Professional Documents
Culture Documents
Text
Description
The Breadwinner
Deborah Ellis
A story about a Palestinian girl and the farm her family is losing
due to the building of an Israeli settlement
Grade 5-6 excellent connection to First Nations peoples and land
rights
- A recount of Dr. Martin Luther King Jrs struggle for equal rights
- Many parallels can be drawn between this and the above stories
Nelson Mendela
Cath Senker
RICH TASKS
Rich assessment tasks offer teachers with the
opportunity to focus on a "big idea" through
the clustering of grade/subject expectations.
Carefully designed, these tasks enable
students to make connections between what
they are learning and the characteristic(s)
being explored. Teachers can ensure that
students are engaged in the task by ensuring
the task is meaningful, thought provoking ,
raises questions, has more than one right
answer, and appeals to a variety of learning
styles.
((http://www.oame.on.ca/main/index1.php?
lang=en&code=presmessage&chapter=32
RICH TASKS
Character Box
Students choose a character from the story and create a character box for the
character of their choice
Students fill the box with items that represent the character (evidence from the
text must be included)
Journal
Writing
In response to character dilemmas, pictures, and read texts, students will keep a
character education journal. This journal should serve as a means for students
to generate self-relevant texts.
Role Play
Letter Writing
Fish Bowling
CHARACTER EDUCATION
& GUIDED LITERACY
While the teacher is working with a small group of students, the rest of the class should be engaged
in rich tasks that challenge them to use their critical thinking skills, raise questions, and think about big ide
These tasks may be based off of the Read-out-loud the class is reading. Creating guided literacy centres
based on The Daily 5 by Gail Boushey and Joan Moser is an excellent way to integrate character
education into the Junior literacy curriculum.
The Daily 5 is a literacy program that helps ensure that the teacher is able to dedicate time with a group o
students, or work 1:1 with a student while the rest of the class is engaged in meaningful reading and writin
activities. (The Daily 5, Gail Boushey, Joan Moser)
Whole Group
Lesson
Student
Independent
Work
Students work on one of
the rich tasks in groups of
4 or 5
Additional reading/writing
activities may be added to
the list of tasks such as:
Read to self, read to
someone, work on writing,
word work, listen to
reading
45 minutes
Guided
Instruction