Subject Area Grade Level Topic Length of Unit (Days) : English Language Arts Grade 3 Identity

Subject Area English Language Arts
Grade Level Grade 3

Page 1 Kate Lawless Topic Identity
Length of Unit (Days)
Table of Contents
1. Essential/Inquiry Questions (Page 2)
2. General Learning Outcomes (Page 2)
3. Specific Learning Outcomes (Page 2)
4. Unit Summary (Page 3)
5. Goals (Page 3)
6. Cross Curricular Links (Page 4)
7. Resources (Pages 5-6)
8. Week Plans (Pages 7-12)
9. Lesson Plan (Pages 13-15)
10. Worksheets (Page 16)
11. Unit Assessment Plan from Evaluation (Pages 16-23)

Grade Level Grade 3
Page 2 Kate Lawless Topic Identity
Length of Unit (Days)
Unit Plan Rationale

Essential (core) Questions
How do we form and shape our identity?
Inquiry Questions
How does our family background shape our identity?
How can we form our individual identities?
Can identity be taken away? Can it be relearned?
What are some ways we can learn about others’ identities and be respectful about how they
may differ from our own?
General Learning Outcomes

Students will…
GLO’s:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate
with others.
Specific Learner Outcomes
Students will…
1.1.1 connect prior knowledge and personal experiences with new ideas and information in oral, print
and other media texts.
1.1.3 explore ideas and feelings by asking questions, talking to others and referring to oral, print and
other media texts.
1.2.2 experiment with arranging and recording ideas and information in a variety of ways.
1.2.3 ask questions to clarify information and ensure understanding.
3.1.1 use self-questioning to identify information needed to supplement personal knowledge on a
topic.
3.1.3 ask topic-appropriate questions to identify information needs.
3.3.1 organize ideas and information, using a variety of strategies, such as clustering, categorizing and
sequencing.
4.1.2 combine and rearrange existing information to accommodate new ideas and information.
4.1.5 space words and sentences consistently on a line and page.
5.1.1 describe similarities between experiences and traditions encountered in daily life and those
portrayed in oral, print and other media texts.
5.2.4 ask others for their ideas, and express interest in their contributions.
Grade Level Grade 3
Page 3 Kate Lawess Topic Identity
Length of Unit
(days)
Unit Summary / Goals

Unit Summary
 This unit is intended to be instructed to a Grade 3 class with twenty-eight students in Lethbridge,
Alberta. This unit will be comprised of 18 lessons over a five-week period. The theme of this unit
revolves around identity and how we form and shape our identities. The students will be focusing on
the inquiry questions: “how does our family background and history shape our identity?” and “how can
we form our own individual identities”? These two questions will allow the students to explore their
own identity and acknowledge the way that identity is not set in stone for everyone. Students will have
the opportunity to ask family members about their family history and acknowledge how that has helped
them shape their identity. Students will also have the opportunity to explore their personal likes and
dislikes and begin to describe and learn how their individual identity may be different from their family
identity. This unit will also allow students to share their family and individual identities with their
classmates, which will encourage students to acknowledge and appreciate the differences within our
classroom.
 Students will begin the unit by being exposed to different shorter literature, in the form of picture
books, that will encourage them to think about their identity. Throughout the unit I will be reading them
a chapter book based around individual identity to continue them to explore their personal identity. By
the end of the unit students should be able to explain their identity and how it is formed through their
family as well as them as individuals. Some students may have a larger individual identity, and not
identity with their family as much as others; this is okay, and each student will be able to understand
that everyone’s identity if formed and shaped differently.
 The main resources throughout this unit will be literature in both the forms of picture books as well as a
chapter book. Students will also complete a worksheet in which they will fill in their family tree, to the
best of their abilities. Students will also reflect on their experience of exploring their identity through
journal entries, which will help them with vocabulary, word spacing, and punctuation.
 Differentiation: Some students may not have the home life that allows them to create an in-depth family
tree. Students will have the option to focus their family identity on any family member; this includes
aunts, uncles, or grandparents. If the student does not have the ability to speak to any family members
about their background, they can write down the information they do know about their family—e.g.
Their parents’ names, where they are from, where anyone in their family was born, were they born in
the same place their parents were?—Questions like this will allow students to still participate, they just
may have less information than other students. Students who do not live with family members and are
in the foster system, live with guardians, or live in group homes will have the choice to write about
what they know about their family (if anything) or they can ask their guardian to tell them a bit about
their family history. Students who are adopted may choose to write their family background based on
both their birth and adoptive families, or simply one background; this would be up to the discretion of
the students’ parents.
Teaching identity is important to students in Grade 3 as it allows student to begin to explore their likes
and dislikes and find out what interests them. Furthermore, it allows students to discover where they are
from and learn more about their family history. This will also teach students tolerance, emphathy and
respect, as each students background will be different, and students will learn to appreciate the
differences that are present in their classroom.
Grade Level Grade 3
Length of Unit
(days)
Goals
 My goal is for students to research and explore their family genealogy in order to connect their identity
to their family’s past.
 My goal is that students will explore their interests, likes and dislikes, and future goals to establish their
personal and individual identity.
 My goal is that students will be able to create a family tree and find a way to connect their family
lineage to their personal identity.
 My goal is that students will make connections to the literature and acknowledge how different people
choose and form their identities.
 My goal is that students will make connections with the literature and their peers identity stories in
order to demonstrate empathy and respect towards their peers and friends.
Cross Curricular
This unit also links to the Grade 4 and 5 Social Studies and Health. This unit links to Health in terms of the
types of behaviours students will be expected to show throughout our unit. Each student will be required to
acknowledge that their peers will come from different backgrounds and express their identity in different ways.
It is important to have good manners and demonstrate inclusive and respectful behaviours towards all students,
regardless of their background.
This unit relates to Grade 4 and 5 Social Studies in terms of how society can affect one’s identity. We will
also be exploring Indigenous identity throughout some literature as well as hearing directly from our
Indigenous students. It is important for students to respectfully acknowledge Indigenous history and recognize
the importance of learning about such history.
Health 3
Understanding and expressing feelings
R-3.1 recognize the effects of sharing positive feelings on self and others; e.g., express appreciation to self and
others
R-3.2 demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and
behavior; e.g., demonstrate good manners when expressing feelings
Interactions
R-3.6 demonstrate inclusive behaviours regardless of individual differences or circumstances; e.g., physical,
emotional, cultural, economic
Social Studies 4:
4.2.1.3 recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and
identity
4.3.1.1 value and respect their own and other cultural identities
4.3.1.2 demonstrate respect for the rights, opinions and perspectives of others
4.3.1.3 demonstrate respect for the cultural and linguistic diversity in Alberta
4.S.2.1 use photographs and interviews to make meaning of historical information
4.S.8.3 listen to others in order to understand their perspectives
4.S.8.6 communicate effectively through appropriate forms, such as speeches, reports and multimedia
presentations, applying information technologies that serve particular audiences and purposes
Grade Level Grade 3
Length of Unit
(days)
Social Studies 5:
5.2.1.1 recognize how an understanding of Canadian history and the stories of its peoples contributes to their
sense of identity
5.2.1.6 recognize how changes in society can affect identity
5.S.1.2 evaluate ideas, information and positions from multiple perspectives
Resources
A Special Gift
Simon, Marcia, L. A Special Gift. Harcourt Brace Jovanovich, 1978.
A Special Gift is a chapter book I would read aloud to the class. This novel would encourage
students to feel empathy and respect towards their classmates who may be struggling with aspects of their
identity. Peter, the protagonist, plays basketball and does ballet; however, none of his friends know about his
love for dance. When Peter is offered a role in The Nutcracker and he realizes he may not be able to hide his
passion for dance, he must decide if he is ready to show his true identity to his friends and peers. A Special
Gift may also be a way for students who are struggling with their identity to feel comfortable to be their true
selves.
Mixed me! Taye Diggs, illustrated by Shane W. Evans

Diggs, Taye; Evans, Shane W. Mixed me! Feiwel and Friends, 2017.
Mixed me! is a children’s book based around a mixed-race boy, Mike. This book teaches students that being
mixed race is unique, however it is not the one and only defining factor of someone’s identity. Mike is able to
form his identity based on his mixed-race parents, as well as other aspects of his personality. This book will be
a good way to introduce the idea of mixing students’ individual identity with their family identity, while also
encouraging students to be culturally sensitive to their peers.
Grade Level Grade 3
Length of Unit
(days)
Stolen words Melanie Florence, illustrated by Gabrielle Grimard

Florence, Melanie; Grimard, Gabrielle. Stolen words. Second Story Press, 2017.
Stolen words introduces students to ways that identity can be taken away and lost. Stolen
Words tells the story of a grandfather telling his granddaughter about his experience
having his Cree identity stolen from him at a residential school. This children’s book
teaches students about the trauma of residential schools, while also seeing a young girl
and her grandfather rekindle their Cree identity.
YouTube video of a puppet show

This resource will allow students to see how a puppet show is played out. It gives them an
example on dialogue, characters, and beginning, middle, and end. They will be able to see how
it is important to not put your puppet in front of their peer’s puppets.
https://www.youtube.com/watch?v=EMv8YnWtbJo
Children’s Book: We’re All Wonders

We’re All Wonders is a children’s book that has a very powerful message for young students. It
is about a boy who looks different than everyone around him. He is bullied by others around him,
but when he puts on his helmet, he goes to a different world where no one makes fun of him. It
ends with the message that everyone is a wonder in their own way.
https://www.youtube.com/watch?v=JhD5ZKH_Fy4
Other resources:
1. https://www.youtube.com/watch?v=H7w7yXkJTu0 (Friendship Soup)

2. “I Feel…” worksheet
Grade Level Grade 3
Length of Unit
(days)
Monday
Week theme: Beginning/Middle/End
Theme: Being a good friend
Text: The Word Collector by Peter H. Reynolds
Activities: Students will brainstorm words that they feel make a good friend. We will collect
these words on the board in order to create a word bank they can use throughout the unit. We
will have a group discussion on the book and talk about how his words made others feel. Using
these words, we will brainstorm ideas on what we can do to be a good friend. We will
Week 1 brainstorm a few ideas that students can use to write in their friendship book.
Assessments: The discussion and writing/drawing activity will be a formative assessment to see
what students know about being a friend. I will use anecdotal notes during discussion and the
booklet will be brought in for a summative assessment at the end of the week.
SLO’s:
2.2.5 retell interesting or important aspects of oral, print and other media texts
2.2.8 tell what was liked or disliked about oral, print and other media texts
5.2.4 take turns sharing ideas and information
Tuesday
Theme: Friendship Soup
Video: https://www.youtube.com/watch?v=H7w7yXkJTu0
Activities: Make our own friendship soup as a class. The kids will each get to tell me what they
want to put in their friendship soup (ex. 1 cup of kindness, smiles, happiness, etc.). We will
make up a list of what they feel makes up a good friend. Students will then write out their
recipe in their journal.
Assessments: Pre-assessment to see what students know about being a good friend. the
journal will be both formative and summative as it is formative that day but will be brought in
for a summative assessment at the end.
SLO’s:
1.1.4 experiment with different ways of exploring and developing stories, ideas and
experiences
1.2.2 group ideas and information into categories determined by an adult
2.2.1 participate in shared listening, reading and viewing experiences, using oral, print and
other media texts from a variety of cultural traditions and genres, such as poems,
storytelling by elders, pattern books, audiotapes, stories and cartoons
2.4.1 generate and contribute ideas for individual or group oral, print and other media texts
Grade Level Grade 3
Length of Unit
(days)
Wednesday
Theme: Putting beginning, middle, and end into action.
Text: Boy and Bot
Activities: We will read Boy and Bot and then we will have a group discussion on what they
believe the beginning, middle, and end was within the story. The students will then tableau the
beginning, middle, and ends of the story for the class. We will model and do an example as a
class before doing this activity. I will have students show e what they look like first thing in the
morning, at recess, and at bed time. They will freeze like they are in a picture. Then, by doing a
tableau for the book, this will give the students an opportunity to practice picking out what
they feel are the beginning, middle, and end of Boy and Bot. After tableauing the story, we will
brainstorm a few more ideas of what they can do to be a good friend for that day. They will
then choose something from the list to write in their friendship book.
Assessments: This will be formatively assessed for contribution through anecdotal notes.
Friendship book will be marked formatively that day and then taken in for summative
assessment at the end of the week.
SLO’s:
2.4.3 write, represent and tell brief narratives about own ideas and experiences
2.4.4 recall and retell or represent favourite stories
Thursday and Friday
Theme: On Thursday I will… or On Friday I will….
Text:
Activities: We will brainstorm more ideas of what we can do to be a good friend. This will give
the students an opportunity to pick another sentence that they can use within their friendship
books for Thursday.
Assessments: Will be formatively assessed that day, but the friendship books will be taken in
for summative assessment when they are finished this unit.
SLO’s:
Grade Level Grade 3
Length of Unit
(days)
Monday
Week Theme: Characters
Theme: Emotions in face and voice.
Text: Each Kindness
Activities: We will have a group discussion about how the characters were feeling in the book
and why they were feeling that way. We will also discuss if good friends can be happy, sad,
mad, etc. We will talk about the beginning, middle, and end through this group discussion as
well. Students will learn about emotions through a group activity where they will practice using
Week 2 their emotions through facial expressions. They will show me what it looks like to feel sad,
happy, mad, etc. Teacher will show picture of emojis to portray each emotion. We will then
practice saying the same phrase in different emotions. We will then do the “I feel” worksheet
which will allow students to write sentences while also being able to draw the emotions of sad
and happy.
Assessments: Formative assessment on the group discussion and worksheet.
SLO’s:
1.1.3 make observations about activities, experiences with oral, print and other media texts
Grade Level Grade 3
Length of Unit
(days)
Tuesday
Theme: Body Language
Text: N/A
Activities: We will have a group discussion on how body language can affect communication. It
is just as powerful as words. I will get students to show me with their body what it looks like
when they are mad, sad, happy, etc. We will then do the mirror activity where students must
mirror what their partner is doing. We will do a practice round of the mirror activity, so
students know what to do with their partner on their own. I will either use a student to help
me give an example to show the students. I will also have them do a think/pair/share on what a
good group member can do. (Share ideas, listen to others ideas, be kind to other group
members, be a good friend). I will give them scenarios to act out and students can interpret it
how they like. I will then take pictures of students showing each emotion and print them out
for an art activity. We will start the art activity that day and finish it the next day. The kids will
be making a journal page that will be split into four quadrants and they will decorate each
quadrant based on the emotion they are placing in that quadrant.
Assessments: This will be formatively assessed for participation.
SLO’s:
Wednesday
Theme: Recognizing emotions
Text: Draw the Line
Activities: As a class we will analyze the pictures and the students will get to tell me how the
characters are feeling and maybe why they are feeling that way. The students will show me on
their faces the different emotions of the characters. The students will then have the chance to
finish the art project that they started the day before.
Assessments: The journal entry is both formative and summative. The activity will be
formatively assessed on if students are on task.
SLO’s:
experiences
1.2.1 listen and respond appropriately to experiences and feelings shared by others
Grade Level Grade 3
Length of Unit
(days)
Monday
Week Theme: Dialogue
Theme: Introducing dialogue
Text: I Love My New Toy
Activities: We will have a group discussion on what dialogue is (what a person is saying). I will
get students to give me examples by prompting them to think of something their parents, or
teacher would say. We will then read I Love My New Toy as this is a good example of dialogue
as the pig and the elephant are only using dialogue in the book. As a group we will then write
Week 3 down a dialogue by having students give examples on how the conversation may go. What
would we start with? What comes next? Etc. The students will then write down their own
example of dialogue in their journal. This will have to have 2 characters and they will practice
saying theirs out loud with a partner. This will give them a chance to use their emotions while
reading.
Assessments: This will be formatively assessed through observation and anecdotal notes for
participation. The journal will be both formative and summative as it is formative that day but
will be brought in for a summative assessment at the end.
SLO’s:
Grade Level Grade 3
Length of Unit
(days)
Tuesday
Theme: Script making
Text: N/A
Activities: Students will be put in their groups and will start making their scripts and practicing
their puppet show. They will have to pick a beginning (friends), middle (conflict), end (resolve
conflict). We will do an example as a class. They can have any two types of friends. They do not
have to be people (Boy and Bot).
Assessments: Formative assessment on group work. I will also be doing student conferences to
see what the groups are doing and to help guide them if they need it.
SLO’s:
experiences
Wednesday
Theme: Puppet making
Text: N/A
Activities: We will have a class discussion on what their puppets need to include. I will remind
students about emotions, voice, and body language. These are all important to think about
when making their puppets. Students will start making their puppets that fit into the script
they made the day before. They will have to show the emotions that their characters have in
their play. If done early, they can practice their puppet show.
Assessments: They will be assessed on group and individual work to make sure they are on
task. I will also be having student conferences to make sure they are making their puppets to fit
their characters.
SLO’s:
Grade Level Grade 3
Length of Unit
(days)
Monday
Week Theme: Getting ready for puppet show.
Theme: How to create a proper puppet show.
Text: YouTube video. https://www.youtube.com/watch?v=EMv8YnWtbJo
Activities: We will have a discussion on Beginning, Middle, and End. We will discuss how it is
important to not block the other puppets, and to use expression (when sad, happy, etc.). We
will continue making our puppets and practicing the puppet shows.
Assessments: Formative assessment during group discussion. Formative assessment on
Week 4 whether students are on task – anecdotal notes.
SLO’s:
Tuesday
Theme: Practice puppet plays
Text: N/A
Activities: Students will get into their groups to practice their puppet plays. There will be
student conferences to make sure students are on task. Teacher will be observing every group
while they have this work period.
Assessments: Formatively assessed on group work.
SLO’s:
Grade Level Grade 3
Length of Unit
(days)
Wednesday
Theme: Friendship
Text: N/A
Activities: Puppet Show will be presented by small groups. Before they start presenting, we will
have a group conversation about what it means to be a good listener and audience member.
After each group presents we will discuss what went on by having students make observations
and connections to texts and their own experiences.
Assessments: Summative Assessment on the puppet show.
SLO’s:
experiences
Lesson Plan 1
Grade/Subject:__Grade 1 ELA____ Unit:___What is Friendship?_ Lesson Duration:_60 mins (Mon-Wednesday)
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
Grade Level Grade 3
Length of Unit
(days)
Specific Learning Outcomes:

LEARNING OBJECTIVES
Students will:
1. Understand that there are many characteristics that make up a good friend.
2. Understand that not only your words but your actions affect how your friends feel around you.
3. Understand that we all have personal experiences that have made us feel happy or sad with our
friends.
ASSESSMENTS
Observations: Key Questions:
Group discussion observation to What is Friendship?
make sure students are on task What characteristics are important to have in a friend?
as well as observing to see who What does a good friend do?
is participating. How can we learn about being a friend through
Observation to make sure characters in books?
students are working on the
worksheet and to help them
with their writing.
Written/Performance Assessments:
Formative assessment on class discussions
Formative assessments on friendship book
LEARNING RESOURCES CONSULTED
Resource #1: The Word Collector
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
* The Word Collector
* Friendship Booklet
* Chart paper to write our list/sentences on
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
What makes a good friend? Think (put thinking hand on heart)/Pair/Share
Assessment of Prior Knowledge:
Can students make comparisons to own life experiences? Do students understand how to be a good
friend? Do students understand the importance of words?
Expectations for Learning and Behaviour:
Students are expected to stay on task during story and group discussion as well as during the friendship
Grade Level Grade 3
Length of Unit
(days)
book activity.
Advance Organizer/Agenda:
1. Read story
2. Make list of words that make a good friend
3. Write sentence in Friendship book
Transition to Body:
Make sure students are sitting criss-cross-applesauce and confirm that they are all ready to pay
attention to the story.
Body (45 min.):
Learning Activity #1: Reading the Book The Word Collector with a post discussion on the book itself.
Assessments/Differentiation: Formative assessment on whether students are on task.
Learning Activity #2: Collect Words that they feel make up a good friend.
Assessments/Differentiation: Pre-assessment to see if students have an understanding of what makes a good
friend. This will also allow me to see if students can choose key words that make a good friend and use
examples from their own life. We will then make a list using those words about how they can be a good friend
each day of the week.
Learning Activity #3: Students will draw a picture of what they think a good friend does.
Assessments/Differentiation: This will be for pre-assessment purposes to see if students can make comparisons to their
own life on what they feel a good friend does and what they can do to be a good friend every day.
Closure ( 5 min.):
Consolidation/Assessment of Learning:
The friendship book that students wrote it will be collected to use as a formative pre-assessment to
see what the students understood about being a good friend.
Feedback From Students:
Students will tell me some of the words that we brainstormed at the beginning of class as a review.
Feedback To Students:
Amazing job staying on task. I want you to make sure to use those nice words with your friends every
day.
Transition To Next Lesson:
Tomorrow we will be making some friendship soup. So, make sure to keep thinking about what you
think makes a good friend.
Grade Level Grade 3
Length of Unit
(days)
Grade Level Grade 3
Length of Unit
(days)
Unit Assessment Plan (Evaluation)
Desired Results
Established Goals – GLO(s):
2. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
3. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Understandings: Essential (core) Questions

Students will understand that…
What is friendship?
- That there are many characteristics How will students give meaning to experiences
that make up a good friend. through a variety of forms of text?
How will students connect their own ideas and
- That not only your words but your
experiences with their peers?
actions affect how your friends feel
around you. How will students create narratives with
beginnings, middles, and ends; settings; and
- We all have personal experiences that main characters that perform actions within
have made us feel happy or sad with their puppet show?
our friends.
Inquiry Questions
What characteristics are important to have in a

friend?
What does a good friend do?
How can we learn about being a friend through
characters in books?
Prior understandings… Students will be able to…

The following SLOs are outcomes that
students are expected to have already 1.1.3 make observations about activities, experiences
addressed in Kindergarten. These will with oral, print and other media texts
provide foundational understandings for 1.1.4 experiment with different ways of exploring and
students to apply to this unit: developing stories, ideas and experiences
1.2.1 listen and respond appropriately to experiences
Students will be able to talk about ideas, and feelings shared by others
experiences and familiar events 1.2.2 group ideas and information into categories
determined by an adult
Students will be able to listen to experiences 2.2.1 participate in shared listening, reading and
Grade Level Grade 3
Length of Unit
(days)
and viewing experiences, using oral, print and other

feelings shared by others media texts from a variety of cultural traditions
and genres, such as poems, storytelling by
Students will be able to connect related ideas elders, pattern books, audiotapes, stories and
and information cartoons
2.2.5 retell interesting or important aspects of oral,
Students will be able to talk about and print and other media texts
represent the actions of characters portrayed in 2.2.8 tell what was liked or disliked about oral, print
oral, print and other media texts and other media texts
2.4.1 generate and contribute ideas for individual or
Students will be able to talk about experiences group oral, print and other media texts
similar or related to those in oral, print and 2.4.3 write, represent and tell brief narratives about
other media texts own ideas and experiences
Students will be able to contribute ideas and 5.2.4 take turns sharing ideas and information
answer questions related to experiences and
familiar oral, print and other media texts
Students will be able to draw, record or tell

about ideas and experiences
Students will be able to talk about and explain

the meaning of own pictures and print
Students will be able to listen to the ideas of

others
Grade Level Grade 3
Length of Unit
(days)
Where does this lead?

The following SLOs designate what students will need to know for future learning. These SLOs are
specifically taken from grade 2, as a monitor for how this unit will prepare students for upcoming
learning outcomes.
1.1.3 express or represent ideas and feelings resulting from activities or experiences with oral, print
and other media texts
1.1.3 use a variety of forms of oral, print and other media texts to organize and give meaning to
experiences, ideas and information
1.2.1 connect own ideas and experiences with those shared by others
1.2.2 record ideas and information in ways that make sense
2.2.1 engage in a variety of shared and independent listening, reading and viewing experiences,
using oral, print and other media texts from a variety of cultural traditions and genres, such as
legends, video programs, puppet plays, songs, riddles and informational texts
2.2.5 connect situations portrayed in oral, print and other media texts to personal and classroom
experiences
2.2.9 express thoughts or feelings related to the events and characters in oral, print and other media
texts
2.4.1 use own and respond to others’ ideas to create oral, print and other media texts
2.4.3 create narratives that have beginnings, middles and ends; settings; and main characters that
perform actions
2.4.4 use traditional story beginnings, patterns and stock characters in own oral, print and other
media texts
5.2.4 stay on topic during class and group discussions
Grade Level Grade 3
Length of Unit
(days)
Assessments
“One Cool
Class Friend” Journal
Title Drama Games Puppet Show
Learning Discussions Drawing Entries
Activity
Outcomes Formative Formative and
Type Formative Formative Summative
(Formative/Summative) Summative
Weighting N/A N/A 50% 50%
N/A
1.1.3 make observations
about activities,
experiences with oral, print √ √
and other media texts
1.1.4 experiment with
different ways of exploring
and developing stories, √ √ √ √
ideas and experiences
1.2.1 listen and respond
appropriately to
experiences and feelings √ √
shared by others
1.2.2 group ideas and
information into categories √ √ √
determined by an adult
2.2.1 participate in shared
listening, reading and
√ √
viewing experiences,
using oral, print and
other media texts
from a variety of
cultural traditions and
genres, such as
Grade Level Grade 3
Length of Unit
(days)
poems, storytelling by
elders, pattern
books, audiotapes,
stories and cartoons
2.2.5 retell interesting or
important aspects
of oral, print and √ √ √
other media texts
2.4.1 generate and
contribute ideas for
individual or group √ √ √
oral, print and other
media texts
2.4.3 write, represent and
tell brief narratives
about own ideas √ √
and experiences
2.4.4 recall and retell or
represent favourite √ √
stories
5.2.4 take turns sharing
ideas and √ √ √
information
Grade Level Grade 3
Length of Unit
(days)
Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Class Discussions will be used for Formative
Assessment. A class discussion will be part of our
pre-assessment as well as after, during and
before reading the literature being presented.
Class discussions will be used to teach the three
topics leading up to the puppet show. Within our
discussions as a class, after reading certain
stories, we will get students to tableau out some
of the scenes to give students a visual
representation of what is happening, and how
Class Discussions √
the characters are feeling.
The class discussions are assessment FOR
learning, as the teacher will be formatively
assessing to see if they are understanding the
information being presented. They will also be
assessing the participation of students. The
students will be gathering information from
peer’s experiences and through sharing their own
experiences. Therefore, this tool will be useful for
both the teacher and the students.
The Drama Games the students complete in class
will be formatively assessed. These games are
used to allow students to take the ideas of what
being a good friend is and put them into action.
The games we will be playing are the mirroring
activity and saying phrases with different
expressions. This will help them reach their end
Drama Games summative assessment and be able to put on a √
puppet show with expressive voices.
This will be assessment for learning as students
will be using the information presented in class
to effectively use it in the games they are playing.
The teacher will be doing formative monitoring in
order to make sure students are on track and
learning how to use expression.
Grade Level Grade 3
Length of Unit
(days)
Students will express their understanding through

a drawing activity that allows them to draw what
friendship means to them. This is a great
differentiation activity as students who are not
able to write full sentences and are struggling,
this allows them to express themselves through
drawing but also allows others in the class the
same opportunity. This could be an opportunity
“One Cool Friend” to let other children write sentences on their
√ √
Drawing Activity drawing if done before other students. This will
be taken in for a formative assessment and will
also be part of our pre-assessment to see what
they know about being a friend.
This will be both assessment for and as learning.
It will allow the students to express what they
feel a good friend is through a drawing. This will
also give the teacher an idea as to where the
students are, and how to move on.
Friendship Book Journal entries will be used for student to √ √ √
and Worksheets respond personally to the book read during that
class. This will be used as both a visual and a
written response (depending on the day) and can
be differentiated for students who are struggling
with their writing. They will be given a minimum
number of sentences to write, and others can
write more if they are capable. Students will also
be provided a sentence starter to help guide
them in their writing. This may be used by some
students, but some may choose to not use it, as
their literacy may be more advanced.
The journal entries will be formatively assessed
throughout the unit and taken in for a summative
assessment at the end to assess if students have
learnt something throughout the unit. I will
create a rubric that assesses students on their
ability to express ideas and feelings, give
meanings to experiences, and to connect
personal experiences to those from the stories
we read in class.
This will be assessment as, of, and for learning.
This will give the students a chance to respond
personally to some of the conversations, will
Grade Level Grade 3
Length of Unit
(days)
allow them to respond to conversations with the

class, and will be taken in for a summative
assessment
The Puppet Show will be a summative

assessment and the students will have the last
week to prepare their puppets as well as plan
what they are going to say within their play. We
will have 4 weeks to learn how to put on a proper
puppet show. The students will learn about
beginning, middle and end, about characters, and
about how to create dialogue. There will be many
formative assessments leading up to these 3
topics and this will help them lead up to creating
a fantastic summative project.
Puppet Show The puppet show will be assessment of learning. √
This will be the final assessment the students will
be leading up to. There will be many formative
assessments before this final project. The
students will be marked on their use of
beginning, middle, and end, characters, and
dialogue. I will be assessing students through
observing them individually while working in
their groups, and I will also try and have
conversations with every group to see where they
are headed, and how the groups are working
together.

Subject Area Grade Level Topic Length of Unit (Days) : English Language Arts Grade 3 Identity

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Subject Area Grade Level Topic Length of Unit (Days) : English Language Arts Grade 3 Identity

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Subject Area English Language Arts

Grade Level Grade 3

1. Essential/Inquiry Questions (Page 2)

2. General Learning Outcomes (Page 2)

3. Specific Learning Outcomes (Page 2)

4. Unit Summary (Page 3)

6. Cross Curricular Links (Page 4)

7. Resources (Pages 5-6)

8. Week Plans (Pages 7-12)

9. Lesson Plan (Pages 13-15)

10. Worksheets (Page 16)

11. Unit Assessment Plan from Evaluation (Pages 16-23)

Unit Plan Rationale

General Learning Outcomes

Unit Summary / Goals

Mixed me! Taye Diggs, illustrated by Shane W. Evans

Stolen words Melanie Florence, illustrated by Gabrielle Grimard

YouTube video of a puppet show

Children’s Book: We’re All Wonders

1. https://www.youtube.com/watch?v=H7w7yXkJTu0 (Friendship Soup)

Grade/Subject:__Grade 1 ELA____ Unit:___What is Friendship?_ Lesson Duration:_60 mins (Mon-Wednesday)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific Learning Outcomes:

Unit Assessment Plan (Evaluation)

Understandings: Essential (core) Questions

­ What characteristics are important to have in a

Prior understandings… Students will be able to…

and viewing experiences, using oral, print and other

Students will be able to draw, record or tell

Students will be able to talk about and explain

Students will be able to listen to the ideas of

Where does this lead?

Assessment Tool Overview

Students will express their understanding through

allow them to respond to conversations with the

The Puppet Show will be a summative

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Grade/Subject:Grade 1 ELA Unit:_What is Friendship?_ Lesson Duration:_60 mins (Mon-Wednesday)

What characteristics are important to have in a