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UNIT PLAN TEMPLATE

Unit Title:

Iqbal Novel and Child Labour

Name:

Claire Linn

Number of Lessons: 45
Subject(s): Humanities

Time: (in weeks)


Grade(s):

5
5/6

Rationale: I am teaching this unit to open students eyes to the world around them and the injustices that some children experience in the world. This unit is cross-curricular
in nature and will touch on L.A. and Social Studies PLOs.
Overview: This is a combined L.A. and Social Studies unit. In this unit students will address the overarching question of What is child labour and what can we do to make
a difference? With this question in mind students will explore the concept of child labour through the book Iqbal by Francesco Damo.
Prescribed Learning Outcomes from IRPs:
Social Studies:
A1 apply critical thinking skills including hypothesizing, comparing, imagining, inferring, identifying patterns, and summarizing to a range of problems and issues
A6 implement a plan of action to address a selected school, community, or national problem or issue
A4 deliver a formal presentation
A5 implement a plan of action to address a selected local or global problem or issue
B2 compare Canadian society with the society of another country
C4 compare individual and collective rights and responsibilities in Canada with those in other countries
C5 describe the role of Canada in the world
D4 compare Canadas economy, technology, and quality of life with those in one or more selected countries
Language Arts:
A1 use speaking and listening to interact with others for the purposes of contributing to a class goal sharing and explaining ideas, viewpoints, and opinions (e.g.,
debating) improving and deepening comprehension
A3 listen purposefully to understand ideas and information, by summarizing and synthesizing main ideas and supporting details generating questions
A4 select and use strategies when interacting with others, including accessing prior knowledge making and sharing connections
A6 select and use strategies when listening to make and clarify meaning, including accessing prior knowledge - focusing on the speaker listening for specifics
A8 use speaking and listening to respond, explain, and provide supporting evidence for their connections to texts
A9 use speaking and listening to improve and extend thinking, by questioning and speculating acquiring new ideas analysing and evaluating
B2 read fluently and demonstrate comprehension of grade-appropriate information texts, including
B3 read and reread just-right texts independently for 30 minutes daily for enjoyment and to increase fluency and comprehension
B8 respond to selections they read or view, by expressing an opinion with supporting evidence explaining connections (text-to-self, text-to-text, and text-to-world)
identifying personally meaningful selections, passages, and images
C8 use writing and representing to express personal responses and relevant opinions about experiences and texts
C9 use writing and representing to extend thinking, by developing explanations expressing alternative opinions or perspectives
Culminating Tasks:
1) Personal Choice Project which will allow individuals to demonstrate their learning in regards to child labour and the novel Iqbal.
2) Social Activist Project which will allow the class as a whole to demonstrate their learning about child labour and how to help the problem and the novel Iqbal.

Resources:
https://hamptonsenglishclass.files.wordpress.com/2013/12/iqbal-unit-plan.pdf
Global Citizens Texbook
Child Labour What are the implications by Veronica Allan
Everyday is Malala Day
Rights of the Child Poster
Productsofslavery.org
Iqbal by Francesco Damo.

Overview of Lessons:
Lesson # and Title

PLOs in lesson

(a) Instructional Objectives

Lesson Activities

Assessment Strategies

- Students and teacher


will work together to
brainstorm classroom
expected behaviours.
- They will then select the
one that are most
important and create a
classroom charter to
hang in the room.
- Students and teacher
will all sign the charter.
- Class discussion about
new attention getting
strategies and
washroom/water policies.
- Students and teacher
will all sign the new
charter and hang it in the
room.
- Students will review
Malala.
- Students will watch
video on Malala
- Brainstorm as a class
the rights of the child.
- Students will review the
rights of the child charter
as a class.
- Students will complete
activity.

- This is an important
intro lesson as it is the
first lesson back in my
practicum classroom. I
want to take this
opportunity to work as a
group to lay put
behaviour expectations
so everyone is on the
same page and so we
have a document to refer
back to.
- Teacher will observe
student participation in
class discussions

- markers
- chart paper
- rain sticks

- Teacher will observe


for student participation
and ability to remember
the previously studied
topic. (formative)

- rights of the child poster for


students and for classroom.
- Malala book
- Malala video

(time in minutes)

Materials
(Specific to This Lesson)

Lesson 1: Intro
lesson and
behaviour charter

- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
- A4 select and
use strategies
when interacting
with others,
including
accessing prior
knowledge
making and
sharing
connections

- SWBAT recognize expected


behaviour for the time I am with
them.
- SWBAT identify different
techniques we are going to use
for getting attention, using the
bathroom, etc.

Lesson 2: Review
of rights of the
child

- A1 apply
critical thinking
skills including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
to a range of
problems and
issues
- D4 compare
Canadas
economy,

- SWBAT identify what the


rights of the child are and how
they affect children around the
world.

Lesson 3: What is
Child Labour

Lesson 4: What is
child Labour?

technology, and
quality of life
with those in one
or more selected
countries
- A1 apply
critical thinking
skills including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
to a range of
problems and
issues
- D4 compare
Canadas
economy,
technology, and
quality of life
with those in one
or more selected
countries
- A1 apply
critical thinking
skills including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
to a range of
problems and
issues
- D4 compare
Canadas
economy,
technology, and
quality of life
with those in one
or more selected
countries

- SWBAT explain and show


what child labour is and what it
is not.

- Students will complete


a think/pair/share activity
addressing the question:
What is child labour?
- Whole class discussion
defining what child labour
is and what it is not.
- Discussion about key
vocab.
- Students will create tcharts in groups about
what child labour is and
is not and then come
together as a class to
create one of the
smartboard.

- Teacher will guide


discussion and circulate
the room to keep
students on track during
group work.
- Teacher will observe
students for participation
and engagement with
class activities.
- Teacher will check for
students completed tcharts.

- computer
- smart board
- chart paper
- markers

- SWBAT explain and show


what child labour is and what it
is not.

- Students will be
introduced to the concept
that there are varying
opinions concerning child
labour.
- Class will read the book
Roses in my Carpet and
discuss whether they
think it is fiction or nonfiction
- Students will read text
p. 195-196 with the
teaher pausing for
discussions to learn
more about different
kinds of child labour.
- Students will explore
the concept of
stakeholders.
- Students will make a
chart about the

- Teacher will observe


students participation in
group and partner
discussions
- Teacher will observe
for attentive behaviour
during reading.
- Teacher will review the
students chart about
stakeholders to check for
understanding.

- book
- textbooks
- paper

Lesson 5-6:
Discovery
workshop

- B2 compare
Canadian society
with the society of
another country
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,

- SWBAT identify the elements


of child labour in countries
around the world. And explain
how it affects them.

Lesson 7:
Implications of
Child Labour and
What we can do to
help.

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A6 implement a
plan of action to
address a selected
school,

- SWBAT suggest sustainable


and non-sustainable solutions
to child labour.

stakeholders for a
company that makes a
vending machine for
drinks.
- Discussion about Iqbals
story: Who were the
stakeholders? List them
on the board.
- Have a discussion
about how the problem of
child labour might be
solved.
- Students will be
assigned one of 25
products being produced
by child labourers around
the world.
- Students will the
answer a series of
inquiry questions about
their product
- Students will present
their product to a small
group
- Students will complete
a ticket out the door.

- Students will review the


idea of stakeholders,
discussed earlier.
- Students will brainstorm
ideas for solutions to
child labour.
- Students will identify
which of these solutions
is sustainable and which
are not.
- Students will be
introduced to Craig
Kielburger via
PowerPoint and story.

- Teacher will ensure


that students are
assigned a product they
will understand.
- Teacher will circulate
the classroom to ensure
all students are on task.
- Teacher will circulate
during presentations to
make sure students are
on task and engaged
with each others
presentations.
- Teacher will review the
students final answers
regarding their inquiry
questions.
- Teacher will assess
students tickets out the
door to check for
learning.
- Teacher will use
discussion to determine
students prior
knowledge.
- Teacher will ensure
student engagement and
participation in group
discussion
- Teacher will review
journal entry and ideas
of students for future
activist project.

- ipads
- worksheets to record findings
- http://productsofslavery.org

- PowerPoint presentation
- journal

- Students will complete


a journal entry: ideas for
themselves or the class
to help the problem of
child labour.

community, or
national problem
or issue
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A4 select and
use strategies
when interacting
with others,
including
accessing prior
knowledge
making and
sharing
connections

Lesson 8-9:
Experiential
Learning Paper
Bags

- B2 compare
Canadian society
with the society of
another country
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
- A1 use speaking
and listening to

- SWBAT gain a deeper


understanding of how
sweatshops work, and how
people work for such little
money that is impossible to
survive of off.

- Students will be in
groups of five. Each
group will represent a
poor family in Pakistan
who make paper bags to
survive.
- Students will make as
many paper bags as
possible in the allotted
time and then have to
see if they have enough
money to survive and
what they would buy with
the little bit of money
they made.
- Students will complete

- Teacher will circulate


the room to ensure that
students are on task,
participating and
engaged with the
activity.
- Teacher will collect
journal entries and
provide students with
feedback.
- Teacher will have
students will self asses
their group work and
hand in the form they
use.

- newspaper
- groups of five
- fake money
- group work rubric
- paper bag instructions
- paper bag worksheet

Lesson 10-11:
Intro to Iqbal

interact with others


for the purposes of
contributing to a
class goal
- A4 select and
use strategies
when interacting
with others
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing

a journal entry on the


experience.
- Newspaper bags can
be used for making a
wall display.

- SWBAT answer questions


about the text and predict what
will happen next in the story.

- Students will complete


a KWL chart What do
you know about Iqbal
Masih? (K) What do
you want to know about
Iqbal Masih? (W) After
being shown the novel
and having a brief
discussion.
- Students will complete
their own charts and then
share with a partner.
- Teacher will read aloud
the first chapter of the
text. Stopping and having
students answer
questions in their
notebooks.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.
- Students will write a
journal about what they
think will happen in the
book.

- Teacher will model the


read aloud.
- Teacher will ensure
that students are making
notes to the questions as
we stop and think as a
group.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.
- Teacher will assess the
journal entry.

- novel
- KWL charts
- student journals

alternative
opinions or
perspectives

Lesson 12:
Reading Lesson
ch. 2&3

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective

- SWBAT read text and make


connections, predictions,
identify characters and plot.
- SWBAT identify the child
labour that takes place in the
book and make connections to
their prior learning.

- Students will verbally


review prior reading.
- Students will share their
predictions from their
journal with partners and
then with the whole class
if they would like to.
- Teacher will model read
aloud and then ask for
student volunteers to
continue.
- We will stop at points in
the reading and ask
questions check for
understanding and
predict what will happen
next.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions. This will help
to check for student
comprehension.
- Teacher will stop
reading to ask questions
and have students write
down their thoughts.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- novels
- graphic organizer
- questions for text

Lesson 13-14:
Dialogue/Characte
r Development
(ch. 2&3)

- A1 use speaking

Lesson 15:
Reading Lesson
ch. 4&5

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details

and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

- SWBAT identify the 5 Ws of


what is happening in the novel
so far.
- SWBAT create e dialogue
between two characters in the
book.

- Students will
individually create a 5W
chart and hand it in at the
end of class for
assessment (formative).
- Students will think-pair
and share regarding
questions about the text
which will lead into a
group discussion.
- Students will form
groups of three and they
will create a dialogue that
might have taken place
between Iqbals parents
when they decided to sell
him. Students will hand
this in at the end of the
lesson.
- Students will present
their dialogue to another
group.
- Students will self asses
their group work at the
end of the lesson.

- Teacher will assist


students in creating their
5W chart.
- Teacher will circulate
the class and help the
students that need it.
- Teacher will assess
student create
dialogues. One person
from each group will
hand a copy in.
- Teacher will ensure
groups are on task and
working well.

- 5W chart
- sample scripts

- SWBAT read text and make


connections, predictions,
identify characters and plot.

- Students will review


what we read the day
before.
- Teacher will model read
aloud and then ask for
student volunteers to
continue.
- We will stop at points
and ask questions
check for understanding
and predict what will
happen next.
- Students will complete
a character web of the
characters so far in the
story.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions.
- Teacher will stop
reading to ask questions.
- Teacher will assess
students ability to
remember the
characters in the story
through class
discussion.

- novels
- graphic organizer
- questions for text

- SWBAT identify the child


labour that takes place in the
book and make connections to
their prior learning.

Lesson 16: Iqbal


in the hot seat

generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)

- SWBAT generate questions to


ask Iqbal about his life and the
plot of the story.

- Students will answer 1


or 2 chapter response
questions in their
notebooks.

- Teacher will select


chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- It will be explained that


students are going to
complete an interview
with Iqbal.
- Students will learn
about being a journalist
and what kinds of
questions you ask and
how you ask them
respectfully.
- Students will use this
class to generate
questions that they want
to ask Iqbal.
- Students will have time
to come up with
questions on their own
and then in small groups.
- Students will save
these questions for the

- Teacher will lead


discussion and help
students to generate
questions.
- Teacher will ensure
students are on task and
participating.
- Student generated
questions will be used as
formative assessment.

- novels
- journals

next day.

improving and
deepening
comprehension
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating

Lesson 17:
Reading Lesson
ch. 6&7

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening

- SWBAT read text and make


connections, predictions,
identify characters and plot.
- SWBAT identify the child
labour that takes place in the
book and make connections to
their prior learning.

- Students will review


what we read the day
before.
- Teacher will model read
aloud and then ask for
student volunteers to
continue.
- We will stop at points
and ask questions
check for understanding
and predict what will
happen next.
- Students will have an
opportunity to add more
questions to their lists of
questions to ask Iqbal.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions. This will help
to check for
comprehension.
- Teacher will stop
reading to ask questions.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- novels
- graphic organizer
- questions for text

Lesson 18: Iqbal


in the hot seat

for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the

- SWBAT participate in an
interview scenario with Iqbal
and ask him questions.

- Students will have their


list of generated
questions from prior
days.
- Students will work in
pairs to choose one
question they want to ask
Iqbal. If we have time we
can ask more questions.
- If students end up
choosing similar
questions there will be
time for them to select a
different one.
- After completion of the
interview students will do
their second journal
entry.

- Teacher will act as


Iqbal as it gives her a
chance to clarify different
aspects of the text and
also help to clarify
questions so that all
students understand
what is being asked.
- Teacher will evaluate
student participation.
- Teacher will assess
journal entries based on
the rubric.

- lists of questions
- class organization in a circle or
semi circle
- journals.

speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating

Lesson 19:
Reading Lesson
ch. 8&9

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing

- SWBAT read text and make


connections, predictions,
identify characters and plot.
- SWBAT identify the child
labour that takes place in the
book and make connections to
their prior learning.

- Students will review


what prior reading.
- Teacher will model read
aloud and then ask for
student volunteers to
continue.
- We will stop at points
and ask questions
check for understanding
and predict what will
happen next.
- Students will complete
a character attributes
web for Iqbal.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions. This will help
to check for student
comprehension.
- Teacher will stop
reading to ask questions.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- novels
- graphic organizer
- questions for text

Lesson 20:
Literacy activity

to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- B8 respond to
selections they
read or view, by
expressing an
opinion with
supporting
evidence
explaining

- SWBAT identify he
importance of literacy in the
book and in their own lives.
- SWBAT identify why child
labourers do not have a voice.

- Students will discuss


the discovery by the
other children that Maria
is literate.
- Students will verbally
answer the question
why is Marias ability to
read important? In their
journal with words or a
picture.
- Students will share their
responses and have a
class discussion about
the importance of literacy
and how it can empower
people. Text-to-self, textto-text and text-to-world.
- Text-to-Self - Have
students Stop-and-Jot a
time when reading
helped them figure out a
problem.
-Text-to-Text - Connect
Marias literacy to
Fatimas slate in Chapter
1
- Text-to-World Although Maria is literate,
she never speaks.
Discuss why child
laborers may lack a
voice. If students
struggle to make this
connection, scaffold their
thought by referring to
Iqbals trip to the tomb.

- Teacher will read aloud


p. 72-74
- Teacher will lead class
in discussion about the
importance of literacy.
Helping students to
make connections as to
how important literacy is
in their lives when they
use it, how they use it,
how it helps them, etc.
- Teacher will lead
students through the
questions about text
- Teacher will help
students to understand
the idea of voice. What
does it mean to have a
voice? Why do some
people have a voice and
others to do not? What is
the difference between
being able to speak and
having a voice?
- Teacher will assess
student participation and
engagement with class
discussions.

- novel
- journals

connections (textto-self, text-to-text,


and text-to-world)
identifying
personally
meaningful
selections,
passages, and
images
- C8 use writing
and representing
to express
personal
responses and
relevant opinions
about experiences
and texts

Lesson 21-22:
Social media
profile

- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
including
- B8 respond to
selections they
read or view, by
expressing an
opinion with
supporting
evidence
explaining
connections (textto-self, text-to-text,
and text-to-world)
identifying
personally
meaningful
selections,
passages, and
images
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

- SWBAT create a social media


profile for one of the characters
in Iqbal.

- Students will have a


discussion about the idea
of voice, which we
discussed yesterday.
- Teacher will ask
students how they use
their voice? social
media
- Students will select the
character they wish to
create a profile for.
- Students will complete
all relevant aspects of
their social media
profiles.
- Students will present
their profiles to the class.
- Students will submit to
teacher for assessment.

- Teacher will lead


discussion on voice and
how students use it.
- Teacher will lead
discussion on social
media.
- Teacher will introduce
the social network
template and
demonstrate how
students are to use it.
- Teacher will explain the
activity to the students.
Lay out clear
expectations.
- Teacher will assess the
profile against
established criteria.

- Ipads
- novel
- list of possible characters
- example profile

Lesson 23:
reading lesson ch.
10&11

Lesson 24-25:
literacy flyers

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including

- SWBAT read text and make


connections, predictions,
identify characters and plot.
- SWBAT identify the child
labour that takes place in the
book and make connections to
their prior learning.

- SWBAT identify the


importance of literacy in their

- Students will verbally


review what has been
read so far.
- Teacher will model read
aloud and then ask for
student volunteers to
continue.
- We will stop at points
and ask questions
check for understanding
and predict what will
happen next.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions. This will help
to check for
comprehension.
- Teacher will stop
reading to ask questions.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- Students will listen to


passage read aloud and

- Teacher will read aloud


passage from the book

- novels
- graphic organizer
- questions for text

flyer making supplies


novel

hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- C8 use writing
and representing
to express
personal
responses and
relevant opinions
about experiences
and texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

lives and the lives of others.


- SWBAT create a flyer about
something that is important in
their lives.

volunteer answers to
what they think the
passage means.
- Students will try to read
a coded message. This
will simulate how it feels
to not be able to read.
- Students will discuss
why they are unable to
read it.
- Students will work to
decipher the code with
use of a key.
- Students will discuss
how they felt when they
couldnt read and the
importance of the ability
to read.
- Students will write down
all the things they do in
their lives the require
them to be able to read.
- Students will create a
flyer on the topic of
something they are
concerned about that
effects their everyday
lives.
- Students and teacher
will brainstorm list of
ideas: cant get the new
iphone, child labour,
bullying, etc.
- Students will review
Iqbals flyer as a class
and then they will create
their own.
- Important features of
the flyer: titles (bold,
large, italic etc.),
pictures, people, places,
time, date, borders
- Students can present
their flyers to the class if
there is time.
- Students will submit
their flyers to the teacher.

on page 78. This will get


the students thinking
about literacy again.
- Teacher will provide
students with the code to
decipher the message.
- Teacher will lead
discussion and ask
questions about the
ability to read
- Teacher will explain,
model and set out the
criteria for the flyer
assignment.
- Teacher will lead
brainstorm on topics for
the flyer.
- Teacher will circulate
the classroom to ensure
everyone is on task and
help those who need it.
- Teacher will assess
flyers.
- Flyers will be
displayed.

worksheets for code

Lesson 26:
reading lesson ch.
12&13

Lesson 27: intro to


debate

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills

- SWBAT read text and make


connections, predictions,
identify characters and plot.
- SWBAT identify the child
labour that takes place in the
book and make connections to
their prior learning.

- SWBAT recognize the


different aspects of a debate

- Students will verbally


review what has been
read so far.
- Teacher will model read
aloud and then ask for
student volunteers to
continue.
- We will stop at points
and ask questions
check for understanding
and predict what will
happen next.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions. To check for
students
comprehension.
- Teacher will stop
reading to ask questions.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- novels
- graphic organizer
- questions for text

- Students will be
introduced to the concept

- Teacher will use


discussion to assess

- video
- paper

Lesson 28: debate


planning

including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

and explain how a debate


works,

of a debate
- Students will watch a
video of a debate
- Students will brainstorm
the different parts of a
debate they saw in the
video.
- Students will practice
creating pro and con
arguments for simple
questions such as:
should I be allowed to
have my own Ipad at
home? Etc.
- Students will discuss
how debates can be
used to understand
different arguments on
different topics.

how much students


know and understand
about debates.
- Teacher will observe
the different arguments
students generate to
ensure students
understand the activity.

- A1 apply critical

SWBAT identify the topic they


are going to debate and lay out
their arguments.

- Students will participate


in discussion regarding
questions about Iqbal.
- Students will be

- Teacher will read aloud


p. 91-91 and lead a
discussion on the
following questions: Why

thinking skills
including
hypothesizing,

- pens
- partner arrangements

novel
journals

comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

Lesson 29: debate

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,

SWBAT participate in a debate.


Arguing and refuting their point
effectively and politely.

numbered with 1 or 2.
- Students assigned to
number 1 will argue
reasons why Iqbal should
stay in Lahore, while
students assigned to
number 2 will argue
reasons why Iqbal should
return to his family.
- Students will work as a
class with the teacher
first to come up with
some possible
arguments.
- Students will then be
given time to work in
pairs to come up with
more arguments.
- Students will write their
arguments down in their
journals so they can use
them the following
lesson.

do you think that Iqbal


wants to stay in Lahore?
What might be the
positive outcomes of
Iqbal staying in Lahore?
What might be the
repercussions of Iqbal
staying in Lahore? Do
you think that his life
might be in danger if he
stays? Why or why not?
- Teacher will number
students either 1 or 2.
- Teacher will explain
which side of the
argument number ones
are taking and which
side number twos are
taking.
- Teacher will explain
that now is the time for
the students to come up
with their arguments for
the debate tomorrow
- Teacher will model
some suggested
arguments.
- Teacher will explain
that students can work in
pairs today to help come
up with arguments they
can use in their debates
tomorrow.
- Teacher will circulate
the classroom during
work time to assess
students understanding
around the debate and
help students.

- Students will have time


to review the arguments
they came up with in the
previous lesson.
- Students will be paired
for the debate.

- Teacher will pair


students.
- Teacher will explain
that in these pairs they
are going to debate what
Iqbal should do.

student generated
arguments.
Timer

inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A8 use speaking
and listening to
respond, explain,
and provide
supporting
evidence for their
connections to
texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

Lesson 30:
reading lesson
ch. 14&15

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying

- SWBAT read text and make


connections, predictions,
identify characters and plot.
- SWBAT identify the child
labour that takes place in the
book and make connections to
their prior learning.

- Students will take turns


arguing their points and
listening to each other
respectfully.
- Students will have a
class discussion
regarding the debate.
Students will use the two
stars and a wish method.
Two things they learnt
and one thing they would
do differently next time.

- Teacher will explain


that they might not agree
with the point they have
to argue but they must
come up with a
convincing argument to
support it.
- Teacher will explain
that one student will take
a turn offering one
viewpoint, and then the
other student will
respond with the
opposite viewpoint, and
so on.
- Teacher will ensure
that the debates do not
turn into quarrels and
that students speak in
turn. While this is a very
simplified way of holding
a debate, it will introduce
students to the idea of it,
as they will likely
encounter the debate
format in subsequent
grades.
- Teacher will use class
discussion at the end of
the lesson to assess
student learning around
the debate.

- Students will review


prior reading..
- Teacher will model read
aloud and then ask for
student volunteers to
continue.

- Teacher will circulate


the classroom to make
sure everyone is on task
and participating.
- Teacher will facilitate
discussion about prior
reading and future
predictions to check for

- novels
- graphic organizer
- questions for text

Lesson 31-36:
Intro to Choice
Project

patterns, and
summarizing
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions
- A6 select and
use strategies
when listening to
make and clarify
meaning, including
accessing prior
knowledge focusing on the
speaker listening
for specifics
- A9 use speaking
and listening to
improve and
extend thinking, by
questioning and
speculating
acquiring new
ideas analysing
and evaluating
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspective
- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A4 deliver a

- We will stop at points


and ask questions
check for understanding
and predict what will
happen next.
- Students will answer 1
or 2 chapter response
questions in their
notebooks.

SWBAT choose and complete


a project of their choice in
relation to the novel Iqbal.

- Students will be
presented with the 6
project choices for their
choice project.
- Students will be given
time to think about what
they might want to do.
- Students will choose
their project and their
topic
- Students will start work

student comprehension
of text.
- Teacher will stop
reading to ask questions.
- Teacher will select
chapter response
questions for students to
answer and observe
what they write to
determine their
understanding of the
text.

- Teacher will present


the different choices and
help students to make
choices.
- Teacher will evaluate
their final projects based
on criteria and effort.
- Teacher will help
students to access the
different tools their need
to do their project.

- choice projects
- ipads

formal
presentation
- C4 compare
individual and
collective rights
and
responsibilities in
Canada with those
in other countries
- B2 read fluently
and demonstrate
comprehension of
grade-appropriate
information texts,
including
- B8 respond to
selections they
read or view, by
expressing an
opinion with
supporting
evidence
explaining
connections (textto-self, text-to-text,
and text-to-world)
identifying
personally
meaningful
selections,
passages, and
images
- C8 use writing
and representing
to express
personal
responses and
relevant opinions
about experiences
and texts
- C9 use writing
and representing
to extend thinking,
by developing
explanations
expressing
alternative
opinions or
perspectives

on their project.
- Students will continue
to work on their projects
until lesson 36.
- Students will present
their final projects to the
class.
- Students will submit
their final project for
assessment.

Lesson 37-45:
Intro to social
justice project

- A1 apply critical
thinking skills
including
hypothesizing,
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing to a
range of problems
and issues
- A6 implement a
plan of action to
address a selected
school,
community, or
national problem
or issue
- A4 deliver a
formal
presentation
- A5 implement a
plan of action to
address a selected
local or global
problem or issue
- A1 use speaking
and listening to
interact with others
for the purposes of
contributing to a
class goal
sharing and
explaining ideas,
viewpoints, and
opinions (e.g.,
debating)
improving and
deepening
comprehension
- A3 listen
purposefully to
understand ideas
and information,
by summarizing
and synthesizing
main ideas and
supporting details
generating
questions

- SWBAT collectively design a


project that will help their
community, school and/or the
problem of child labour.

- Students will be
introduced to the idea of
a social justice project
- Students will look back
on the journal entry they
did earlier in the unit
about possible things
they could do to help with
the problem of child
labour.
- Students will be
presented with different
examples of social
justice projects that have
been done in school
- Students will work in
groups to brainstorm
ideas we could do at
Tansor.
- Students will work as a
class to come up with a
list of possibilities.
- Students will look into
the possibilities to see
what might work and
what would not.
- The class will choose 1
project to complete
together.
Accommodations can be
made here if students
feel strongly about more
than one project.
- All students will have
roles to complete the
project
- We will present the
project to the school or
another class.

- Teacher will primarily


assess student
participation and effort in
regards to this project.
- Teacher will try her
best to ensure that the
project is do-able and
able to complete with the
time allotted.

- examples of possible projects:


books, videos, websites.

Reflections/Revisions (if necessary, continue on separate sheet)

Unit Plan Template


The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subject areas and modified as students gain
experience in each practicum. The attached sample template should be used as a basic outline. The space required for each heading in the template will vary and
should be adjusted as needed. The template is available on the TRU-Bachelor of Education Practica website in electronic form at
http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the template are completed and that the unit plan be sufficiently clear and
detailed so that another teacher could use the plan to teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills and/or understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in each curricular subject by describing what students
should be able to do. These statements are the prescribed learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning
outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each learning outcome a number to be used in the
Overview of Lessons.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you need to involve other people in the planning, such as
the librarian? Are there materials to be gathered and websites to check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning outcomes from other subjects are specifically
assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or enrich student understanding? Do you have more than
one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation; Multiple means of expression; and, Multiple
means of engagement. DI is the process of ensuring that a students readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you accommodate them? Consider learning styles,
multiple intelligences, Aboriginal and cultural influences. What are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. If using the Unit Plan Template (electronic
version) add as many rows as there are lessons and expand the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes,
then list, by number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major Instructional Objectives (SWBAT),
Teaching Strategies (a few words), Lesson Activities (sufficient detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the
How and the What you will be assessing), and Materials needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make as work progresses. At the end of the unit reflect
and record successes and any modifications you might make when you teach the unit again.

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