipped up in the
member can. middle. Students must
come up with equation
Assessment with cards in hand to
 Participation/ equal target number.
Engagement
(Formative) Differentiation
 Reflection  Stations are done in
(Formative) buddies so those
who need it have a
Resources peer with them to
 https://www.teache ask for help
rspayteachers.com/
Product/EVEN- Assessment:
SUPERHEROES-  Observation
HAVE-BAD-DAYS- Checklist
School-Counseling- (Formative)
Lesson-on-Self-
Regulation-3985912 Resources
 Smartboard  https://www.edu.go
 Even Superheroes v.mb.ca/k12/cur/ma
have Bad Days by th/games/target_gr
Shelly Becker 1to3.pdf
 https://www.edu.go
v.mb.ca/k12/cur/ma
th/games/multiplica
tion_challenge_gr3.
pdf
 Jenga
 Decks of cards
 Ball
 Cards with numbers
to put on wall
 Popsicle sticks
painted gold with
math equations on
them
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 Amelia Wills
Ed 4738
Math- 2 periods
Math SLO’s
DATA ANALYSIS- 1
Lesson:
Teach about tallying and
graphing on the board
using the example “Should
superheroes wear capes?”
Tally each answer given.
Get students to give
examples with hoe else
you can represent the
numbers
Get students to choose 5
superheroes to survey
each other on and write
them on board for
students to copy in math
journal.
Get students to get up and
survey their fellow
classmates on who their
favourite superhero is by
making a tally chart
Get students to draw
pictures to represent the
numbers
Go over what numbers
students got for the survey
and how they chose to
represent it. How could
we use tallying for in our
day to day life?
Differentiation:
 Students who are
feeling overwhelmed
can buddy up
petlak/superheroes-
make-amazing-class-
activities/
 Construction paper
 Pictures of Inuit and
of Nunavut
Math- 2 periods
Math SLO’s
DATA ANALYSIS- 1, 2
Lesson:
Bring out Tally Charts from
yesterday.
Go over what a bar graph
is. Where have we seen
them?
Using our Cape question
create a bar graph on the
board
Get students to represent
their tally charts in math
link cubes
Draw the blocks in math
journals to create a bar
graph. Label the graph.
Get students to colour
code their graph.
Answer questions based
on the graph. Ex. How
many more people like
Spiderman than Batman?
Go over answers with
students.
Differentiation:
 Create a group near
teachers desk to help
those that are
struggling
Assessment
 Review Math Journals
(Formative)
Math- 2 Periods Science – 2 Periods Science - 2 Periods
Math SLO’s Science SLO’s Science SLO’s
MEASUREMENT- 3 Building with a Variety of Building with a Variety of
DATA ANALYSIS- 1, 2 Material – 1, 2, 4, 5, 9 Material – 1, 2, 4, 5, 7, 9
Testing, Materials & Testing, Materials &
Lesson: Designs – 1, 2, 3, 4, 7 Designs –1, 2, 3, 4, 7
Introduce what a line
plot is. Give an example Lesson: Lesson:
on the board of how tall Our superheroes need to Give more time for
each superhero is in get to the other side of students to finish up
centimetres. the crevice! Build a working on their bridge.
bridge that the Bat
Get students to measure Mobile (Lego car) can Test bridges together as
“muscles” (biceps) and cross! a class to see if they can
height hold up the Lego car.
Working in pairs, give
Get students fill out a students a variety of Once finished students
“superhero stats” material to play with will fill out a reflection
recording sheet. (yarn, elastics, straws, sheet explaining how
popsicle sticks, their finished product
Get students to tally how toothpicks, tape, sticky ended up being different
tall each student in the tack, glue) than their design, what
class (rounded per a cm) they would have
Done as a class on white Before they can begin changed if they were to
board so the whole class building, students must do it again. Which
has the same number first draw out their materials worked best?
bridge designs in a
In student’s journal, notebook. Drawing must Differentiation
have students record the be labelled with what  Task is broken down
numbers from the tally material they plan on into easy to follow
chart into a line plot. using and why they have steps
chosen this design.  Working in buddies
Go over line hart on the
board Students then may work Assessment:
on building their bridge  Observe student’s
What could we use a line for the rest of the class. ability to create
chart for? Which graph Students can use and bridge (formative)
do you find the most manipulate materials  Reflection questions
useful? Record answers provided anyway that (summative)
in math journal. they see fit.
Resources
Differentiation Differentiation:  Yarn
 Task is broken down  Elastics
into easy steps  Straws
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 Amelia Wills
Ed 4738
Assessment:
 Review math journals
(formative)
 Observe student’s
ability to make tallies
Resources
 https://www.teachers
payteachers.com/Pro
duct/Superhero-
Math-Graphing-
827152
Health- 1 Period
Health SLO’s
Relationship Choices – 3.1,
3.5, 3.6
Lesson:
Introduce Superman and
kryptonite using images.
Get students who know
the story of Superman to
tell the story
Introduce “Kindness is
Stronger than Kryptonite”
Student’s task is to try and
do something kind each
day and can write it on a
special piece of paper that
will be put up on the wall.
Goal is to fill up the entire
wall with the class’s good
deeds.
Resources  Working in buddies  Students are able to  Popsicle Sticks
 Math link cubes so they have a peer draw out their  Toothpicks
to help thoughts first, so it  Tape
is not such a  Glue
Assessment daunting task  Sticky tack
 Review Math  Done in buddies  Lego Batmobile
journals (Formative)  Extra help from
 Participation in teacher getting
discussions started
Formative)
 Observe student’s Assessment:
ability to measure  Student’s design
(Formative) sheet (formative)
 Observe student’s
Resources ability to create
 Rulers bridge (formative)
Resources
 Yarn
 Elastics
 Straws
 Popsicle Sticks
 Toothpicks
 Tape
 Glue
 Sticky tack
 Lego Batmobile
PE – 1 period Dance- 1 Period LA- 1 Period Drama – 1 Period
PE SLO’s PE SLO’s LA SLO’s Drama Skills
A3-5 – Receive, retain A3-8 – Basic Dance Steps 1.1 Discover & Explore Structured Dramatic
& send an object A3-9 – Perform simple 2.1 Use Strategies & Play, Dramatic
B3-3 – Experience movement Cues Movement, Choral
Movement sequence 4.2 Attend to Speech, Storytelling,
involving Conventions Dramatization
endurance & Put on Superhero 5.2 Work Within a Group
cardio- costumes students Lesson:
respiratory created yesterday Lesson: Students will get into
activities Reading Time their superhero gear
Get students to help they created.
Lesson: come up with a dance Review spelling words
Capture the Flag routine to “Let’s be for spelling test Play “Hey, Take It,
(Heroes vs. Villains) Superheroes” by Bounce tomorrow. Never” (Superhero
Patrol version “Whoosh,
Review the rules with - First practice pyramid Kapow, Never”) as a
students. Create new Film dance so that spelling journals warm up game.
teams. Play a couple students can watch what
games, switch sides. they came up with - Break class off into Do superhero
afterwards! three different teams, introductions
team in a line facing the
white board. Teacher
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 Amelia Wills
Ed 4738
Have students come up
with an act of kindness
they have done recently to
start off our wall.
Assessment:
 Observe participation
(Formative)
Resources
 https://www.teachers
payteachers.com/Pro
duct/Superhero-
Bucket-Filler-
Kindness-Activity-for-
Building-Classroom-
Community-2542973
 “Kindness is Stronger
than Kryptonite” slips
of paper
 Superman pictures on
popsicle sticks to tell
story
LA – 2 Periods
LA SLO’s
1.1 Discover & Explore
2.1 Use Strategies &
Cues
2.2 Respond to Texts
3.2 Select & Process
4.1 Enhance & Improve
4.2 Attend to
Conventions
Lesson:
Silent reading time.
Choose a book from
collection of superhero
books in classroom library.
Turn to a partner and tell
them your favourite part
of the book you read.
Introduce this week’s
spelling words. Words are
all related to superhero
theme.
Assessment:
 Observe student’s
ability to throw and
catch ball (formative)
 Observe student
participation
(formative)
Resources
 2 Balls
 Pinnies, two colours,
one for each team
LA – 1 Period
LA SLO’s
1.1 Discover & Explore
2.1 Use Strategies &
Cues
2.2 Respond to Texts
2.4 Create Original Text
4.1 Enhance & Improve
4.2 Attend to
Conventions
5.2 Work Within a Group
Lesson:
Silent Reading time.
Choose new book or
continue reading from
book chosen yesterday.
See if they can find any of
the vocab words in their
reading.
If students are not finished
word art from yesterday,
students may finish that
Assessment: calls out a word and Get students to group up
 Observe student’s student at the front has and create a skit
ability to follow and to run up to board and showcasing how each of
create dance steps spell word. Whoever their superheroes fight
(formative) correctly spells the word crime
first wins! Person in
Resources front moves to back and Watch together as a
 https://www.youtub the next person in line class at the end.
e.com/watch?v=Py4 spells the next word.
fhsx3Ct4 Differentiation
 Superhero costumes Assessment:  Students have the
 Observe student’s ability to opt out
ability to spell words
(formative) Assessment:
 Observation
Resources Checklist (formative)
 Superhero books  Participation
from classroom (formative)
library
Resources
 Superhero
Costumes
Music- 1 Period Drama- 1 period Health- 1 Period
Music SLO’s Drama Skills Health SLO’s
Playing Instruments: 1, Structured Dramatic Relationship Choices –
2, 3, 4, 7, Play, Dramatic 3.3
Creating: 1, 2, 3, 4 Movement, Choral
Speech, Storytelling, Lesson:
Lesson: Dramatization Create Mindfulness Jars
Get students to bring out or “Galaxy in a Jar.” The
the drums they created Lesson: class will now become
yesterday. “Guardians of the
Students will put on Galaxy”
Do a few warm up tunes. superhero costumes that
they created in class on Each student gets a jar
Break students off into Tuesday that they will fill with
groups of four from the water, acrylic paint,
rap. Get students to Students will come up cotton balls and glitter.
create a beat. with their superhero
name and each take Practice shaking jar and
Perform rap with drum turns teaching the class watching glitter settle as
beat to the class. what their superpower a way of focusing our
move is. A game of breathing.
Differentiation: listening and memory.
 Students have
ability to work by Hey/Take It/Never Differentiation:
themselves or in a (Whoosh, Kapow, Never)
group
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 Amelia Wills
Ed 4738
First say word and get In groups of 4, get Once we have gone  Lay out craft in easy
students to spell the word students to come up with Assessment around the circle we are steps for student to
how they think it would be a rap with their vocab  Observational going to blast off to a follow
spelled from hearing it words. Each student checklist and new planet and explore  Extra teacher help
then show students the should have rap written in feedback for what it would be like
correct spelling so their journal. performance would be like on a planet Assessment:
students can compare (formative) made of “ice” for  Observe for
how they thought it was Differentiation:  Participation example. participation
spelled.  Students have the (formative)
choice to either work Differentiation: Resources
How many syllables are in in a group or work on Resources  Students have  https://www.momd
each word? their own.  Drums ability to opt out ot.com/diy-nebula-
 Raps jar-instructions/
Get students to write out Assessment: Assessment:  Water
the definitions for the  Rap (Formative)  Observe for  Paint
words participation  Cotton Balls
Resources (formative)  Glitter
Choose one vocab and  Superhero books from  Jars
create word art in “Kapow classroom library Resources
Comic Style”  https://www.care.c
om/c/stories/3810/
Assessment: 5-superhero-games-
 Participation for-kids/
(formative)  Superhero costumes

Resources
 https://www.scholasti
c.com/parents/kids-
activities-and-
printables/printables/
reading-
worksheets/superher
o-word-search.html
 Superhero books from
classroom library
 Kapow Art Style:

PE – 1 Period Music- 1 Period Health- 1 Period Health- 2 Periods LA- 1 Period

PE SLO’s Music SLO’s Health SLO’s Health SLO’s LA SLO’s

A3-5 – Receive, retain Playing Instruments: 1, 2, Relationship Choices – Relationship Choices – 1.1 Discover & Explore
& send an object 3, 4, 7, 3.2, 3.3, 3.4 3.2, 3.3, 3.4 2.1 Use Strategies &
B3-3 – Experience Creating: 1, 2, 3, 4 Cues
Movement 2.2 Respond to Texts
involving 2.3 Understanding

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 Amelia Wills
Ed 4738
endurance &
cardio-
respiratory
activities
Lesson:
Capture the Flag (Heroes
vs. Villains)
The villains have invented
a new kind of technology
to take over the world. It
is the superheroes job to
rescue that technology
from the villain’s lair. The
Villains job is to try and
sneak into the Heroes
headquarters to take the
last part needed for your
tech.
Split the class in half
students can take turns
being heroes and villains.
Assessment:
 Observe student’s
ability to throw and
catch ball (formative)
 Observe student
participation
(formative)
Resources
 2 Balls
 Pinnies, two colours,
one for each team
Lesson: Lesson: Lesson: Forms, Elements &
Create thunder drums out Review what Techniques
of balloons and cans. Have Councillor come in mindfulness is and how 2.4 Create Original Text
to help with lesson and we tap into our Spidey 3.3 Organize, Record &
Each student needs to cut help explain the Senses Evaluate
balloon and place over a importance of 4.1 Enhance & Improve
can and use an elastic to mindfulness Go on a nature walk Journal- What was your
hold it in place. around the school and favorite part of
Get students to recall get students to become superhero week?
Give students some time different ways the aware of all the birds 4.2 Attend to
to experiment with the superheroes calmed and bugs around them. Conventions
drums down in the book we Focus on what noises
read they hear and what Lesson:
Do some repeat after me sounds they hear. What mindfulness
tunes together as a class. Intro: What is techniques do you think
mindfulness? Once back, journal about you will try and
Differentiation: what they heard and saw incorporate in your life?
 Give extra help to Teach mindful poses on the walk. Reflect on if
students struggling (Superman pose, and this strategy helps them How are you going to
with drum creation Wonder Woman pose). become release stress use your superpowers
Get student up in their for good in the future?
Assessment: own space to try Assessment:
 Observational breathing through each  Observe for Draw self as a
Checklist (formative) pose Participation superhero.
 Participation (formative)
(formative) Turn on Spidey Senses. Differentiation
Get students to really Resources  Have students orally
Resources tune in to all of their  https://positivepsyc reflect
 https://diy.org/skills/i senses in the world hologyprogram.com
nstrumentmaker/chall around them. /mindfulness-for- Assessment:
enges/13/stretch-a- children-kids-  Review Journal for
drum Do Jellybean Sensory activities/ reflection
 https://leftbraincraftb Activity. Have students (summative)
rain.com/superhero- use all senses to take in
stem-activities-for- jellybean. Resources
kids/  Pencil Crayons
 Cans Assessment:
 Balloons  Observe for
participation
(formative)
Resources
 https://positivepsyc
hologyprogram.com
/mindfulness-for-
children-kids-
activities/
 Jellybeans
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 Amelia Wills
Ed 4738
Science – 2 Periods Art- 2 Periods Art- 2 Periods Library – 1 Period

Science SLO’s Art SLO’s Art SLO’s Superhero themed

Testing, Materials &
Designs – 2, 3, 4, 7
Have students’ desks
turned into groups of four.
Place materials such as
paper, Styrofoam,
cardboard, clay, tin foil.
Captain America is looking
for a new shield, it is your
task to figure out what
material would make the
best choice.
Give students a chance to
play with each material.
Get them to try bending it,
ripping it. Use a checklist
to checkmark or X
whether the material
would work and then a
comment section to
explain why.
Have a discussion with
class about why each
material would or
wouldn’t work. What
would these materials be
used for?
Give students sometime to
build own shield.
How can we make the
material stronger? Get
students to write down
answer in science journal.
10.E – Fabric Arts 10.D - Sculpture library period.
Lesson: Lesson:
Make Superhero Using Clay, students will
costumes! create their very own
action figure out of clay.
Students will create their
very own superhero! Students can choose to
come up with their own
Create masks, capes and action figure (maybe
emblems for their themselves!?) or create
superhero. their favourite
superhero out of clay.
Capes will be made out of
fabric, masks out of paper Assessment
plates and elastic,  Student ability to PE- 1 period
Construction paper to mold clay
create emblems or any  Observe student’s PE SLO’s
other extra stuff students ability to try A3-3 – Create
would like for their nonlocomotory
superhero character Resources sequences
 Clay B3-3 – Experience
Assessment:  Oven Movement
 Observe student involving
participation flexibility &
(formative) endurance
Resources Introduce what yoga is.
 Construction paper Has anyone done yoga?
 Fabric
 Paper plates Show students some of
 Elastics the introductory moves
 Markers in yoga.
 Scissors
Do a children’s
introductory yoga
routine off of YouTube.
(Spider-man Themed
Yoga)

Assessment: Assessment:
 Observe for  Observe student’s
participation ability to try
(formative)
 Review reflection in Resources:
journal (formative)  https://www.yout
ube.com/watch?v
=fnO-lGEMOXk

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Resources:
 Paper
 Tin foil
 Styrofoam
 Cardboard
 Clay
 Markers
 Scissors
 https://leftbraincraftb
rain.com/superhero-
stem-activities-for-
kids/

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SLO’s Taught during Superhero Week

Math:

Numbers Patterns Measurement Data Analysis

1. Say the number sequence 0 to 1000 forward and 1. Demonstrate an 3. Demonstrate an 1. Collect first-hand
backward by: understanding of understanding of data and organize it
 5s, 10s or 100s, using any starting point increasing patterns by: measuring length (cm, using:
 3s, using starting points that are multiples of 3  describing m) by:  tally marks
 4s, using starting points that are multiples of 4  extending  selecting and  line plots
 25s, using starting points that are multiples of  comparing justifying referents  charts
25.  creating for the units cm  lists
and m to answer questions
3. Compare and order numbers to 1000. 2. Demonstrate an  modelling and
understanding of describing the 2. Construct, label and
5. Illustrate, concretely and pictorially, the meaning decreasing patterns by: relationship interpret bar graphs to
of place value for numerals to 1000  describing between the units solve problems.
 extending cm and m
6. Describe and apply mental mathematics strategies  comparing  estimating length,
for adding two 2-digit numerals.  creating using referents
numerical (numbers to  measuring and
7. Describe and apply mental mathematics strategies 1000) and non-numerical recording length,
for subtracting two 2-digit numerals patterns using width and height.
manipulatives, diagrams,
9. Demonstrate an understanding of addition and sounds and actions
subtraction of numbers with answers to 1000
(limited to 1-, 2- and 3-digit numerals), concretely, 3. Sort objects or
pictorially and symbolically, by: numbers, using one or
 using personal strategies for adding and more than one attribute
subtracting with and without the support of
manipulatives
 creating and solving problems in context that
involve addition and subtraction of numbers.

10. Apply mental mathematics strategies and

number properties in order to understand and recall
basic addition facts and related subtraction facts to
18.

11. Demonstrate an understanding of multiplication

to 5 × 5 by:
 representing and explaining multiplication
using equal grouping and arrays
 creating and solving problems in context that
involve multiplication
 modelling multiplication using concrete and
visual representations, and recording the
process symbolically • relating multiplication
to repeated addition
 relating multiplication to division.

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Science:

Building with a Variety of Material Testing, Materials & Designs

1. Using a variety of materials and techniques, design,
construct and test structures that are intended to:
 support objects
 span gaps
 serve as containers
 serve as models of particular living things, objects or
buildings.
2. Select appropriate materials for use in
construction tasks, and explain the choice of materials.
Students should demonstrate familiarity with a variety of
materials, such as papers, woods, plastics, clay and metals.
4. Understand and use a variety of methods to join or fasten
materials.
5. Identify the intended purpose and use of structures to be
built, and explain how knowing the intended purpose and use
helps guide decisions regarding materials and design.
1. Recognize that functional structures must be sufficiently
strong and stable and that unstable or weak structures are
often unsafe to use.
2. Compare and evaluate the strength and stability of different
models or objects constructed
3. Describe the distinctive properties of some common solids,
such as wood, paper or plastic, that make them suitable for use
as building materials.
4. Apply procedures to test the strength of construction
materials, in particular, different stocks of papers, plastics or
wood.
7. Identify and apply methods for making a
structure stronger and more stable; e.g., by adding or joining
parts to form triangles

9. Apply skills of listening, speaking and cooperative decision

making in working with other students on a construction
project.

Physical Education:

Activity (A) Benefits Health (B)

A3-3. Respond to a variety of stimuli to create B3-3. Experience movement involving the
nonlocomotor sequence components of health- related fitness; e.g., flexibility,
endurance, strength, cardio- respiratory activities
A3-5. Demonstrate ways to receive, retain and
send an object, using a variety of body parts and implements;
and, perform manipulative skills individually and with others
while using a variety of pathways

A3-8. Select and perform basic dance steps and

patterns; e.g., creative, folk, line, sequence and novelty,
alone and with others

A3-9. select and perform simple movement

sequences by using elements of body and space awareness
and relationships, alone and with others

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Health:

Relationship Choices
Understanding & Expressing Feelings Interactions
3.1- Recognize the effects of sharing positive feelings on self and 3.5- develop strategies to build and enhance
others; e.g., express appreciation to self and others friendships

3.2- demonstrate safe and appropriate ways for sharing and/or 3.6- demonstrate inclusive behaviours regardless
expressing feelings through words and behaviour; e.g., of individual differences or circumstances; e.g., physical,
demonstrate good manners when expressing feelings emotional, cultural, economic

3.3- develop, with guidance, strategies to deal with stress/

change

3.4- develop, with guidance, effective communication skills and

strategies to express feelings; e.g., appropriate expression of
anger

Art:

Component 10 (iii): Media & Techniques

D. Sculpture
 Continue exploring the modelling possibilities of clay beyond
Level One— techniques such as wedging, welding, making of
slabs by rolling, throwing, paddling, impressing with objects,
decorating with coils, pellets, extruded clay, firing, glazing.
E. Fabric Arts
 Decorate fabric, using simple stitching techniques, such as
running stitch, blanket stitch, cross-stitch, couching,
French knot, satin stitch.

Music:

Playing Instruments Creating

1. Explore the sound of various musical instruments 1. Use suitable sound effects for poems and songs.

2. Play a steady beat using rhythm instruments. 2. Use instruments to create sounds of high–low, loud–soft,
slow–fast, short–long, up–down.
3. Discover that some instruments play low notes and some
play high notes 3. Create singing “conversations” (tone matching)

4. Echo rhythm patterns. 4. Make up new words to songs

7. Accompany songs, stories and poems with appropriate

instrumental effects.

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Language Arts:

GLO 1 GLO 2 GLO 3 GLO 4 GLO 5

1.1 Discover & 2.1 Use Strategies & Cues 3.2 Select & Process 4.1 Enhance & 5.1 Respect Others
Explore  share ideas developed  locate answers to Improve and Strengthen
 connect prior through interests, questions and  combine and Community
knowledge and experiences and discussion extract rearrange existing  describe
personal that are related to new ideas appropriate and information to similarities
experiences and information significant accommodate between
with new ideas  identify the different ways in information from new ideas and experiences and
and information which oral, print and other oral, print and information traditions
in oral, print media texts, such as stories, other media texts  edit for complete encountered in
and other textbooks, letters, and incomplete daily life and those
media texts pictionaries and junior 3.3 Organize, Record & sentences portrayed in oral,
 explain dictionaries, are organized, Evaluate  print legibly, and print and other
understanding and use them to construct  organize ideas and begin to learn media texts
of new concepts and confirm meaning information, using proper alignment,  identify and
in own words  extend sight vocabulary to a variety of shape and slant of discuss similar
 explore ideas include predictable phrases strategies, such as cursive writing ideas or topics
and feelings by and words related to clustering,  space words and within stories from
asking language use categorizing and sentences oral, print and
questions,  read silently with increasing sequencing consistently on a other media texts
talking to others confidence and accuracy  draft ideas and line and page from various
and referring to  monitor and confirm meaning information into  experiment with communities
oral, print and by rereading when necessary, short paragraphs, words and word  use appropriate
other media and by applying knowledge of with topic and meanings to language to
texts pragmatic, semantic, supporting produce a variety acknowledge and
 discuss areas of syntactic and graphophonic sentences of effects celebrate
personal cueing systems  choose words, individual and
accomplishment  attend to and use knowledge 3.4 Share & Review language patterns, class
as readers, of capitalization, commas in a  organize and share illustrations or accomplishments
writers and series, question marks, ideas and sounds to add  demonstrate
illustrators exclamation marks and information on detail and create respect for the
quotation marks to read topics to engage desired effects in ideas, abilities and
accurately, fluently and with familiar audiences oral, print and language use of
comprehension during oral other media texts others
and silent reading
 apply phonic rules and 4.2 Attend to 5.2 Work within a
generalizations competently Conventions Group
and confidently to read  identify a variety  work
unfamiliar words in context of sentence types, cooperatively with
 Apply word analysis strategies and use in own others in small
to segment words into parts writing groups on
or syllables, when reading  identify correct structured tasks
unfamiliar words in context subject–verb  contribute ideas
 associate sounds with an agreement, and and information
increasing number of vowel use in own writing on topics to
combinations, consonant  use adjectives and develop a
blends and digraphs, and adverbs to add common
letter clusters to read interest and detail knowledge base in
unfamiliar words in context to own writing the group

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 distinguish  ask others for their
2.2 Respond to Text between complete ideas, and express
 tell or write about favourite and incomplete interest in their
parts of oral, print and other sentences contributions
media texts  use phonic
 identify types of literature, knowledge and
such as humour, poetry, skills and visual
adventure and fairy tales, and memory,
describe favourites systematically, to
 connect own experiences spell phonically
with the experiences of regular, three-
individuals portrayed in oral, syllable words in
print and other media texts, own writing
using textual references  identify
 connect portrayals of generalizations
characters or situations in that assist with the
oral, print and other media spelling of
texts to personal and unfamiliar words,
classroom experiences including irregular
 summarize the main idea of plurals in own
individual oral, print and writing
other media texts  use capital letters
 discuss, represent or write appropriately in
about ideas in oral, print and titles of books and
other media texts, and relate stories
them to own ideas and  use exclamation
experiences and to other marks,
texts appropriately, as
 make inferences about a end punctuation in
character’s actions or feelings own writing
 use apostrophes
2.3 Understand Forms, Elements to form common
and Techniques contractions and
 discuss ways that visual to show
images convey meaning in possession in own
print and other media texts writing
 describe the main characters  identify commas,
in terms of who they are, end punctuation,
their actions in the story and apostrophes and
their relations with other quotation marks
characters when reading, and
use them to assist
2.4 Create Original Text comprehension
 experiment with ways of
generating and organizing 4.3 Present & Share
ideas prior to creating oral,  present ideas and
print and other media texts information on a
 use sentence variety to link topic, using a pre-
ideas and create impressions established plan
on familiar audiences

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Amelia Wills
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Drama Lesson: Superhero Week
Thursday Lesson

General
Learning N/A
Outcome(s)
Specific
Learning Structured Dramatic Play, Dramatic Movement, Choral Speech, Storytelling, Dramatization
Outcome(s)
Learning Students will engage in dramatic play and explore creativity by creating superheroes and
Objective(s) imagining different scenarios

Stage 2: Assessment Evidence

Summative Formative
 N/A  Observe for participation (formative)
Assessment Assessment

Stage 3: Learning Experience

Tech Resources
 N/A  Superhero costumes
to Do to Bring
Time: 32 mins Content/Description Notes
Introduction
 Welcome to class and go over agenda
 Give instructions: Put costumes on and then start thinking of Students will be
4 mins
your superhero name, your superpower, and a movement to standing in circle
represent power. When I clap, it is time to get in circle again.
 Demonstrate my name, power and movement.
Costumes and Practice
6 mins  Students will put on costumes and have a few minutes to
practice moves
Introduce Superheroes
 Students will take turns going around the circle introducing their
5 mins character and power/move
 After each student has introduced themselves, students will
repeat the move and name after the person as a class
Whoosh/ Kapow/ Never
 Start with passing a 'Whoosh' around the circle to the person
next to you. Then practice 'Kapow,' which is to people across
the circle. Practice 'Never,' is to refuse a 'Whoosh' or a 'Kapow'.
7 mins  You can only say 'NEVER' if four turns have passed in the game.
 Only I, the leader gets to decide who is out of the game, for
being too quiet, pausing, getting things mixed up, etc.
 When someone is out, we celebrate, and everyone claps. That
person sits down in the circle

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Amelia Wills
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Exploring New Environments

 We will “blast off” to a new planet to explore and find own
space in the room
 Students will stay in character as their superheroes and act out
different scenarios called out by teacher
- Planet of slime. How does your superhero get around?
Play music to set
8 mins Uh-oh you’re sinking? How do you get out? Do your
mood for each
powers have the same effect on this planet?
planet
- Planet of ice. Does your superhero like the cold? The
ice is super slippy! You find some martians! How do
you interact with them?
 Have students contribute their own planet ideas

Closing Discussion
 Clap to get students attention and get them back in a circle
2 mins
 Which planet was your favorite?
 What did you learn about your superhero?

Students can opt out and observe if they do not want to participate.
Differentiation:

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Amelia Wills
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TQS Inclusion

TQS 1: Fostering Effective Relationships

Through the lessons I have created I am encouraging positive relationships between

myself and my students and my students with each other. This week’s lesson plans are all about
being mindful of our emotions and the emotions of our peers. As the teacher I am an example
for my students of someone who is able to keep my emotions in check, react positively to those
around me to create effective relationships. There is lots of group work, so students are
interacting with one another lots and getting hands on experience with how to build
relationships with one another. I am bringing a councillor into one of my classes to help teach
the importance of mindfulness, this shows my ability to collaborate with professionals in regard
to mental health. By opening up to my students this week, I hope to build their trust so they
can open up to me.

TQS 2: Engaging in Career-Long Learning

The aim of my classroom is to be a place that is inclusive and safe for students to be
themselves and take risks in their learning without fear. Throughout this week of lessons, I will
continue my endeavors to be a welcoming environment for all. I am keeping up with emerging
technology and including it in my classroom, this can be seen in my LA lesson plan on Monday
with the use of wordle. Using iPads, Wordle is a fun way for students to anonymously
contribute words to a class discussion and then those words create a colourful picture on the
whiteboard. In my health lesson I am also collaborating with the school councillor, so I will also
be getting my fellow teachers input on my lessons as well. To create these lessons in my week
plan, I did lots of research into how other teachers are teaching the grade three curriculum to
help inspire some of my own ideas. I am always trying to learn the latest strategies in teaching
to better myself and become the best teacher I can be.

TQS 3: Demonstrating a Professional Body of Knowledge

All of the lessons in my plan are based around and address the learning outcomes in the
program of study and include assessment tools to assess this learning. I have a created a range
of assessment methods, such as tests, reflections, projects and performances, so that student
of all learning types can be fairly assessed. My lesson plans have varied instructional strategies
to address the needs of my students and to keep the learning engaging. I have included lots of
hands-on work, peer work and direct address to give every student a chance to learn the way
that works best for them. There are also differentiations included to show that I am thinking of
all students when I am lesson planning. I made sure to include the use of digital technology in
my lessons, such as the wordle and the use of the smartboard.

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TQS 4: Establishing Inclusive Learning Environments

I am establishing an inclusive learning environment by creating a safe and welcoming

place for my students to be. I have created differentiated learning strategies to my lessons to
make sure all learners feel welcomed, respected and to help demonstrate that all students can
be successful in my classroom. This week is all about finding each child’s inner superhero and
showcasing each student’s strength in the classroom, which I can then incorporate into my
future lessons. By teaching this mindfulness week plan I am showing students that I am mindful
of their emotional and mental health needs, and it is something I take very seriously. Having the
councillor come into the class will also help students know what resources are available to
them through the school if they are ever in need.

TQS 5: Applying Foundational Knowledge about First Nations, Métis and Inuit

In my LA lesson on Tuesday, we read a book called “What’s my Super Power?” about an

Inuit girl and is written by an Inuit woman. I am taking this opportunity to teach about who the
Inuit are, where they are from and about their culture. Through the book, students will learn
some words from the Inuit language that they can take home and teach to their parents and
family. I think it is extremely importance to have representation in the classroom so that from
an early age, students are taught to respect other cultures and so FNMI students can see
themselves in the literature we read at school.

TQS 6: Adhering to Legal Framework and Policies

I recognize that as a teacher, I am bound by high standards of conduct; I believe that my

lesson plans reflect this because they show I am knowledgeable and qualified to be teaching
students. My lesson plans show that I have respect for all of my students from all diverse
backgrounds. They adhere to school policies and are in alignment with the Alberta program of
studies.

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