PS3 Planning Fall 2022

PS3 Student Teacher: Heather Munro

Grade ⅔ Literacy, Numeracy & Grade ⅘ Literacy, Numeracy, French
Classes start back September
6th, with only last names A-
M. On the 7th last names N-
Z attend. All students attend
on the 8th.
This indicates GLO/SLO
for younger grade (grade
2/4)
This indicates GLO/SLO
for older grade (⅗)
Grade 4 & 5 French
The scope of the semester is
to go from me-to-we. In other
words, we will start by
exploring the theme ‘me’ and
expanding our circles. I will
use the book ‘The Circles All
Around Us’ by Brad
Montague to begin the course
and start the main units. This
book is in English, however,
as the time goes by, I will
begin translating it as it is
retold throughout the
semester.
The selection of this book is
important because it follows
the theme and timeline of our
September
Noteworthy Days:
August:
● Aug 25th: Seminar 2
● Aug 29th: Teachers first day
September:
● Sept 10th: Portfolio Update week 1
● Sep 14th, 2022: Welcome back (evening
event)
● Sept 19th: Professional goals draft
● Sept 19-23rd: PS2 Initial formative
Assessment
● Sep 23, 2022: Terry Fox Run
● Sept 26th: Professional goals final
● Sep 30th, 2022: No school, Trust &
Reconciliation Day
I will be teaching three different ⅘ classes the
same French material throughout the semester.
4 classes/week (2 hours per week)
In September, each class has the following
number of instructional days:
Zentner (11 Days)
Stretch(11 Days)
Martin (12 Days)
____________________________________
Mini Unit A : Why learn French?! Pourquoi
apprendre le français?
Approx. 6 classes: Refer to calendar below
from timeline
This mini unit will serve to build relationships,
build a classroom culture, and discuss with
students about why learning another language
(and French!) is important. We will also explore
how languages are learned and explore briefly
some strategies we will use throughout the
October
Noteworthy Days:
● Oct 3-7: PS2 Final Formative
Assessment
● Oct. 10: No school, Thanksgiving
● Oct. 11: No school, assessment day
● October 12: Seminar 3
● October 17: School photos
● Oct 17: Professional Goals- Midway
reflection
● Oct 20: (optional) Grad and
certification session
● Oct 20, 21: No school PTI, PL
● Oct 25: Courage awards
● Oct 31: PIP proposal
4 classes/week (2 hours per week)
In October, each class has the
following number of instructional
days:
Zentner (14 Days)
Stretch(14 Days)
Martin (14 Days)
________________________________
Continue Unit 1
Mini Unit B : Autumn, L'automne
7-8 classes
We will talk about autumn. We will
discuss the season, the weather, and the
holidays celebrated during this season.
While this mini unit lends itself really
November
Noteworthy Days:
● Nov. 9: Seminar 4
● Nov. 9: Photo Retakes
● Nov. 11: Remembrance Day, No
school
● Nov 14: PL, No school
● Nov. 25: Report cards
● Nov 28: Descriptive
report/PIP/Professional Goals
reflection
● Nov. 29: Courage Awards
4 classes/week (2 hours per week)
In October, each class has the following
number of instructional days:
Zentner (16 Days)
Stretch(16 Days)
Martin (18 Days)
____________________________________
Unit 2: Where do I come from? D’où
viens-je?
In this unit students will draw a circle
for the second time. We will start by
reading the book and talk about who and
where we find those in this circle.
Students' main goal is to complete their
December
Noteworthy Days:
● Dec. 1-13: PS3 Conferences
● Dec 2: PS3 final conferences
● Dec 5: Pip presentation deadline
(symposium)
● Dec 9: Seminar 5 (8:30-12:00)
● Dec. 13: Final eval. Submission
deadline
● Dec 20: Courage Awards
● Dec 23rd: Last Day of School!
4 classes/week (2 hours per week)
In October, each class has the
following number of instructional
days:
Zentner (14 Days)
Stretch(14 Days)
Martin (13 Days)
_______________________________
Unit 3: Continues
Mini Unit C : Winter fun, Plaisirs
d’hiver
This final mini unit will go over over
winter holiday vocabulary and put it
in use. Students will engage in a
vocabulary snowball fight, play

course, serves as an
introduction of the
importance of cultures
(expanding circles), and sets
the expectations I have for
the class. Learning a
language is a vulnerable
process and having a safe
place to take risks is vital.
The book addresses putting
love and care into the world,
and that is what we will do in
our language classroom.
Additionally, throughout the
four months, students will
interact with 5 guests who
grew up in, speak, or live in
French culture. Our guests
range from Egypt, Belgium,
France, Quebec, Ontario, and
New Brunswick. The
conversation students have
with these guests will be
focussed on culture, but will
intertwine the theme of our
units and encourage French
conversation. We will also
take a session to discuss
Métis culture and Michif
language. The goal is to bring
French culture to the students
from authentic sources, and
broaden our worldview.
Everyday class will begin
with a series of questions that
will change as fluency
strengthens. Additionally, to
reduce confusion during
transitions, students will have
work books that will be
expected to be completed for
each unit which are to be
worked on until my arrival
semester and put them into practice with basic
recall sayings.
POS
GLO : Culture:
• identify reasons for learning a second
language and more specifically, French
• recognize that learning another language and
developing knowledge about other cultures is a
lifelong learning process
● be able to identify, in English,
– examples of French used in the
immediate environment (e.g., bilingual
information on labels, bilingual
dictionaries)
• recognize elements of Francophone cultures in
the school
• identify, with teacher assistance that clothing
labels in canada are available in at least two
languages– French and English and that food
products sold in Canada have/contain
information and instructions in at least two
languages– French and English
GLO: Language Learning Strategies:
– activate prior knowledge and
experiences
– participate willingly in French language
learning experiences
– take the risk to say or write something
in French
– ask questions, in the first language, to
clarify or verify that a message has
been understood
– tolerate ambiguity—accept that it is not
necessary to understand every word
in order to glean meaning
well to the Grade 4 curriculum, the
Grade 5 curriculum allows for other
areas of interest, which is how we will
tie the holidays into the expressions,
symbols, and colors associated. Grade 6
POS covers thanksgiving, so the grade
5s will review halloween information,
and touch more heavily on the Grade 6
holiday. This will hopefully help them
be ready for Grade 6 moving forward
allowing for more complex material to
be covered while Thanksgiving is
explored. Students will speak with
Maude during this unit who grew up in
Quebec and ask her how she celebrates.
Students will engage in a task based
learning activity focussing around
question formation within the themes of
Thanksgiving and Halloween
GLO : Communication (Grade ⅘))
- Listening Comprehension
- Reading Comprehension
- Oral Production
- Written Production
Grade 4:
Subfields:
Calendar & Weather
- Months, seasons, statutory
holidays in Canada
(Thanksgiving and halloween),
weather expressions, seasonal
weather
Four Holidays & Celebrations
- L’halloween
Language
new pages of their book. The grade 4s
will be asked to draw their family and
things they like to do and write simple
sentences (modeled). Grade 5s will be
asked to draw their family and where
their family lives. If this is a difficult
task for any personal reason, students
can draw their dream home and who
they would live with in their home.
Students will work on reading and
written skills in this activity.
Additionally, listening and reading
comprehension skills will be worked on
through games of “Guess who” and in
our Culture Thursday meetings.
GLO : Communication (Grade ⅘))
- Listening Comprehension
- Reading Comprehension
- Oral Production
- Written Production
Subfields:
My Immediate Family:
- My immediate family
members
- Their age/ birthday
- Their physical traits
- Their personality traits
- Their likes and dislikes
- Family pets
*this will give students a chance to
learn a new form of “être” and
continue practicing noun/adjective
agreement
Language:
- state , orally in their own
words, that an adjective is a
word that describes a person,
place or thing
- Demonstrate an understanding of
vocabulary associated with:
family members, and family pets
- Use the following linguistic
2
bingo, and practice the words.
Students will also create a ‘Happy
Holidays card’ for someone they care
about. We will look at winter scenes
in different French countries to draw
inspiration.
GLO : Communication (Grade ⅘))
- Listening Comprehension
- Reading Comprehension
- Oral Production
- Written Production
Subfields:
Alberta Winter Celebrations
- Location and date
- Symbols and activities
Language:
- Demonstrate an
understanding of
vocabulary associated with:
- - seasons, months, statutory
holidays, temperature, an
Alberta winter celebration,
common holiday symbols,
holiday greetings and
wishes
Language Learning Strategies
- Use physical actions in
conjunction with new
vocabulary (PPT from PS1)
Grade 5
Subfields:
Four Holidays and Celebrations:
- Noël
- Le jour de l’ An
- La fête des Rois
Language:
 3

and when other work is – collaborate with others to build elements, mainly orally and
finished. Workbooks contain confidence and exchange - Distinguish a statement from a sometimes in written form, in - Demonstrate an
worksheets, games, readings, information question modeled situations, to
– encourage classmates using expressions communicate a simple message:
understanding of
and conversation pieces. - State how to form a question vocabulary associated with:
of approval from a statement using
holiday greetings and
intonation Vocabulary for making
- Demonstrate an understanding introductions, the names of wishes, common holiday
of vocabulary associated with: numbers 0-69, vocabulary for symbols
Unit 1: This is me! C’est moi! state of being, seasons, common family members, the names of the - Use the following linguistic
holiday symbols, basic colors, common family pets, expression il elements, mainly orally and
Approx. 10 Classes- Refer to calendar below questions y a, sometimes in written form, in
from timeline - Use the following linguistic modeled situations, to
elements, mainly orally and communicate a simple
Culture:
In this Unit Grade 4 students will begin to sometimes in written form, in message: the names of
introduce themselves and share characteristics, modeled situations, to traditional holidays, colors
communicate a simple message: - recognize that there are often associated with traditional
both physical and personality. Grade 5 students equivalents in French for common
will review these concepts, but expand to holidays, symbols associated
English first names with traditional holidays
describe physical characteristics of clothing Selected questions and
pieces that they wear throughout the year. The expressions related to state of
students will be working on making their own being, the names of Canadian
French Book following a similar structure as statutory holidays (l’Action de
``The Circles All Around us” that will tell a grâces) Language Learning Strategies
French story about the students' lives. This will
be used to check off important milestones in Language Learning Strategies: *subject to change
their French language acquisition (ongoing
formative assessment). Additionally, these
cards will be photo copied to create our own *subject to change* - Collaborate with others to build
French game of Guess who, or Qui-et-ce? and exchange information
- Activate prediction skills based - Use models to create a similar text
POS Info: pm previous knowledge and - Use reference materials
experience - Activate prior knowledge and
- Verify predictions experiences
GRADE 4: - Focus attention on what is - Repeat a new word or expression
Field & Subfields known and ignore what is silently or aloud
unknown
- Who Am I? Subfields:
- my age/my birthday Culture:
- my physical traits My home
- my personality traits - Demonstrate awareness of the - Types of dwellings
- my likes and dislikes following cultural - Rooms in my home
characteristics: - Structure of a room
- My room
GLO : Communication Greetings, the date, addressing
people Language:
- Listening Comprehension - State, orally in their own
- Reading Comprehension Grade 5: Subfield words, that the addition of an
- Oral Production ‘s’ changes a singular
- Written Production
adjective to a plural adjective

GLO: Language:
- State, orally in their own words, that
a noun is a word that names a
person, place, or thing
- State, orally in their own words, that
nouns can be singular or plural
- `
- Use the following linguistic
elements, mainly orally and
sometimes in written form, in
modeled situations to communicate
a simple message:
Vocabulary for making introductions
- The names of numbers 0-69
*this unit 0-10*
- Expression for age
- Vocabulary parts of the body
- Vocabulary related to physical
and personality traits
- Vocabulary for likes and
dislikes
- Singular form of avoir (J’ai __
ans)
- Singular forms of the verbs
aimer, adorer, détester * this unit
JE only*
GLO: Language Learning Strategies
- are subject to change and occur
organically. However, I have selected some
that I think will blend well to unit one:
- Represent meaning by using mental
images, illustrations or graphic
representations
- Use repetition
- Use models to create similar texts
Grade 5:
Subfield:
Clothes
Four Holidays & Celebrations
- Greetings, symbols and colors
associated with the four holidays
and celebrations
- And other areas of interests
Language:
- Demonstrate an understanding
of vocabulary associated with:
Holiday greetings and wishes,
common holiday symbols,
questions
- Use the following linguistic
elements, mainly orally and
sometimes in written form, in
modeled situations, to
communicate a simple message:
The names of traditional
holidays, colors associated with
traditional holidays, symbols
associated with traditional
holidays
Questions such as Combien
de..? Qu’est-ce que…? Oû se
trouve(nt)?
Culture:
- Seek out information about
francophones from authentic
sources
Language Learning Strategies:
*subject to change*
- Activate prediction skills based
pm previous knowledge and
experience
- Verify predictions
4
in most cases
- State, orally in their own
words, that the form of the
adjective may change
according to the gender and
the number of the noun
described
- State, orally in their own
words, that the addition of an
“e” changes a masculine
adjective to a feminine
adjective
- Demonstrate an understanding of
vocabulary associated with:
Main types of dwellings, the
main rooms of the house, the
interior structure of a room,
furnishings in a student’s
room
- Use the following linguistic
elements, mainly orally and
sometimes in written form, in
modeled situations, to
communicate a simple message:
The names of main types of
dwellings, the names of main
rooms of the house, the names of
the main interior parts of a room,
names of objects and furnishings
in a student’s room
Language Learning Strategies
*subject to change
- Collaborate with others to build
and exchange information
- Use models to create a similar text
- Use reference materials
- Activate prior knowledge and
experiences
- Repeat a new word or expression
 5

- Focus attention on what is silently or aloud

- Seasonal clothes known and ignore what is
- Clothing preferences unknown
- Clothes for different occasions *GAME: Predict predict what comes
next picture game!
GLOS: Communication

- Listening comprehension Unit 3: My school, Mon école

- Oral production 16 classes
- Reading comprehension
This will be the third (and final with
GLO: Language me) time that students draw a circle in
their book. In this circle we expand to
- Distinguish between affirmative and the school community. Topics of school
negative sentences personnel, location, and classes will be
- State, orally in their own words, how
explored. Students will collaborate to
to formulate a question using the
question words create their dream school and a gallery
- Demonstrate an understanding of walk will occur after.
vocabulary associated with:
- Common clothing items and basic Note- Only 11 classes needed, if another
accessories unit needs an extra instructional day, it
- Questions may be pulled from this time. If not, we
- Use the following linguistic will incorporate more elements into this
elements, mainly orally and
unit. This will be updated as the
sometimes in written form, in
modeled situations, to communicate semester continues.
a simple message:
- Vocabulary and language *5 spare days for flexibility and
presented in Grade 4 *REVIEW* adaptation*
- The negative structure ne…pas
GLO : Communication (Grade ⅘))
GLO: Language learning Strategies
- Listening Comprehension
*are subject to change and occur organically. - Reading Comprehension
However, I have selected some that I think will - Oral Production
blend well to unit one: - Written Production

- Represent meaning by using mental

images, illustrations or graphic Grade 4
representations
- Use repetition Subfield:
- Use models to create similar texts
My classroom
- Classroom interactions
- People in the classroom
- School and classroom supplies
- Classroom furniture
 6

- Arithmetic operations
- Shapes

Language:
- State that there are three
different words to indicate
ownership for “my” (mon,
ma, mes) and (ton, ta, tes)
- Demonstrate an understanding
of vocabulary associated with:
Classroom routines, important
people in the classroom,
elementary student school
supplies, and elementary
classroom supplies and
furniture
Use the following linguistic
elements, mainly orally and
sometimes in written form, in
modeled situations, to
communicate a simple
message:
Vocabulary association with
classroom routine and
interaction, related to
important people in students’
school life, vocabulary for
elementary student school
supplies, classroom supplies,
and furniture
Indefinite and definite articles
Possessive adjectives

Culture:
- Recognize elements of
Francophone cultures in the
classroom
Language Learning Strategies:

*subject to change

- Identify word families

(étudiant, étude, étudier)
- Develop a plan, in English, to
complete a class project
 7

- Repeat a new word silently

amd associate it with an image

Grade 5:
Subfields

My elementary school
- Classroom timetable
- School personnel
- Areas inside and outside the
school
- Healthy school snacks
- Arithmetic operation

Language:
- Name the three indefinite (un,
une ,des) articles and four
definite articles (le, la, l’, les)
- State, orally in their own
words, that the article changes
according to the gender and
the number of the noun
- state , orally in their own
words , that the article l’ is
used with nouns beginning
with a vowel or silent h
- State, orally in their own
words, that there are three
words to indicate ownership
for his/her
- Demonstrate an understanding
of vocabulary words
associated with:
The school day and time of
day, the classroom timetable,
expression of time using the
12;hour clock, school
personnel, areas inside and
outside the school, healthy
school snacks

- Use the following linguistic

elements, mainly orally and
sometimes in written form, in
modeled situations, to
 8

communicate a simple message:

The names of elementary school

subjects the position titles of
school personnel , the names of
locations inside and outside the
school, vocabulary related to
healthy school snacks

Culture:

- Identify, with teacher assistance:

“what constitutes a snack for
elementary students in France
- When and where elementary
students in France typically eat
snacks
- The abbreviation for Monsieur-
M, Madame– Mme, and
Mademoiselle – Mlle (in France)

Language Learning Strategies:

*subject to change

- Identify word families

(étudiant, étude, étudier)
- Develop a plan, in English, to
complete a class project
- Repeat a new word silently
amd associate it with an image

Resources https://education.alberta.ca/media/160306/nine_year.pdf
‘The Circles All Around Us’
https://albertametis.com/culture/language/
https://sites.google.com/erlc.ca/fsl-4-6/grade-4-fsl/gr-4-who-am-i?authuser=0
PS1 WInter- Joyeux Noel PPT for winter activities/snow ball fight
https://tbltfrenchresources.weebly.com

Ongoing Everyday, students will engage with a routine that will required on going practice of Culture POS relation:
‘basics’ Thursdays:
Culture 4:
From POS - Identify reasons for learning a second language, and
more specifically, French
 9

Experience: Calendar and Weather
Language 4:
- Associate each letter of the alphabet with its corresponding sound
- Demonstrate an understanding of vocabulary associated with:
- Greetings, leave-taking, politeness, state of being, approval or
praise, classroom routine, months, dates, seasons, seasons,
weather, temperature, routine questions
Language 5:
- Demonstrate an understanding of vocabulary associated with
- Numbers, time of day, vocabulary for time using 12-hour clock,
questions, avoir/être
Language Learning Strategies:
- These will greatly depend on the students’ needs based on what I see
comes naturally and what could use support. Regardless, these strategies
will be taught explicitly an continuously
- Recognize that learning another language and
developing knowledge about other cultures is a lifelong
learning process
- Recognize that the song Happy Birthday varies from
culture to culture
- Identify French songs, nursery rhymes or counting
rhymes
- State the tu and vous are used to addressing people in
specific social situation (how we interact with our guest
speakers)
- Demonstrate cultural awareness of cultural
characteristic of the French Language
Culture 5:
- Identify a variety of ways for enhancing contact, directly
or indirectly, with people of Francophone origin
- Seek out information about Francophones from authentic
sources
- Demonstrate cultural awareness of cultural characteristic
of the French Language

Language Learning Strategy:

- Collaborate with others to brainstorm, resolve problems,
rehearse and communicate messages

Grade 4 & 5 Numeracy

I will teach one class the until
and then another class the
same unit the following
month in Mr. Zentner’s class
and Mr. Stretch’s class.
N/A N/A
Unit: Data Analysis Unit: Data Analysis
Students will engage in a data analysis Refer to September. This will be
unit that will allow them to get a sense of adjusted after it is taught the first
how to collect, display and analyze data to time.
solve problems. Students will complete a
‘get to know me questionnaire’ that will _______________________________
later be used as our ‘data’ to complete the
final summative assessment project where General Outcome
Grade 4s and Grade 5s work together to
complete it. Each student will be assessed Collect, display and analyze data to
individually. Students will also work on a solve problems.
‘math dictionary’ throughout the unit. We
will read picture books as well to show - Demonstrate an

how prevalent this topic is in everyday
life.
__________________________________
General Outcome
Collect, display and analyze data to
solve problems.
SLO:
- Demonstrate an understanding
of many-to-one correspondence
- Construct and interpret
pictographs and bar graphs and
double bar graphs involving
many-to-one correspondence
- Differentiate between first-hand
and second-hand data.
- Construct and interpret double
bar graphs to draw conclusions.
- Compare the likelihood of two
possible outcomes occurring,
using words such as:
● less likely
● equally likely
● more likely.
- Describe the likelihood of a
single outcome occurring, using
words such as:
● impossible
● possible
● certain
Resources: https://www.edu.gov.mb.ca/k12/cur/math/support_gr4/statistics.pdf
Building Fact Fluency Resource Box @ school
10
understanding of many-to-
one correspondence
- Construct and interpret
pictographs and bar graphs
and double bar graphs
involving many-to-one
correspondence
- Differentiate between first-
hand and second-hand data.
- Construct and interpret
double bar graphs to draw
conclusions.
- Compare the likelihood of
two possible outcomes
occurring, using words such
as:
● less likely
● equally likely
● more likely.
- Describe the likelihood of a
single outcome occurring,
using words such as:
● impossible
● Possible
● Certain
Will be revised after the completion of
this unit in the first class

Grade 4 & 5 Literacy
I will teach one class the until
and then another class the
same unit the following
month in Mr. Zentner’s class
and Mr. Stretch’s class.
N/A N/A 31 Classes
Unit: Narrative Writing
In this unit, students will be exposed to
narrative writing and write their own
stories. The process will be scaffolded
with jamboards, sticky-note brainstorm
collaboration, circle-talks, and review
periods.
Students will also read narrative stories
and we will create a visual rubric based
on what we see from modeled
situations. Students will be required to
write in some form, but will have access
to tools to help make the process easier.
For example, speech to text, then
copying to practice legibility of words.
________________________________
___
GLO 4:
Enhance the Clarity and Artistry of
Communication
4.1 Enhance and Improve
-Appraise own and others’ work
● identify the general
impression and main idea
communicated by own and
peers’ oral, print and other
media texts
● use pre-established criteria to
provide support and feedback
to peers on their oral, print
and other media texts
11
23 Classes
Unit: Narrative Writing
In this unit, students will be exposed
to narrative writing and write their
own stories. The process will be
scaffolded with jamboards, sticky-
note brainstorm collaboration, circle-
talks, and review periods.
Students will also read narrative
stories and we will create a visual
rubric based on what we see from
modeled situations. Students will be
required to write in some form, but
will have access to tools to help make
the process easier. For example,
speech to text, then copying to
practice legibility of words.
______________________________
__
GLO 4:
Enhance the Clarity and Artistry of
Communication
4.1 Enhance and Improve
-Appraise own and others’ work
● identify the general
impression and main idea
communicated by own and
peers’ oral, print and other
media texts
● use pre-established criteria
to provide support and
feedback to peers on their

● develop criteria for evaluating
the effectiveness of oral, print
and other media texts
● use developed criteria to
provide feedback to others
and to revise own work
-Revise and edit
● revise to ensure an
understandable progression of
ideas and information
● identify and reduce fragments
and run-on sentences
● edit for subject–verb
agreement
● revise to add and organize
details that support and clarify
intended meaning
● edit for appropriate use of
statements, questions and
exclamations
-Enhance legibility
● write legibly, using a style
that demonstrates awareness
of alignment, shape and slant
● use special features of
software when composing,
formatting and revising texts
● write legibly, using a style
that is consistent in alignment,
shape and slant
● apply word processing skills,
and use publishing programs
to organize information
-Expand knowledge of language
● use an increasing variety of
12
oral, print and other media
texts
● develop criteria for
evaluating the effectiveness
of oral, print and other
media texts
● use developed criteria to
provide feedback to others
and to revise own work
-Revise and edit
● revise to ensure an
understandable progression
of ideas and information
● identify and reduce
fragments and run-on
sentences
● edit for subject–verb
agreement
● revise to add and organize
details that support and
clarify intended meaning
● edit for appropriate use of
statements, questions and
exclamations
-Enhance legibility
● write legibly, using a style
that demonstrates awareness
of alignment, shape and
slant
● use special features of
software when composing,
formatting and revising
texts
● write legibly, using a style
that is consistent in

words to express and extend
understanding of concepts
related to personal interests
and topics of study
● recognize English words and
expressions that come from
other cultures or languages
● extend word choice through
knowledge of synonyms,
antonyms and homonyms and
the use of a thesaurus
● distinguish different meanings
for the same word, depending
on the context in which it is
used
-Enhance artistry
● experiment with combining
detail, voice-over, music and
dialogue with sequence of
events
● experiment with words,
phrases, sentences and
multimedia effects to enhance
meaning and emphasis
13
alignment, shape and slant
● apply word processing
skills, and use publishing
programs to organize
information
-Expand knowledge of language
● use an increasing variety of
words to express and extend
understanding of concepts
related to personal interests
and topics of study
● recognize English words
and expressions that come
from other cultures or
languages
● extend word choice through
knowledge of synonyms,
antonyms and homonyms
and the use of a thesaurus
● distinguish different
meanings for the same
word, depending on the
context in which it is used
-Enhance artistry
● experiment with combining
detail, voice-over, music
and dialogue with sequence
of events
● experiment with words,
phrases, sentences and
multimedia effects to
enhance meaning and
emphasis
Will be revised upon completion of

Grade 2 & 3 Literacy
This is for Sally Leung’s Unit 1: Poetry
class. Reading: 12 classes (For reading) 15
(for writing)
In this unit, students will engage primarily
with poetry to practice and familiarize
themselves with several different letter
blends. Students will analyze poems to
find blends, while working on reading
(decoding) strategies (ie. chunky monkey,
eagle eye, lips the fish, stretchy snake,
tryin’ lion,skippy frog, flippy dolphin) in a
routine format. Students will also write
their own short poems by manipulating
words, in a guided format. Students will
also experience editing and revising.
Poetry related to POS:
Unit 1 Continues
Fall Time Skill Building
7 Classes
During this week, guided reading will
continue as part of the classroom
routine, literacy interventions will
occur and conferencing will occur. As
such, we will engage in a series of
lessons that will work a variety of
skills. Students will engage in many
hands-on activities and centers.
Students will continue working on
word manipulation and decoding skills
Any trouble areas from unit 1 (section
below will be updated as unit 1 occurs)
14
the unit in November in Zentner’s
class.
Resources:
https://sites.google.com/view/
ela4crew/home?authuser=0
https://www.youtube.com/watch?
v=AxInWagSaA0&t=67s
Visual rubric sheets
(https://vm.tiktok.com/ZMNupoAw2/?
k=1)
● Playlist with music students
enjoy (encanto, frozen,
disney)
● Graphic organizer
● Writing prompts (Emoji,
pictures, sentences
N/A N/A
RESOURCES FOR Literacy
As provided from Sally Leung
· Lucy Calkins’ Writers’
Workshop- Grade 2
· Lucy Calkins’ Writers’
Workshop- Grade 3
· Spelling Makes Sense
· Sentence-A-Day
· Literacy Place
· Leveled Readers
· Poem of the week
 15

will be addressed again this week, · FNMI readers

Organizing Idea;
Text Form and Structures: Identifying and
applying text forms and structures
improves understanding of content literary
styles, and our rich language traditions.
GLO:
Students explain how the organization of
ideas and information within texts can
support the purpose or meaning of
messages:
- Poetry includes words or phrases
used in imaginative ways to
create meaning or effects
- Poetic structures include acrostic
and rhyming couplet
- An acrostic poem is a poem in
which letters in each line spell
out a word or phrase.
- A rhyming couplet is a pair of
lines in poetry that rhyme and
usually have the same rhythm.
- Poetry can expand how we think
and feel about what can be seen,
heard, smelled, tasted, touched,
or experienced in the world.
- Identify words or phrases used
in imaginative ways that support
messages in poetry and song.
- Recognize how poetry and song
can expand how we think and
feel about what can be
experienced.
- Examine poetic structures,
including acrostic poems and
rhyming couplets.
- Share a short poem from
memory with appropriate
volume emphasis, and
enunciation
GLO: Students relate the form and
structure of texts to the communication
of ideas and information:
- Poetry includes words or
however, the mode will be primarily · Jolly Phonics
through oral language. This will also · RAZ Kids
promote listening, speaking, and · Epic Books
community building skills. · Vooks
· PoS
** Need to clarify with teacher that
this is acceptable**
GLO: Students examine and adjust
listening and speaking to
communicate effectively
- Sharing circles are
traditional Indigenous
practices, with protocols for
listening and speaking that
involve
- Everyone having
an opportunity to
speak
- Respectfully
listening when
others are
speaking
- Oral traditions use
language to
support ways of
knowing
- Participate in a
sharing circle
- Listening and speaking skills
can build confidence and be
developed through
discussions, and
collaborative activities
- Contribute to a variety of
listening and speaking
activities to build confidence
in oral language skills
- Listening involves
- Maintaining focus,
asking and
responding to
questions, using

phrases used in a non-literal way
to create a desired effect
(figurative language).
- Poetic structures include
● haiku
● limerick
- A haiku is a short Japanese
poem of seventeen syllables
(organized into three lines of
five, seven, and five syllables)
that traditionally emphasizes
images from nature.
- A limerick is a poem that
consists of five lines with a
rhyme scheme of AABBA.
- Poetry is a form of expression
that encourages creativity and
new ways of thinking about
ideas and feelings.
- investigate words or phrases
applied creatively in poetry.
- Examine poetic structures that
contribute to creative expression
of ideas.
- Experiment with creating haikus
and limericks.
Decoding/Fluency (Reading) related POS:
Organizing Idea: Phonological
Awareness: Foundational literacy is
supported by the ability to identify and
manipulate sounds in oral language.
GLO: Students apply understandings of
how sounds create meaning in oral
language.
- Consonant blends can be
separated into their individual
sounds.
- Consonant blends can be located
anywhere in words.
- Words can be separated
(segmented) into syllables or
sounds (phonemes).
16
appropriate body
postures and
gestures, paying
attention to the
words, feelings,
and behaviors of
others
- Listening helps to
develop and
maintain positive
relationships in a
variety of
situations
- Contribute to
discussion as a
listening and
speaker
GLO: Students examine and apply
listening and speaking skills,
processes, or strategies in a variety
of formal and informal interactions:
- Stories can last and be retold
over long periods of time
- Traditional knowledge
through oral traditions can
- Vary in form or
delivery
- Build community
- Serve as a guide
for living and
learning
- Share information of
personal or cultural
significance passed between
generations of people
- Dialogue is an exchange of
ideas, information, or
opinions.
- Effective dialogue includes
● listening
● staying on topic
● asking questions
● contributing
 17

- Segment sounds in words that

have consonant blends. - Speaking involves grouping
- Blending is combining sounds or and separating words
word parts located anywhere in through phrasing and
words. pausing.
- Consonant blends are two or - Pauses can be used to
more consonants that appear support meaning or create
together in a word and represent emphasis.
sounds that are combined - Speaking can be supported
smoothly. through
- Individual sounds and consonant ● relaxation
blends can be blended into a ● breathing
sequence to form words.
● posture
- Syllables and individual sounds
- Listening and speaking can
can be blended into a sequence
enhance the exchange of
to form words.
ideas, information, or
- Blend sounds in words that have
opinions.
consonant blends.
- Engage in dialogue to
express and understand
Organizing Idea:
messages.
Fluency: Comprehension and literary
- Examine the effectiveness of
appreciation are improved by the
dialogue in learning and
ability to read a range of texts
social interactions.
accurately, automatically, and with
- Support speech through
expression.
relaxation, breathing, or
posture.
GLO: Students apply fluency strategies
- Consider the contributions of
while reading.
others when exchanging
- Fluency development
ideas or opinions.
contributes to the ability to
understand messages.
- Blend sounds quickly and
accurately to decode unfamiliar
messages.
- Apply language structure,
meaning, and rapid word
recognition to support fluency.
- Read at a steady, comfortable
pace.

Organizing Idea:
Phonics: Foundational literacy is
supported by understanding relationships
between sounds in oral language and the
letters that represent them.
 18

GLO Students investigate how phonics

connects to word formation and
supports the processes of reading and
writing.

- Consonant clusters blend two or

three consonant sounds.
- Consonant clusters appear at the
beginning and ending of words.
- Consonant digraphs are two
consonant letters that appear
together and represent a single
sound that is different from the
sound of either letter (e.g., sh).
- Chunking is a phonetic strategy
used to decode that breaks large
words into small parts.
- Connections can be made
between phonemes and
graphemes, including consonant
clusters and digraphs.
- phonics supports the reading and
writing of texts.
- Recognize consonant clusters at
the beginning and ending of a
word.

Writing Conventions/ Organization: POS

Organizing idea:
Writing: Ideas and information can be
articulated accurately and imaginatively
through the use of writing processes

GLO: Students create and enhance

ideas and information by applying a
variety of writing processes
Writing processes used to organize
and share messages include
● planning
● writing
● editing
● sharing
- Editing involves noticing and
 19

correcting errors in spelling,

grammar, and punctuation.
- Generate ideas that can be
expressed through messages.
- Create written messages that
align with an intended audience
or purpose.
- Share written messages with
others.

GLO: Students investigate writing and

research processes that support
informed written expression
- Writing processes used to
organize and share messages
include
● planning
● drafting
● revising
● editing
● sharing
- Planning includes
● consideration of audience,
purpose, and form
● idea generation
- Methods and tools that can
support planning include
● graphic organizers
● sketching
- Writing can capture ideas,
memories, investigations, and
stories.
- Create written texts for a variety
of audiences and purposes.
- Use organizational processes,
methods, or tools to support the
creation of written texts.
- Revise written texts for
accuracy, clarity, or appeal by
adding, removing, or changing
words or sentences.
- Edit writing for spelling,
punctuation, and grammar.

- Read written texts aloud to
check for writing fluency.
Grade 2 & 3 Numeracy
N/A
N/A Unit: Number (+/-)
Grade 2:
Organizing Idea: Number
Guiding Question:
How can addition and subtraction be
interpreted?
(GLO) Students investigate addition and
subtraction within 100.
- The order in which more than two
numbers are added does not affect
the sum (associative property).
- A sum can be composed in
multiple ways.
- Visualize 100 as a composition of
multiples of 10in various ways.
- Compose a sum in multiple ways,
including with more than two
addends.
- Familiar addition and subtraction
number facts facilitate addition
and subtraction strategies.
- Addition and subtraction
strategies for two-digit numbers
include making multiples of ten
and using doubles.
- Addition and subtraction can
represent the sum or difference of
countable quantities or
measurable lengths.
- Recall and apply addition number
facts, with addends to 10, and
related subtraction number facts.
- Investigate strategies for addition
and subtraction of two-digit
20
Unit: Number (+/-)
- Continue into December
If time permits:
Unit: Shapes
Grade 2:
Organizing Idea: Geometry
Guiding Question:
How can shape influence perception of
space?
GLO: Students analyze and explain
geometric attributes of shape.
- Common geometric attributes
include
● sides
● vertices
● faces or surfaces
- Two-dimensional shapes may
have sides that are line
segments.
- Three-dimensional shapes may
have faces that are two-
dimensional shapes.
- Shapes are defined according to
geometric attributes.
- A shape can be visualized as a
composition of other shapes.
- Sort shapes according to two
geometric attributes and
describe the sorting rule.
- Relate the faces of three-

numbers.
- Add and subtract numbers within
100.
- Verify a sum or difference using
inverse operations.
- Determine a missing quantity in a
sum or difference, within 100, in a
variety of ways.
- Solve problems using addition
and subtraction of countable
quantities or measurable lengths.
Grade 3:
Organizing Idea: Number
Guiding Question:
How can processes be established for
addition and subtraction?
GLO: Students apply strategies for
addition and subtraction within 1000.
- Recall of addition and subtraction
number facts facilitates addition
and subtraction strategies.
- Standard algorithms for addition
and subtraction are conventional
procedures based on place value.
- Estimation can be used to support
addition and subtraction in
everyday situations, including
● when an exact sum or difference
is not needed
● to check if an answer is
reasonable
- Addition and subtraction
strategies can be chosen based on
the nature of the numbers.
- Standard algorithms for addition
and subtraction may be used for
any natural numbers.
- Relate strategies for the addition
and subtraction of two-digit
numbers to strategies for the
addition and subtraction of three-
digit numbers.
21
dimensional shapes to two-
dimensional shapes.
- Create a picture or design with
shapes from verbal instructions,
visualization, or memory.
Grade 3:
Organizing Idea: Geometry
Guiding Question:
In what ways might geometric properties
refine interpretation of shape?
GLO: Students relate geometric properties
to shape.
- Geometric properties can
describe relationships,
including perpendicular,
parallel, and equal.
- Parallel lines or planes are
always the same distance apart.
- Perpendicular lines or planes
intersect at a 90° (right) angle.
- Right angles can be identified
using various referents, such as
● the corner of a piece of paper
● the angle between the hands on
an analog clock at 3:00
● a capital letter L
- Polygons include
● triangles
● quadrilaterals
● pentagons
● hexagons
● octagons
- Regular polygons have sides of
equal length and interior angles
of equal measure.
- Geometric properties are
relationships between
geometric attributes.
- Geometric properties define a
class of polygons.
- Describe geometric properties
 22

- Model regrouping by place value of regular and irregular

for addition and subtraction.
- Explain the standard algorithms
for addition and subtraction of
natural numbers.
- Add and subtract natural numbers
using standard algorithms.
- Estimate sums and differences.
- Solve problems using addition
and subtraction.
polygons.
- Sort polygons according to
geometric properties and
describe the sorting rule.
- Classify polygons as regular or
irregular using geometric
properties.

Assessment:
· Menu summative assessment Assessment:
· Centers for formative assessment · Menu summative assessment
and summative · Centers for formative assessment
· Wkbk for formative assessment and summative
· Hands on activities within lessons for · Wkbk for formative assessment
formative · Hands on activities within lessons
· Whiteboards for formative check in for formative
and exit slips · Whiteboards for formative check in
· Math Journals and exit slips

Resources: Building Fact Fluency Resource Box @ school

Math Journal

Box Cars

One-Eyed Jacks – Jane Felling

September: October:

Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5 6 FIRE DRILL 10 7

PS2 Final Assessment PS2 Final PS2 Final Assessment

No School No School PS2 Final PS2 Final Assessment Assessment
Assessment
⅘ Data Analysis 2 Dog Police Grade ⅘
5 6 7 8 9 ⅘ Data Analysis 2 ⅘ Data Analysis 2 10:15
⅘ Data Analysis ⅔ Lit blends ⅔ Lit. Poetry
French U1 ⅔ Lit. Poetry
A-M Attend N-Z attend All students attend 2 French U1 French U1 French U1
⅔ Lit blands Culture Thursday
Fr Mini Unit A French U1 (Speaking/Listening) :

Fr Mini Unit A
 23

12 13 14 15 16 10 11 12 13 14
Welcome back event No School No School Culture Thursday
5:15 Thanksgiving Assessment Day Seminar 3 (Reading/Writing)
.⅘ Data Analysis 1 ⅘ Data Analysis 1 ⅘ Data Analysis 1 ⅘ Data Analysis 1 French U1 French U1 French U1
⅔ Literacy Blends ⅔ Lit. Blends ⅔ Lit.Poetry ⅔ Lit.Poetry ⅘ Data Analysis 2 ⅘ Data Analysis 2
Fr Mini Unit A Fr Mini Unit A Fr Mini Unit A Fr Mini Unit A Fr Mini Unit A ⅔ Lit. Poetry ⅔ Lit. Poetry

19 20 21 22 23 17 18 19 20 21
Eval School Photos Grad info
TPGP draft due ⅘ Data Analysis 1 TERRY FOX Goals Reflection No School No School
Eval Eval Eval ⅔ Lit.Poetry DAY ⅘ Data Analysis PTI
⅘ Data Analysis 1 ⅘ Data Analysis 1 ⅘ Data Analysis 1 French U1 Eval 2 ⅘ Data Analysis 2 ⅘ Data Analysis 2 PL Day
⅔ Lit. Blends ⅔ Lit. Blends ⅔ Lit.Poetry ⅔ Lit Poetry ⅔ Lit Poetry ⅔ Lit. Poetry
French U1 French U1 French U1 French U1 French U1 French MUB

26 27 28 29 30
24 25 26 27 28
TPGP Final Due No school
⅘ Data Analysis 1 ⅘ Data Analysis 1 ⅘ Data Analysis 1 ⅘ Data Analysis 1 Trust & DIWALI Courage Awards
⅔ Lit. Blends ⅔ Lit.Poetry ⅔ BREAK FOR ⅔ BREAK FOR Reconciliation 9:30-10:00
French U1 French U1 Orange Shirt Day Orange Shirt Day Day ⅘ Data Analysis ⅘ Data Analysis 2 ⅘ Data Analysis 2 ⅘ Data Analysis 2
Reading/Activity Reading/Activity 2 ⅔ Halloween ⅔ Halloween ⅔ Halloween French MUB
French U1 ⅔ Halloween French MUB French MUB French MUB
Culture Thursday Culture Thursday:
French U1 French MUB (Speaking/Listening)
Reading/Writing)

31

PIP proposal
⅘ Data Analysis
2
⅔ Halloween
French MUB

November

Monday Tuesday Wednesday Thursday Friday December

Monday Tuesday Wednesday Thursday Friday

1 2 3 4
⅘ Narrative 1 ⅘ Narrative 1 ⅘ Narrative 1
1 2
⅔ Num. +- ⅔ Num. +- ⅔ Num. +- Fr U2 ⅘ Narrative 2 FRu3
Fr U2 Fr U2 Fr U2 ⅔ Num. +-
Culture Thursday
(Reading/Writing) FRu3
Culture Thursday
(Reading/Writing)
7 8 9 10 11
Photos Retakes 5 6 7 8 9
⅘ Narrative 1 REMEMBRANC Remembrance Day
Christmas Christmas
⅘ Narrative 1 ⅘ Narrative 1 ⅔ Num. +- E DAY ⅘ Narrative 2 Show Show ⅘ Narrative 2
 24

⅔ Num. +- ⅔ Num. +- Fr U2 ⅔ Num. +- ⅘ Narrative 2 ⅘ Narrative 2 ⅔ 2D&3D FRu3

Fr U2 Fr U2 ⅘ Narrative 1 FRu3 ⅔ 2D&3D ⅔ 2D&3D FRu3
⅔ Num. +- FRu3 FRu3 Culture Thursday:
Sp./Lis.
Fr U2
Culture Thursday: Sp.

12 13 14 15 16
14 15 16 17 18 FRu3 FRu3 FRu3 FRu3 FRu3
ROCK YOUR
MOCKS FrFlex FRFlex FRFLex FrFLEX FrFLEX
Fr U2 ⅘ Narrative 1 ⅘ Narrative 1 ⅘ Narrative 2 ⅘ Narrative 2 ⅘ Narrative 2 ⅘ Narrative 2
⅘ Narrative 1 ⅔ Num. +- ⅔ Num. +- ⅔ 2D&3D ⅔ 2D&3D ⅔ 2D&3D ⅔ 2D&3D
Fr U2
⅔ Num. +- Fr U2 Fr U2 Fr U2
⅘ Narrative 1 Culture Thursday
⅔ Num. +- (Reading/Writing)
19 20 21 22 23
Courage Awards Last Day before
9:30-10:00 Break
21 22 23 24 25
SUPERHERO ⅘ Narrative 2
Heap the jeep ⅘ Narrative 2 ⅔ 2D&3D ⅘ Narrative 2 ⅘ Narrative 2 FRRecap
⅘ Narrative 1 ⅘ Narrative 1 ⅘ Narrative 1 ⅘ Narrative 1 ⅔ 2D&3D ⅔ 2D&3D ⅔ 2D&3D
⅔ Num. +- ⅔ Num. +- ⅔ Num. +- ⅔ Num. +- FRMUC
Report cards FRMUC FRMUC FRMUC
Fr U2 FRu3 FRu3 FRu3 Available
Culture Thursday: Sp.
FRu3

28 29 30
Courage Awards
2:30-3:00
FRu3 FRu3 FRu3 FRu3
⅘ Narrative 1 ⅘ Narrative 1 ⅘ Narrative 1 ⅘ Narrative 1
⅔ Num. +- ⅔ Num. +- ⅔ Num. +- ⅔ Num. +- FRu3
 25

My Weekly Schedule

Monday Tuesday Wednesday Thursday Friday

8:25-8:35 AM Supervision AM Supervision AM Supervision AM Supervision AM Supervision

8:35-9:15

9:15-9:45 Grade ⅘ French Grade ⅘ French Grade ⅘ French

(Martin

9:45-10:15 Grade ⅘ French Grade ⅔ Grade ⅘ French Grade ⅘ Grade ⅘ French

10:15-10:45 Grade ⅘ French Grade ⅔ Grade ⅘

10:45-11:05
Top play, bottom eat

11:05-11:25
Top play, bottom eat

11:30-12:00 Grade ⅘ Grade ⅔ Friday Dismissal

12:00-12:30 Grade ⅘ Grade ⅘ French Grade ⅔ Grade ⅘ French

12:30-1:00 Grade ⅘ French Intern Grade ⅘ French

Collaboration
Time

1:00-1:30 Intern Grade ⅘ French

Collaboration
Time

1:30-1:50
Top play, bottom eat

1:50-2:10
Bottom play, top eat

2:15-2:45 Grade ⅔ Grade ⅘ Grade ⅘ Grade ⅔

2:45-3:15 Grade ⅘ Grade ⅔

3:15-3:45
3:45-3:47– Clean Up