Grade(s): 5 Unit: Global Citizenship (Language, Science, Social Studies) Timeline: 3 weeks

Big Ideas Rationale

How we communicate in This unit is designed to be responsive to the interests and strengths of the students in this class, as
the world is an important well as provide voice and choice in relation to an authentic learning task. Students will engage in
part of being a learning about the characteristics of a global citizen and make connections to their own identities,
contributing member of lived experiences, and interests. Students will engage in learning across the Language, Science,
the global community. and Social Studies subject areas, and focus on four transferable skills (critical thinking and problem
solving; innovation, creativity, and entrepreneurship; collaboration; global citizenship and
(Social Studies) To be sustainability). Integrated in this unit are texts (books, online articles, social media posts) that
active and effective elevate diverse perspectives, particularly Black and Indigenous authors, activists, and
citizens, Canadians need environmentalists.
to understand their rights
and responsibilities as
well as how governments
work.

Curriculum Learning Goals Success Criteria (“I can” statements)

Expectations

Overall: Language A1: We are developing our understanding of what ● Engage in learning about and express my
Transferable Skills it means to be a global citizen, and how this thinking about global citizenship and make a
impacts our perspective in various literacy plan to develop my capabilities as a global
Specific: contexts. citizen (A1.2)
A1.2 Student Agency
and Engagement We are learning how other transferable skills,
such as critical thinking and problem solving;
innovation; creativity; and collaboration,
influence our ability to be an effective global
citizen.

Overall: Language A2: We are learning to apply our knowledge and ● Select and use digital tools to design a text
Digital Media Literacy skills to critically read, watch, think about, and that addresses an authentic, relevant, and
create media real-world problem (A2.6)
Specific: A2.6
Innovation and Design

Overall: Language B1 We are learning to applying listening, ● Use appropriate speaking strategies, including
Oral and Non-Verbal speaking, and non-verbal communication paraphrasing and restating, to clearly
Communication skills and strategies to communicate with an communicate my ideas about global
audience citizenship (B1.3)
Specific: B1.3 Speaking
Purposes & Strategies

Overall: Language C1: We are learning to understand a variety of ● Identify text patterns and features in various
Knowledge About Texts texts, including books, social media posts, text forms, including digital and cultural text
videos, and images, created by people with forms, and explain how they help me to
Specifics: diverse identities, perspectives, and understand the text (C1.3)
C1.3 Text Patterns and experiences. ● Explain how images, graphics, and visual
Features design contribute to the text’s meaning (C1.4)
C1.4 Visual Elements of We are learning to identify elements of a text
Texts such as text patterns, features, and elements
of style.

Overall: Language C3: We are learning to use critical thinking skills to ● Make global inferences related to texts, using
Critical Thinking in analyze how various perspectives about the explicit and implicit messages (C3.2)
Literacy topic of global citizenship are communicated ● Identify explicit and implicit perspectives
in various texts, including digital and cultural communicated in text (C3.5)
Specifics: text forms. ● Give evidence related to biases in texts and
C3.2 Making Inferences how these biases influence the audience
C3.5 Perspectives within (C3.5)
Texts
Overall: Language D1: We are learning to brainstorm, make a plan, ● Generate ideas about global citizenship,
Developing Ideas and gather information, and organize content to making connections to other subject areas
Organizing Content create a text form related to our identity as a and my own lived experiences (D1.2)
global citizen ● Use information gathered into a clear
Specifics: sequence related to the chosen text form and
D1.2 Developing Ideas medium (D1.4)
D1.4 Organizing Content

Overall: Language D2: We are learning to create, revise, edit, ● Establish a personal voice in my text about
Creating Texts proofread, and reflect critically on the text that global citizenship, using an appropriate tone
we create. based on the form and genre (D2.3)
Specifics: ● Create a text where I clearly identify my point
D2.3 Voice of view, perspective, and bias, and explain
D2.4 Point of View and how my message might be interpreted by
Perspective audiences with different perspectives (D2.4)

Overall: Language D3: We are learning to choose media, techniques, ● Produce a final text using a variety of
Publishing, Presenting, and tools that will effectively communicate our techniques and digital design (D3.1)
and Reflecting message around global citizenship in a
published text.
Specific: D3.1
Producing Final Texts

Social Studies We are learning the key roles and ● Identify and explain some rights and
Overall B3: responsibilities of an active and effective responsibilities of Canadian citizens (B3.1)
Understanding Context global citizen, including the impact that can be ● Explain how citizens can take action on a
made at various levels of government. social or environmental issue (B3.9)
Specifics: B3.1, B3.9

Science We are learning to: analyze how various ● Identify some social and environmental
Overall B1: Relating social and environmental and human activities factors that affect human physical and mental
Science and Technology influence what it means to be a global citizen health (B1.1)
to our Changing World Describe how a global citizen can take action to
reduce the harmful effects of these factors
Specifics (Human (B1.1)
Health and Body Explain why a global citizenship should be aware
Systems): B1.1, B1.3 of the importance of food literacy (B1.3)

Transferable Skills Learning Skills and Work Habits

Critical thinking and problem solving ❏ Organization

Innovation, creativity, and entrepreneurship ❏ Independent Work
Self-directed learning ❏ Collaboration
Collaboration
❏ Responsibility
Communication
Global citizenship and sustainability ❏ Initiative
Digital literacy ❏ Self-Regulation

Identity* Skills* Intellect* Criticality* Joy*

❏ How will my ❏ How will my ❏ How will my ❏ How will my ❏ How will my
planning and planning and planning and instruction planning and instruction planning and instruction
instruction help instruction build build students’ engage students thinking cultivate joy for students?
students learn students skills for the knowledge? about power, equity and
something about content area? the disruption of
themselves and/or oppression?
about others?
* From Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad (2020)

Assessment Plan:
Conversations, Observations, and Products
Differentiate to support student strengths, needs, voice, and choice
 Assessments for learning Assessments as learning Assessments of learning
How will I gather ongoing evidence to inform How will students partner in the assessment What opportunities will students have to
feedback and next steps for instruction? process (self and peer)? demonstrate their achievement of the
learning goals?

Class discussions (ongoing)
Idea generation on collaborative chart
paper (Lesson 1 and ongoing)
Conversations/Observations during read
alouds (The Water Walker, Hidden
Figures, Go Show the World) (Lessons
2,3,4)
Self and peer assessment of social Culminating task: I am a global
media post template (Lesson 6) citizen
- Co-created rubric
Global citizen characteristics organizer - Opportunity to submit task
(Lesson 7) in format of their choice
(product) as well as present
Self and peer assessments using single or record discussion
point rubric for drafts of CT (Lessons 9-13) (conversation or
observation)

UNDRIP Graphic organizer (Lesson 4)

3-2-1 organizer (Lesson 5)

Social Media post template (Lesson 6)

Global citizen characteristics organizer

(Lesson 7)

CT Planning organizer (Lesson 8)

Links to Prior Knowledge

➔ Citizenship Education Framework (SSHG document)

➔ Exposure to variety of text types
➔ Building on research skills

Instructional Accommodations and Modifications

Considerations

Readiness (e.g. chunking Class Portrait: e.g. Considerations for MLLs, students with IEP, etc.
of tasks)
Interest (e.g. sharing of ➔ MLL personal dictionary of terms (vocabulary building)
ideas amongst
➔ Student Choice/Voice - choice in format and style of culminating task, choice of instructional
students/the class)
Learning Portrait / Style/
texts during independent and guided learning
Preference ➔ Flexible seating
Content (e.g. cross- ➔ Additional time/flexible due dates
curricular, ➔ Use of assistive technology
differentiated texts) ➔ IEP considerations for Social Studies and Science expectations
Process (e.g., mixed
groupings)
Environment (e.g.,
preferential seating)
Tasks (e.g., student
choice, differentiate
formats, scaffolding,
timing)

Resources/ Materials

Considerations: Possible Texts

● YRDSB Text Go Show the World by Wab Kinew
Selection Tool The Water Walker by Joanne Robertson (and Teacher Guide)
Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly
● Teaching in a
Viola Desmond Won’t Be Budged by Jody Nyasha Warner
Good Way
● FNMI Texts in Global Citizen resources:
Classrooms United Nations Sustainable Development Goals
● Affirming Black Link to Times list of Global Citizens as a possible resource.
Identities and Youth activist Canadian changemakers - candahelps.org
 Excellence Canadian teen climate activists you should know (CBC Kids News)
Environmental Education 30 under 30

Notes to the Teacher

Educator will consider CRRP- knowing learners (identities, lived experiences) in relation to global events encountered in texts
and during class discussions

Lesson Sequence

Lesson # Instructional Lesson Description Assessment

and title Approach

1 ❏ Modelled Minds on: Pose the question to the Class “What does it mean to For Conversation
As Observation
What does it ❏ Shared be a global citizen?”
Of Product
mean to be a ❏ Guided
global ❏ Independent Action: Students discuss what this means - make a
citizen? collaborative list on chart paper to refer back to. It is ok if this list
is inaccurate - as long as the class agrees! This list will be able
to be edited later.

Consolidate: How can we find out more about Global Citizens?

What are our next steps?

Materials: Chart paper and markers

2 ❏ Modelled Minds on: Read aloud “The Water Walker” by Joanne For Conversation
As Observation
How do we ❏ Shared Robertson. Model the thinking strategies to pull out the details
Of Product
know a global ❏ Guided that lead us to the theme. Use the Teacher Guide for building
citizen when ❏ Independent vocabulary and support questions.
we find one?
Action: Use excerpted pages from the text to annotate on a
Jamboard. What examples of global citizenship do we see in this
story? What are are some specific rights and responsibilities of
Canadian citizens that we see in this text? (connection to
government, Indigenous sovereignty and rights)

Consolidate: Pull together the different ideas about what it

means to be a global citizen, connecting back to “The Water
Walker”. Do we need to change/edit our original ideas from the
previous lesson? Where might we look to find more information
about what makes a global citizen?

Materials: Book “The Water Walker” by Joanne Robertson

Library/Computers

3 ❏ Modelled Minds on: Read aloud “Hidden Figures: The True Story of Four For Conversation
As Observation
Are Global ❏ Shared Black Women and the Space Race” by Margot Lee Shetterly. Product
Citizens and ❏ Guided Model the thinking strategies to pull out the details that lead us to Of
Leaders ❏ Independent the theme.
similar?
Action: Reading about people in the world - who do we consider
a leader and why? Let’s look for some leaders in different areas
that we think are an important part of the global community.

Consolidate: Who did we find as leaders? Let’s make a list - it

is ok if we don’t all agree. Leaders can mean different things to
different people.
Connect back to Hidden Figures. Does this text connect to any
of the ideas about global citizenship and leadership that you
have identified?
 Materials: book “Hidden Figures: The True Story of Four Black
Women and the Space Race” by Margot Lee Shetterly
Library/Computers

4 ❏ Modelled Minds on: Read aloud “Go Show the World” by Wab Kinew. For Conversation
Observation
What is a ❏ Shared Model the thinking strategies to pull out the details that lead us to As
Of Product
hero? How ❏ Guided the theme.
does our idea ❏ Independent
of hero Action: Introduce students to UNDRIP. Review Canadian citizen
connect to rights and responsibilities and make connections to how this
global connects to being a global citizen (graphic organizer in groups).
citizenship? Engage in research related to characteristics of global
citizenship.

Consolidate: pull together the different ideas about what it

means to be a global citizen. Do we need to change/edit our
original ideas from the previous lesson?
Connect back to “Go Show the World”. Does this text connect to
any of the ideas about global citizenship that you have
identified?

Materials: Book “ Go Show the World” By Wab Kinew

Computers, UNDRIP graphic organizers

5 ❏ Modelled Minds on: Show a visual photo of a moment of global For Conversation
As Observation
Global ❏ Shared environmental crisis.
Of Product
Citizenship in ❏ Guided Prompt students to consider:
a moment in ❏ Independent What is happening in this photo?
time. What do you see that makes you say that?
What else do you notice?

Mini-lesson: How might your bias and perspective impact how

you interpreted this photo? Discuss bias and perspective in
media texts.

Action:
Generate a discussion why we need individuals that advocate for
climate change.
How do social and environmental factors impact the work of a
global citizen? (connections with Science).
How do bias, perspective, and lived experience influence the
causes a global citizen might connect to?

Model the 3-2-1 Instructional Strategy (using questions below)

using a person named in the Go Show the World text.

With a partner, students will select a Black Canadian

Environmentalist to explore with the 3-2-1 Instructional Strategy.
https://greenlearning.ca/blog/environmental-education/7-black-
canadian-environmentalists-were-inspired-by
1. Peter Soroye
2. Larisa Crawford
3. Chuk Odenigbo
4. Alicia M. Richins
5. Jacqueline L. Scott
6. Cheyenne Sundance
7. Demiesha Dennis

With a partner, they will engage in Short Story 3-2-1 instructional

strategy.
3 Things: They have done for the environment

2 Quotes (written or oral) that speak to their passion for

change
 1 Reason that they are global citizens.

Consolidate: Students can share back their 3-2-1 instructional

strategy. Based on all information collected, the class will come
to a collective response as to why that environmentalist
demonstrates global citizenship. Make explicit connections to
Science curriculum.

Materials: 3-2-1 Graphic organizer, photo of global

environmental crisis, computers.

6 ❏ Modelled Minds On: Invite students to explore these media texts. For Conversation
As Observation
Global ❏ Shared Consider how this social media exchange demonstrates global
Of Product
Citizenship in ❏ Guided citizenship.
Social Media ❏ Independent

Extension Question: How is social media a powerful tool for

change?

Action:
Continue discussions re: bias, perspective specifically in media
texts. Draft a social media post about a cause that is important to
them. They can consider which social media tool will be effective
for their message and why.
Self assessment (AaL): how did your bias, perspective, and/or
lived experience impact the social media message you created?

Consolidate:
Students can share their social media posts and invite feedback
from peers.

Materials: Computers, template for social media post

7 ❏ Modelled Minds On: For Conversation

As Observation
Finalizing ❏ Shared Refer back to qualities of a global citizen list started in Lesson 1.
Of Product
Global ❏ Guided We are going to finalize this list by each student choosing a
Citizen ❏ Independent person who they think is inspirational and demonstrates the
characteristic characteristics of a good global citizen.
s
Action:
In partners or individually, research a person who you feel
represents a strong global citizen. Fill out the graphic organizer
provided to identify characteristics that you want to add to the
collaborative chart.

Consolidate:
Finalize the whole class list of characteristics of a global citizen.

Materials: computers, graphic organizer, texts related to global

citizens (include diverse identities and subject areas)

8 ❏ Modelled Minds On For Conversation

Observation
Culminating ❏ Shared Introduce the culminating task to the students. As Product
Task ❏ Guided “I am a Global Citizen” Of
Introduction ❏ Independent Using the co-created list of characteristics of a Global Citizen,
students will generate a product of their choice (e.g.,social media
campaign, podcast, slide deck, visual art, dramatization) that
explains how they demonstrate characteristics of being and
developing into a global citizen. Students will make explicit
connections to the Social Studies and Science learning goals in
addition to Language learning goals.

Action:
Co-create learning goals and success criteria (Language, Social
Studies, Science)
Explore different formats that they may choose.
Generate an initial plan using the graphic organizer provided.

Consolidate: What are our next steps?

Materials: chart paper, graphic organizer

9-13 ❏ Modelled During these lessons, the following activities will be ongoing: For Conversation
As Observation
Culminating ❏ Shared
Of Product
Task Work ❏ Guided Minds On
❏ Independent - What are some questions that are coming up for you?
- Transferable Skills review (provide a new example each
day)

Action
- Responsive mini lessons related to research skills, bias,
and perspective
- Students work on self-selected task
- Students engage in Assessment as Learning using
single-point rubric with co-constructed success criteria
- Ongoing Small group and individual student conferences
- Descriptive feedback, goal setting
- If there is a performance element to their task, practice
and/or record features

Consolidate
- Goal setting for next steps for continued work

14 ❏ Modelled Gallery Walks/presentations For Conversation

As Observation
❏ Shared - Students will be given choice in presentation style
Of Product
❏ Guided (present their product to small group in gallery walk,
❏ Independent submit a recording, whole class presentation)

15 ❏ Modelled Gallery walks/ presentations For Conversation

As Observation
❏ Shared - Students will be given choice in presentation style
Of Product
❏ Guided (present their product to small group in gallery walk,
❏ Independent submit a recording, whole class presentation)

Consolidation
- Self-assessment re: transferable skills in order to apply
to other learning contexts
- Critical thinking and problem solving
- Innovation, creativity, and entrepreneurship
- Collaboration
- Global citizenship and sustainability