Social Studies Jan.

19

Stage 1: Desired Results

GLOs: Students will:

3.1 Students will demonstrate an understanding and appreciation of how
geographic, social, cultural and linguistic factors affect quality of life in
communities in India, Tunisia, Ukraine and Peru.

SLOs: Students will:

3.1.1 Demonstrate an awareness of and interest in the beliefs, traditions and
customs of groups and communities other than their own.
3.1.2 What are the traditions, celebrations, stories and practices in the
communities that connect the people to the past and to each other.
How is identity reflected in traditions, celebrations, stories and customs in
the communities?
How is cultural diversity expressed within each community?

Learning Students will:

Objectives Students will engage with elements of Tunisian culture and be able to
identify and discuss features of Tunisian culture.

Stage Two: Assessment Evidence

Formative Class Discussion Summative ● N.A

Assessment: Assessment:
Think-pair-share
 Stage 3: Learning Experience

Resources Resources:
and
Materials Connecting with the World (2005). Many Voices. Pearson Education Canada: Toronto.
Tunisian Style Dance (2012) Mark Hurd. Retrieved from
https://www.youtube.com/watch?v=cVneREb4ptk

Count from 1 to 10 in Arabic (2019). Mondly Languages. Retrieved from

https://www.youtube.com/watch?v=cVneREb4ptk

Trying Tunisian Food! (2019). Snaps from Abroad. Retrieved from

https://www.youtube.com/watch?v=oGiiO-0WGok

Muslim Prayer (2020). TrueTube. Retrieved from https://www.youtube.com/watch?

v=oGiiO 0WGok

Materials:
Class power point presentation
Notes booklet handout
Prior to Lesson:
Have powerpoint presentation prepared
Notes booklet prepared and ready to handout

Time: Content/Description

10:15-11:00am
Introduction
3-5  We will do a brief review of what culture is Starting with a review
minutes and the 6 main parts of culture. (we just helps students to be ready
reviewed on Tuesday so I will keep it brief) to engage with new
 Introduce what we will be doing today. We will material.
also pass out the textbooks and they will get
out their Traditions and Celebrations booklets.

Lesson
 We are beginning to learn about Tunisian culture Doing a gallery read
today. provides students an
  I will give students about 5 or so minutes to do a opportunity to introduce
“gallery read” of the Tunisian pages of the themselves to the material
textbook. They can look at the pictures, skim read at their own pace and
through and read things that spark their interest. I practises the skill of
will then give them about 2 minutes to “think-pair- gathering information
share” with a partner sitting next to them. After we from a source.
will do a couple minutes of sharing what they
noticed/learned.
35 minutes  Next, we will watch short videos about Tunisian
dancing, food, beliefs and language pausing after Watching videos about
each for brief discussion. I can record students’ the countries we are
observations either on the board or slide. learning about has been a
Something I am hoping they notice are: more engaging way to
start learning about a new
Dance  country before getting
into textbook work.
 Arms in air 
 Hips moving 
 Flowing fabric with belt 
 Chains 
 Head is covered

Food 

 Kafteji
 Ojja
 Spicy, eggs, olives

Beliefs

 Pray 5 times a day

 Muslim
 Kneel
 Shoes off
 Mat faces forward
 Head touches ground

 With any remaining time, students can

Working independently to
independently read through pages 32-34 of the
read the textbook and fill
textbook and start working on filling in the blanks
on the first page “Celebrating Tunisian Culture” in in blanks works on the
important skills of close
 their booklets. I will walk around to observe and reading and finding
help students. We will likely not have time for information.
them to get very far with this but that okay we will
continue working on it next week.
Closure:
 Students can return textbooks to the table and the Because today is the first
front of the room and put the booklets away in day they are learning
2 minutes their binder. about Tunisian culture I
 I will send them for a 5 minute break before have not planned a
coming back for LA and grammar. closure activity or
formative assessment such
as an exit slip because we
Differentiation usually do these after the
 There are a variety of learners in the class second day of learning
including several ELL who are at different about a country.
reading and writing levels. For this reason,
independently reading textbook pages may be
challenging. However, all students are
encouraged to try and material will be reviewed
as a class so students will still learn what they
missed reading. I have tried to make the
booklets accessible for all students by having
this sheet fill in the blank rather writing full
answers.
 When students are working with the textbooks
I will walk around and pay extra attention to
ELL students to offer support when needed.
Grammar Jan. 19 Finishing up Common and Proper Nouns

Outcomes: 

General Outcome 4

4.2 Attend to Conventions

Objective:  

Students will be able to define common and proper nouns and identify each in sentences. 

Introduction: 3-5 minutes

 Ask students what nouns, common nouns and proper nouns are. Ask them to identify the
difference between common and proper nouns and give examples of each.
 Do an inventory of where students got to yesterday (how many finished the worksheet
and moved on to task cards)
Body: 18 minutes
 Students will finish working through the common and proper noun material starting with
the practise worksheet, assessment worksheet and then task cards. If students have
finished all three I will have them go back to the task cards flip them over and answer the
questions on the backside (they printed double sided so only 15 of the 30 are displayed)
 I will walk around and support students especially ELL. I will also try to spend a few
minutes working specifically with the Ukrainian girls.
Closure: 2 minutes
 Students will hand worksheets into me and take down the task cards around the room to
be recycled.